8 Matching Annotations
  1. Last 7 days
    1. The arts also draw on a range of learning modalities (visual, aural, kinesthetic) and intelligences (e.g., bodily/kinesthetic, spatial, visual, musical). For example, drama communicates visually, aurally, and kinesthetically and draws on interpersonal, intrapersonal, and linguistic intelligences. Dance communicates visually, kinesthetically, and aurally (if music is used) and draws on bodily/kinesthetic, spatial, and musical intelligences.

      These learning modalities are so important to know about, so we can reach all students. In my Theatre Methods class, we talked about how, as teachers, we can't just teach in the learning style that makes sense to us. We must erase that bias to be able to teach everyone!

    2. Classrooms are full of individuals that learn in different ways. For example, some students learn aurally, visually, or kinesthetically. Some learn quickly, others struggle, and still others fall somewhere between. Acknowledging this diversity, many educators are recognizing that it is no longer appropriate to approach teaching as a singular, one-size-fits-all endeavor.

      I am glad that this is changing things as of recently. I have been able to learn how to help students on the spectrum, as this is now common for teachers to learn. I just remember feeling bad in school because I didn't fit the exact mold. I am so glad we now consider all students so they don't feel this way!

  2. Feb 2026
    1. “Why hasn’t your group completed the task in the allotted time?” “What is so challenging about this step?” “You look frustrated. What is causing you to feel that way?” “I notice no group has moved on to step 3. Why not?”

      I love how these questions get straight to the point, but they will be beneficial for us as educators. I think when teaching in the arts, things will always have to change and be explained. These questions address them, but also are not accusatory which is also not beneficial to objectively understanding.

    2. Each circle identifies what students do. Students 1) imagine, examine, and perceive; 2) explore, experiment, and develop craft; 3) create; 4) reflect, assess, and revise, and 5) share their products with others. The arrows indicate the ways teachers can guide students through the creative process.

      I appreciate having these steps to help students through the creative process. It is so important that students take ownership of their creativity, but I have often asked, " How do you do this? These steps really help lay it out and help us know how to motivate them.

    1. Arts integration is naturally engaging. Opportunities for individual choice, autonomy, and self-regulation abound. Students are engaged in collaborative learning experiences with peers in which they share and build on each other’s ideas, consider options, make decisions, compromise honorably, and learn to work together to achieve a shared goal. Coping skills and strategies are embedded in the process.

      I love that the arts are so unifying and also allow students to learn from one another! Due to it being a very subjective and choice-based way of learning, it provides so much freedom, which is a very strong draw for this type of learning.

    2. Through the creative process, students build and express their understanding of an area of study and the art form, using the wide variety of languages and formats that the arts offer. Each art form has a myriad of adaptations to accommodate various learning needs5

      This is said so perfectly! This is a major reason I decided I wanted to e arts teacher. You can learn and teach so many different things through creatives. I know I learned this way as a student, and to expand their minds not just in art but also in any subject.

  3. Jan 2026
    1. When students are engaged in arts integration, they develop skills in accessing and evaluating information (in both the art form and the other curriculum area).

      I know we all have mixed emotions about technology and its effect, but it truly can be used for good. In addition is is the future. How do we teach this now-necessary skill but safely?

    2. how to create “a new learning environment consistent with the cognitive and expressive demands of the 21st century.”3

      I have had this thought a lot as I get closer to teaching and graduating. How do we grow and teach in an ever-changing world? Has dowe as t5eachers acheve this?