Arts Integration

Vision

As an arts integration learning community, we will engage, create, and problem solve as cognitively active learners, using the arts to make connections and gain a deeper understanding of the world and our environment.

Potomac Elementary is one of three arts integration model schools in Montgomery County, MD.  The school is located in Potomac, Maryland, a suburb of Washington DC.  Arts integration has become an integral part of the school curriculum since it was designated as a model school in 2003.  As a result of a federal grant (2003-2006), Potomac Elementary was able to provide the staff with professional development in arts integration strategies as well as many arts opportunities for its students.  The arts, including dance/movement, theater, music and visual arts have become center stage within the school program and are visible in all grade levels from kindergarten through fifth grade.

What is Arts Integration?

Arts Integration is a teaching approach that incorporates the indicators of an arts curriculum as well as other content areas.  Natural connections are made between the two subjects within the lesson as each area enhances the topic.   During a lesson, students are learning about the art form (movement, theater, visual art or music) as well as the other content areas (reading, math, science, writing, social studies).

Arts Integration Program

Potomac Elementary has a strong arts program.  Classroom arts integration lessons are displayed in the hallways, showcasing how the arts are related to math, reading/language arts and science - all get equal billing. You will see many examples of the creativity and strength of the program as you walk through the hallways.

Student Involvement

Observing in classrooms demonstrates the strength of the arts integration program.  The art teacher might be teaching a lesson combining science and visual art.  For example, students in second grade science learn about balance.  They incorporate their science technology to create mobiles in art after learning about the work of Alexander Calder. The music teacher may work with a first grade teacher using musical instruments to teach punctuation, with each instrument being a different punctuation symbol.  In another class, students work collaboratively to create a tableau illustrating a poem. A tableau is a “frozen” picture in which students create a frozen shape with their body to illustrate a person, place or thing.  While in another class, students may be creating a mural based on the characteristics of tall tales and art elements.

Fifth grade students use the art elements to create a
mural about a Tall Tale Character.

Student created museums are one facet of the arts integration program where students’ displays demonstrate their involvement in the arts.  Students develop a museum based on a content area such as science with studies of butterflies or the solar system.  The resulting class work exemplifies how arts integration lessons support the theme of the museum.  Students determine how the museum will look and install it for other grade levels to view.  Students become docents in the museum, and share their knowledge with “hands on” activities with the rest of the student body.  The opening night involves student performances that might include: dance/movement, reading poetry, singing and/or plays.  The museums and their openings are a key part of communicating to the community about the arts integration program.

2nd grade students perform during the Butterfly Museum.

Artist in residencies are also a part of the program.  The residencies vary from poetry to painted murals and add a component to the program where students can interface with real poets and artists, making the arts come alive. In many cases, permanent art pieces have been added to the school, which enhance the environment for students, staff and the community.  For example, there is a mural in the cafeteria, a sculpture in front of the school, and a mosaic collage as you enter the building.  Students have an appreciation for art, because they are involved in the creation of these permanent works as well as art in their daily lessons, which are integrated into the curriculum.

Professional Development

One of the strongest components to the program is the willingness of the staff to participate in professional development opportunities.  Staff members have participated in the Maryland Artist Teachers Institute, a week-long residency program sponsored by the Maryland State Department of Education, CETA: Changing Education Through the Arts, a Kennedy Center Program, and graduate courses through Towson University’s Arts Integration Institute. These are a few of the many opportunities teachers participate in to develop their arts integration repertoire.  The classroom teachers as well as the arts team, and administrators have all participated in these programs. As a result, several teachers have received their Arts Integration Certificate, an 18 hour graduate credit program and have truly become experts in delivering arts integration to their students.

Students learn about the paper cutouts
of Matisse and incorporate similar shapes
indicating place value in math.

Third Grade Math and Visual Arts

Fifth Grade Math and Visual Arts
Students used various polygon shapes to make figures. Students analyzed Picasso’s Girl with the Boat to determine how he used polygons.

Second Grade Visual Arts and Science

Students used scientific illustrations techniques to draw butterflies.

Second Grade students collaborate to make interactive displays for their Butterfly Museum.

Students use theater techniques to build skills in collaboration and concentration.