Kaʻapana 1

Kaluhi Kaʻapana
ITE 326
18 September 2019
Reading Response

Category 1

1. Which reason(s) stated in Cornett (2011, pp. 144-148) for integrating the visual arts into

the elementary curriculum resonated with you? Why is this important to you and how will

you use this information to advocate for the arts in education?

Of the many reasons stated, the two that resonated with me was that art gives confidence

to be unique and art engages emotions and motivates. Cornett stated that “expression is a primary

goal of education and is linked to understanding” (2011, pp. 147). This statement was important

to me because I noticed that my students have a hard time expressing their ideas and opinions

among the different subjects that are taught. My placement school is starting a new math

program, which is problem-based and requires the student to express and articulate their different

ideas. This is difficult for the students. This is the perfect example of why art should be more

integrated in our school. If art gives the students confidence to express their ideas and their

uniqueness, then maybe students would feel more comfortable with expressing their ideas. The

other reason that resonated with me was that “art engages emotions and motivates” (Cornett,

2011, pp. 145). This resonated with me because it caused me to think of the students in my class

who need an outlet to express bottled in emotions. We have one student who has an emotional

disability in our class. I think that advocating for more art expression in our school would give

her an outlet to express these emotions, and maybe even motivate her to come to school more.

3. After reading Cornett (2011, pp. 156-161), what do you think is most important for you to

keep in mind when you are planning to integrate the visual arts into the elementary
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curriculum? How will you use this information to make the arts a vital component of an

active and engaging curriculum that can meet the needs of all learners?

Based on the reading, the most important thing to keep in mind when integrating art is to

find visual arts connections among the subject being integrating. Most of the art integration that I

have seen in the field is to draw a picture expressing what they learned. I think that art should be

more than just drawing a picture. After reading Cornett’s summary of different art connections

(2011, pp. 157-158), I realized that there are so many connections that you can make to different

subjects. For example, math focuses on both linear perspectives and geometric shapes (Cornett,

2011, pp. 158). I think these connections are important to show students how the two subjects are

related and that art is very much an important subject too. I will use this information and be sure

to find the connection between the subjects I am integrating and make it one subject, rather than

just compartmentalizing the two subjects. I think this will make my lesson more active and

engaging.

Category 2

10. Cornett (2011) says that energizers and warm-ups are used to “ready students mentally and

physically for creative problem-solving” (p.179). She lists numerous energizers and warm-ups.

Select three energizers or warm-ups that you would like to include in your teaching. You may be

able to include specific warm-ups in your unit plan that you are going to write. Describe in

detail how you would guide students through each of these experiences. This is similar to what

you need to do when you are writing your lessons in your unit plan to describe what students will

do.
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The three energizers that I would like to include in my teaching are art walks, scribble

and doodle, and senses station. For art walk, I would start by giving a short introduction of what

we are going to be doing in the class before. Then, in class I would explain to the students what

an art walk is and the different things they could look for. As we go through the walk, I would

tell the students to listen to the different sounds they hear. I would do this before we start a

project. Then, with each walk, we would have a discussion of what we saw in each art walk and

how it was similar or different.

The next energizer that I would like to try is scribble and doodle. I feel like this is a good

activity to open up the day, instead of doing question of the day. I would tell them to draw lines,

dots, and circles on their entire paper. I would do this on the day that we are learning about lines

in art, or maybe even in math, so that we can relate their doodle to what we are learning. This

way, we can have a conversation about art and how it relates to math.

Another energizer I would like to try are senses stations. When I read this, I thought of

our small-group differentiated instruction that we do at the end of every day except Wednesdays.

I was thinking that an art center that stimulates their senses would be something different and fun

for the students. I would integrate this station into our small groups on the day before we do an

art project. The students would write down the different things they hear, see, taste, smell, touch,

and hear. The next day, we would talk about their observations before diving into our art lesson.

12. Cornett (2011) describes a wide variety of drawing, painting, printmaking, collage, and

mixed media. She includes information about specific media, tools, surfaces and techniques (pp.

184-187). She also includes information about artistic techniques such as enlarging, simplifying,

cropping. She also explains other art forms such as displays, bulletin boards, murals,
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photography, three-dimensional art, and bookmaking (pp. 186-190). After reviewing this

information, think about which one of these art forms you feel comfortable teaching your

students and describe why you think you want to select this art form as a focus for one of your

lessons in your unit plan and what you want to teach your students about this art form.

I would be most comfortable teaching my students drawing and rubbing techniques. I

selected this art form because many of the students in my class like to doodle. I think this would

be relevant and fun to these students who enjoys just drawing. I would like to explore using

different drawing tools, such are pastels, chalk, or shaving cream as the book mentions. I would

like to focus on the drawing different kinds of lines, using different drawing tools. I would like

the students to compare their experiences with the different tools and their end product. After this

lesson, I would like to do the same with painting, but I would use the drawing lesson to practice

our general art procedures, such as cleaning our areas, putting things away, etc.

Category 3

15. Describe the three artistic processes: creating, performing/exhibiting, and responding. Share

specific ideas about how you can engage your elementary students in these three processes in a

visual art experience that you design for them. Be specific. This is like writing the instructional

strategies in a lesson plan that focuses on what the students will do and what the teacher will do.

This is a skill you need when you develop the slide show and lesson plans.

There are three artistic processes: creating, performing/exhibiting, and responding.

Creating is defined as the generation and production of original art in various art forms. In my

lessons and classroom, the students would be using what they have learned about art concepts to

produce a piece of visual artwork that expresses their ideas. I would engage my students in this
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by giving them the freedom to choose their techniques and tools that they learned about and

create an artwork that expresses their thoughts and ideas. Performing and exhibiting is a

showcase of the students art in the various art forms. I would engage my students in this

exhibition of their artwork by involving our school community. It would be a showcase where

parents, administration, and other school members are invited to come and engage with the

artists. We would have a gallery walk and the students would talk to the audience about their

work of art. Finally, responding is engaging with the artwork to gain an understanding. The

teacher would ask the students guiding questions that lead to descriptions of the art. Once the

students have mastered describing, they may advance to interpreting and understanding the art.

This would have to be something that is practiced on other works. As the teacher, I would have

the students practice responding to different pieces of are, beginning with describing what they

see. Once the students are ready to move on to interpretation, I would have the students begin to

talk about their art to one another. As a class, we could respond to one another’s art piece for

those who feel comfortable. As the teacher, I would model and allow the students to do this to

my artwork to ensure that it is a safe environment for everyone to share.

Category 4

Engaging Elementary Students in Art Criticism-How the Arts Communicate

19. Identify and copy selected benchmarks in three different grade levels that are directly related

to engaging students in art criticism in the elementary classroom. Select one image to share and

discuss the strategies you can use to engage your students in art criticism. You will want to

engage your students in art criticism as part of your art talk slide show and questioning strategies

that are part of your lesson plans.

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● Benchmark FA.5.1.3 Explain how an original artwork demonstrates a concept or idea

from another discipline

● Benchmark FA.2.1.3 Describe different responses to the same work of art

● Benchmark FA.K.1.4 Explain preferences for particular works of art

The above benchmarks are the benchmarks of grades 5, 2, and K that require students to

engage in responding to artwork. These benchmarks require art criticism, where the students

critically think about their interpretation of the artwork and concepts, or maybe the differences in

their responses to different artworks.

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Artist @ashlukadraws

I would put this image up and ask the students what they see, first. I want them to

describe the things they see: colors, lines, shapes, space, etc. After they have created a

description, I would ask them what it all means to them: why use those colors? Why those lines?

Why the expressions on people's faces? I would want them to think about what the artist
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intended from this piece, from emotions the artist was feeling to the emotions that they wanted

the audience to feel. This is the describe, interpret, evaluate strategy. I may use the see, think,

wonder strategy with my students. Students first describe what they see, what the artist or the

people in the photo are thinking, then describe something they wonder. I may also ask the

students to create a headline for this image, then describe why they chose that headline.

Citations

Claudia E. Cornett (2011). Creating Meaning through Literature and the Arts: Arts Integration

for Classroom Teachers, Fourth Edition. Pearson Education, Inc. (required purchase for

ITE 312, ITE 326, ITE 329). Chapters 6 and 7, and Appendices A – J.

Hawaii Alliance for Arts Education (2006). An Essential Fine Arts Toolkit for the K-5 Classroom

Teacher, Hawaii Fine Arts Grade Level Guide. Honolulu, Hawaii. Retrieved from

http://www.hawaiiartsalliance.org/#!arts-education/c8k2

Hawaii State Department of Education (2006). Hawaii Content and Performance

Standards III: Fine Arts, Visual Arts. Honolulu, Hawaii. Retrieved from

http://standardstoolkit.k12.hi.us

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NAME: Kaluhi Kaʻapana
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Kaʻapana 9
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name here: Joy Kobayashi
Aloha e Joy!
I really enjoyed reading your reading
response because you had a lot of great
ideas to implement into your lesson, such
looking at the clouds and recording that in
their doodle log. I noticed that for the
question about which art form you feel
most comfortable teaching, you chose
painting. I wanted to choose painting also,
but usually when we do activities that
have to do with paint, my 5th and 6th
graders start playing around with the paint
in a not-so-productive way. For example,
last semester when the students were
doing their science project, once group
started throwing paint at each other. What
would you suggest I do, so I can teach
them painting? They knew that that was
something that was not appropriate when
using the paint and caused problems with
the custodians who clean our balcony.
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We haven't used paint since then (other

than printing kihei) and I would love to
implement that into a project that I do with
my students.
Kaluhi

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