STEAM Learning Through the Arts The Arts Education Branch provides - - PowerPoint PPT Presentation

STEAM

Learning Through the Arts

The Arts Education Branch provides 300 teachers each year with Arts Integration Professional Development to ensure that all students are given the opportunity to learn through the arts.

Teachers who participate in the AEB’s Arts Integration PD develop ideas for integrated lessons. Some topics are…

Dance and Math

Essential Question: Why is the concept

• f fractional equivalency important to

both dancers and mathematicians? Grade: 3rd Standards Addressed:

• Dance 1.4
• Dance 2.8
• 3. Number and Operations-

Fractions.A.3 Integrated Student Objective: Students will be able to write simple mathematical equations that show equivalency by creating, memorizing, and performing short phrases of rhythmic movement.

Visual Arts and Geometry

Essential Question: What geometric shapes can you find in art? Grade: TK/K Standards Addressed:

• 2.6 Use geometric shapes/forms (circle,

triangle, square) in a work of art.

• K.G. 1. Describe objects in the

environment using names of shapes, and describe the relative positions of these

• bjects using terms such as above, below,

beside, in front of, behind, and next to.

• K.G. 2. Correctly name shapes regardless
• f their orientations or overall size.
• Integrated Student Objective:

Students will be able to identify shapes they have learned about in math in various pieces of art, and use them to create art of their own.

Complementing the AEB’s efforts, six organizations are providing over 2,000 teachers with even more

• ptions for Arts Integration Professional

Development in 2017.

LD Central Arts Integration Curriculum OPTIONS Schools

Interactive Crime Scene Investigation

Credit Recovery Through Project-Based STEAM Strategies

The synopsis: a 911 call is made at 4:05 the morning of 9/29/16. When the detective arrives, he's greeted by Diego Villarreal, the night manager, who is holding a bloody towel to his face to stop a bloody nose and has bruises on his face (although somehow, he has no blood on his clothes). Villarreal claims to have subdued an intruder who was trying to rob him - he fired the extinguisher in the intruder’s face, then when that didn't work he hit the man

• ver the head with the extinguisher,

locked the man in his store, and called

• 911. When the detective goes in he

smells gas, which Villarreal thinks might be from his space heater. The detective finds the intruder dead on the floor, blood spatter everywhere, an empty cash register, and three different footprints on the ground in the powder from the fire extinguisher.

Students recover multiple credits through Forensic Science / Theatre Arts Module

The students are investigating to answer the following questions:

• How did the intruder die? Is Diego guilty
• f murder or was he just defending himself?
• Who is the third person? Are they involved
• r just a bystander in the wrong place at the

wrong time?

• Where is the money? If it wasn't at the

scene or on Diego, who took it?

Students are gaining credits through the following:

• ELA: Prosecution team - tracking the evidence,

investigating criminal justice and precedent…

• HSS: Defense team - ensuring a fair trial for the

defendants, understanding the bill of rights…

• BIO/CHEM: Expert Witness - processing evidence,

explaining the basis of forensic science…

• MATH: Expert Witness - processing evidence,

determining probability, modeling the crime scene…

• VAPA: Mock Ups of suspects; photographic evidence

portfolio; role play of suspects/detectives in interviews.

Local District South STEAM Series

• Mrs. Maria Lucas

4th grade teacher Harbor City Elementary

Engineering and Art The Marble Run

The Marble Run

NGSS, ELA, and ART

Magnets

Magnets Gallery

LD Northwest STEAM Curriculum

Leveraging our Current Content

Capaci&es and Prac&ces

18

Sparking Creativity with intentional integration of the Arts and STEM

C h a p t e r 8

19

Showcasing our students’ real life STEAM learning at STEAM Fest

Breaking the LAWS Interdisciplinary Project Save the Drop Urban Wildlife Week and P-22 Day