Creative Meaning through Literature and the Arts

625 Pages·2015·27.607 MB·English

by  C. Cornett

“There isn’t anything else out there that compares in terms of ‘best all around arts integration
book!’ It truly is a gem. My original copy is dog-eared, highlighted, and post-it noted. It has
been one of my most important teaching resources.”
—Susan Antonelli,
Arts Education Consultant and
Professional Development Leader, Charleston, SC
“Claudia’s book is the ‘bible’ for those schools who want to pursue AI. Cornett covers all the
bases anyone would ever need in order to integrate the arts into their classroom.”
—Kay Thomas,
Visual Artist/Consultant, ArtsSmart Institute for Learning,
Texarkana Regional Arts and Humanities Council, Texarkana, TX
“Claudia Cornett has done all the legwork. The book’s thorough research-base makes it suit-
able for our pre-service education program; yet, the practical aspects ensure that teachers will
continue to use it year after year. Arts advocates appreciate the powerful case she makes for
integrating arts processes and strategies throughout the curriculum. I personally love the book.”
—Wrenn Cook,
Director, SC Center for Dance Education,
Columbia College
“This book has helped me so much. It made so much sense. I had to get a new copy because
my first one was so tabbed and folded over.”
—Hollie Steele,
Fourth Grade, Battle Academy,
Chattanooga, TN
“This is one of the most useful tools I’ve found to work with schools that want to become arts
infused or integrated. I use it every summer in institutes including Spoleto Creative Teaching
Institute. It is simply fabulous.”
—Christine Fisher,
State Project Director, Arts in the Basic Curriculum,
South Carolina
“We have used Creating Meaning Through Literature and the Arts as our textbook for three se-
mesters. We love it. And our students love it. Thank you for providing such an exquisitely
valuable text.”
—Donna Farrell,
The University of Texas at Dallas
“This is truly the bible of arts integration. I can’t tell you how beneficial it has been to me—
both with my undergraduates and my second graders. Every time I read it I find new ideas, but
mostly, it reinforces to me, time and again, that ‘with, about, in, and through’ the arts is the
best, most meaningful way to approach teaching and learning.”
—Bernadette Chilcote,
Teacher, Charleston, SC
“Claudia Cornett’s approach to arts and literacy really resonates with teachers. Even the most
seasoned classroom teachers have rated her book and workshops as one of the most useful and
effective resources and experiences in their careers.”
—Rodney Van Valkenburg,
Director of Communications/Arts Education,
Allied Arts of Greater Chattanooga
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Creating Meaning Through
Literature and the Arts
Arts Integration
for Classroom Teachers
Fifth Edition
Claudia E. Cornett
Professor Emerita, Wittenberg University
Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam
Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi
Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
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Vice President and Editorial Director: Jeffery W. Johnston
Senior Acquisitions Editor: Meredith D. Fossel
Editiorial Assistant: Maria Feliberty
Senior Marketing Manager: Darcy Betts
Program Manager: Janet Domingo
Project Manager: Cynthia DeRocco
Text Permissions Specialist: Tania Zamora
Text Permissions Specialist: Jorgensen Fernandez
Editorial Production Service: S4Carlisle Publishing Services
Manufacturing Buyer: Linda Sager
Electronic Composition: S4Carlisle Publishing Services
Cover Designer: Diane Lorenzo
Cover Art: After studying the color palette and other art elements in the artwork of local artist Jonathan Green, third and
fourth grade students in Stephanie Riedmayer’s classes painted these stunning portraits of Low Country people from the past.
Student Artists: Wes Graves, Megan Bono, Makayla Johnson, Evan Hefty, Regan Hill, Jaylen Clifton, Caitlyn Baughman,
Morgan Gecy, Addie Warren, Genesis Hernandez, Molly Smith, Jenna Derrick, Josh Pringle, and Bailey Herron.
Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on
appropriate pages within text.
While most teachers’ names are actual, some lessons represent a synthesis of many teachers’ lessons and in those the teachers’
names are author-created. All student dialogue was invented—except that which is credited; all was written to capture the intent
of the lessons.
Copyright © 2015, 2011, 2007, 2003, 1999 Pearson Education, Inc., publishing as Allyn & Bacon, 501 Boylston Street, Boston,
MA 02116. All rights reserved. Manufactured in the United States of America.This publication is protected by Copyright, and
permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or trans-
mission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise.To obtain permission(s) to
use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, 501 Boylston
Street, Boston, MA 02116, or email [email protected].
Library of Congress Control Number: 2013956941
10 9 8 7 6 5 4 3 2 1
ISBN-10: 0-13-351922-8
ISBN-13: 978-0-13-351922-8
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To Charles, my Pygmalion
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Brief Contents
Part I Introduction to Arts Integration Chapter 12 Integrating Music Throughout
the Curriculum 459
Chapter 1 Creating Meaning Through
Literature and the Arts 1 Chapter 13 Music Integration: AI Toolbox
and Seed Strategies 507
Chapter 2 The Underpinnings of Arts
Integration: Philosophy, Theories,
Epilogue 536
Research, and Wisdom 45
Bibliography 538
Chapter 3 Ten Pillars of Arts Integration 93
Bibliography: Children’s Literature
References 556
Part II Integrating Five Arts: Literary
Appendix A Developmental Stages:
Arts/Poetry, Visual Art, Classroom
Characteristics and
Drama/Storytelling, Visual Art, Classroom
Suggestions 560
Dance/Movement and Music
Appendix B Differentiating for Students
Chapter 4 Integrating the Literary Arts
with Diverse Needs 563
Throughout the Curriculum 144
Appendix C Checklist for Planning
Chapter 5 Literary Arts Integration:
with Artists 565
AI Toolbox and Seed Strategies
Special Feature: Poetry 194 Appendix D Assessment Tools
and Resources 566
Chapter 6 Integrating the Visual Arts
Throughout the Curriculum 220 Appendix E Discipline Prevention
and Intervention 571
Chapter 7 Visual Art Integration: AI Toolbox
and Seed Strategies 270 Appendix F Arts-Based Book/Text Response
Options 573
Chapter 8 Integrating Classroom Drama
Throughout Curricular Areas 303 Appendix G Artistic Birthday Buddies
Project 575
Chapter 9 Drama and Storytelling
Integration: AI Toolbox and Seed Appendix H Arts-Based Field Trip
Strategies 345 Guidelines 576
Chapter 10 Integrating Dance and Creative Appendix I Websites: Resources for Arts
Movement Throughout the
Integration 577
Curriculum 383
Seed Strategy Index 578
Chapter 11 Dance and Movement
Integration: AI Toolbox and Seed Subject Index 581
Strategies 431
Photo Credits 596
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Contents
Special Features xv School Spotlight: Arts Integration in Action 37
Foreword xviii Implementing Quality Arts Integration: A Preview 39
Preface xix Arts Integration Pillars 39
Center Stage: Teachers 41
About the Author xxvii
Arts-Based Reform: National, Regional,
Part I and State Efforts 42

Government-Affiliated Organizations 42
Introduction to Arts Integration Arts Education Partnership (AEP) 43
The Partners in Education of the John F. Kennedy
Center for the Performing Arts 43
Chapter 1
Teacher Spotlight: First-Year Teacher 43
Conclusion 44
Creating Meaning Through Literature
Other Resources 44
and the Arts 1
Introduction 1 Chapter 2
Definition: Arts Integration 1
The Underpinnings of Arts Integration:
Classroom Clip: Creative Inquiry 2
Philosophy, Theories, Research,
Titles Matter 2
Aliases 6 and Wisdom 45
Classroom Snapshot: Multi-Arts Integration
Introduction 45
in Social Studies 6
School Spotlight: Creating an Arts Integrated School 46
Teacher Spotlight: Judy Trotter 7
Arts Integration Philosophy 48
Unique Contributions of the Arts 8
Mission and Vision 48
Arts and the Communication Evolution 9
Do What, for Whom, and Why? 49
Intentional Dissonance 10
Vision Statement 49
Human Essentials 11
Gifts of the Arts 11 Theories That Inform Arts Integration 50
Intellectual Domain 12 Communication Theory 50
Social Domain 15 Constructivism 50
Personal and Emotional Domain 16
Creativity: Theory and Practices 51
Arts-Based Education and 21st-Century Life Beliefs About Creativity 51
and Learning 18 Creativity Theories 52
Arts Integration Models 19 Why Does Creativity Exist? 52
Legislating the Arts 20 Who? Creative Achievers 53
AI Evidence 20 What Is Creativity? 55
STEM to STEAM 21
How Does Creativity Happen? Brain Research 56
The Push for Arts Integration 21
How Does Creativity Happen? Creative Inquiry Process 57
Arts Integration and National Standards 23
Business World Classroom Clip: Real Life Creative
Common Core: Standards for the Nation 24
Inquiry 57
Classroom Clip: Tale of Two Lessons 26 Context 60
Integration and the Arts 31 Challenge 60
Integration Definition 31 Collect 60
The Case for Integration 31 Connect 61
Holistic Learning 32 Conclude 61
Wholes and Parts 32 Critique 62
Robust Arts Integration: Principles and Practices 33 Communicate 62
Not an “Activity” 33 Unpacking Creative Inquiry 62
Quality Signifiers 35 Teaching Creative Inquiry 63
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viii Contents
Teaching for Creativity: A Sampler 64 Quality Matters: AI Levels 95
Classroom Culture 64 Ladder of Robustness 96
Creativity Catalysts 67 Professional Learning 98
Creativity Quashers 67 Beyond Entertainment 98
Arts Integration and Creative Inquiry 68 Arts Integration Pillars 98
Cross Disciplinary Processes 69
Pillar I: Philosophy of Arts Integration 98
Arts Advantages: POP 70
Basic Arts Knowledge and Skills 70 Pillar II: Arts Literacy 99
Creative Teaching 70 Purposes of the Arts 100
Processes of the Arts 102
Classroom Clip: Letter to the Teacher 71
People 102
Multiple Intelligences Theory 71
Products/Art Forms as Texts 103
MI Practice 72
Arts Elements, Skills, and Concepts 103
Piaget’s Stages of Cognitive Development Theory 74
Visual Mnemonics 104
Piaget and Arts Integration 75
Pillar III: Collaborative Planning 104
Maslow’s Hierarchy of Needs 75
Maslow and AI 76 School Clip: Tanglewood Middle School 104
Planning Process 104
Vygotsky’s Social Development Theory 77
Planning Overview 105
Vygotsky and AI 77
Pronged Focus 106
Child Development and the Arts 77
Planning Questions 106
Brain Research 78
Standards and Benchmarks 106
Brain Facts and Educational Implications 79
National Core Arts Standards 107
Stress 79
Unit Planning and Organizing 107
Repeated Experiences 79
School-Wide Units 109
Empathy 80
Arts with Arts 110
Emotion 80
Field-Based Units 110
Shared Networks 80
Types of Collaboration 111
Arts Work and Brain Effects 81
Pillar IV: Aesthetic Learning Environment 111
Research Support for Arts Integration 81
Stendhal Effect 112
Controllables 81
Testing Inadequacies 82 School Snapshot: Normal Park Museum
Meta-Analysis 82 Magnet 112
Research Findings 82 Aesthetic or Anesthetic? 113
Academic Achievement (as Measured by Test Scores) 83 Small Changes 113
Cognitive Effects 83 Start with the “Known” 113
Motivational/Affective Effects 84 Displaying Art 113
Social Effects 84 Background Music 113
Learning Environment 84 Student Ownership 113
Diverse Learners 85 Pillar V: Literature as a Core Art Form 114
Arts Integration Philosophy: Five Ps 85 Arts-Based Literature 114
1. People 86
Pillar VI: Best Teaching Practices 114
2. Principles of Learning 87
1. What You Teach Is WHO You Are 114
3. Places 89
2. Inside-Out Motivation 115
4. Programs 90
3. Engagement and Active Learning 117
5. Pedagogy 90
4. Creative Inquiry 118
Conclusion 92
5. Explicit Teaching 119
Other Resources 92
6. Apply and Practice/Rehearse 121
7. Aesthetic Invitations 122
Chapter 3
8. Process and Product 123
9. Management: Behavior, Time, and Materials 124
Ten Pillars of Arts Integration 93
10. Independence and Self-Discipline 125
Introduction 93
Pillar VII: Differentiation for Student Needs 126
School Snapshot: Apalachee Tapestry Magnet School Detrimental Differentiation 129
of the Arts 94 Low Expectations 129
Implementing Arts Integration 95 Diverse Populations 129
Levels of Arts Integration 95 English Learners 129
Quantity Matters 95 Response to Intervention 130
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Contents ix
Pillar VIII: Instructional Design: 10. Increase Literacy 150
Routines and Structures 130 11. Are Vehicles for Learning Social Studies, Math,
Classroom Snapshot: Arts Routines and Science 151
and Inquiry-Based Units 130 12. Combat Illiteracy and Aliteracy 151
Instructional Design 133 Pillar II: Arts Literacy: Literary Content
Energizers and Warm-Ups 133 and Skills 152
Opening/Closing Routines 133 What Teachers Need to Know 152
Performances and Exhibits 134 Genre: Literary Forms 157
Grouping 135
Pillar III: Collaborative Planning 165
Centers and Stations 135
National Standards: Common Core 165
Clubs and Projects 135
Integrated Units 167
Pillar IX: Assessment for Learning 136
Classroom Snapshot: Social Studies/Arts-Based
Definition and Purposes 136
Read-Alouds 169
Issues 137
Special Disciplinary Connections 172
For Versus Of 137
Two-Pronged Lesson Plan 173
Assessing Assessment 138
Pillar IV: Aesthetic Learning Environment 173
Assessment Tools 138
Print-Rich Environment 173
High-Placed Criteria 138
Pillar V: Literature as a Core Art Form 174
Pillar X: Arts Partnerships 140
What Makes Literature Art? 174
Arts Specialists 141
Selection Sources 174
Teacher Spotlight 142
Arts Agencies/Organizations 143 Pillar VI: Best Teaching Practices 178
Arts Directory 143 1. What You Teach Is WHO You Are 178
Conclusion 143 2. Inside-Out Motivation 178
Other Resources 143 3. Engagement and Active Learning 179
4. Creative Inquiry 179
Part II 5. Explicit Teaching 181
6. Application and Practice 182
Integrating Five Arts: Literary Arts/ 7. Aesthetic Invitations 183
Poetry, Visual Art, Classroom Drama/ 8. Process and Product 184
9. Management: Behavior, Time, and Materials 184
Storytelling, Visual Art, Classroom Dance/
10. Independence and Self-Discipline 184
Movement and Music
Pillar VII: Differentiation for Student
Needs 184
Developmental Stages 184
Chapter 4
Matching Levels 185
Integrating the Literary Arts Throughout Resources 185
the Curriculum 144 Pillar VIII: Instructional Design: Routines and
Structures 185
Introduction: Literature at the Core 144 Energizers and Warm-Ups 185
Literary Arts and Standards 144 Opening and Closing Routines 186
Classroom Clip: Creative Inquiry Using POV Haiku Reading and Writing Workshop 186
and Tableau 145 Arts-Based Read-Alouds 187
Independent Reading 187
What Are the Literary Arts? 145
Literary Discussions 188
Arts Integration Pillars 146
Performances and Exhibits 189
Pillar I: Philosophy of Arts Integration: WHY Integrate
Centers and Stations 190
the Literary Arts? 146
Flexible Small Groups 190
1. Add Arts Power to Literacy 146
Pillar IX: Assessment for Learning 191
2. Support Active Meaning Construction 146
Portfolios 191
3. Build Empathy and Respect for Others 147
Exhibits and Displays 191
4. Deepen Understanding 148
Individual Conferences 191
5. Give Comfort and Insight (Bibliotherapy) 148
6. Fulfill Aesthetic Needs 148 Pillar X: Arts Partnerships 192
7. Provoke Inquiry 149 Author/Artist Visits 192
8. Stimulate Moral Thinking 149 Conclusion 193
9. Reveal Cultural and Historical Heritage 149 Other Resources 193
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