{"id":12638,"date":"2014-11-14T15:04:02","date_gmt":"2014-11-14T20:04:02","guid":{"rendered":"https:\/\/blogarchive.utc.edu\/news\/?p=12638"},"modified":"2015-12-17T14:43:01","modified_gmt":"2015-12-17T19:43:01","slug":"scea-hosts-literacy-arts-common-core","status":"publish","type":"post","link":"https:\/\/blogarchive.utc.edu\/news\/2014\/11\/scea-hosts-literacy-arts-common-core\/","title":{"rendered":"SCEA hosts Literacy and the Arts in Common Core"},"content":{"rendered":"
\"SCEA\"<\/a>

Visual Art and Literacy teachers explore a model interdisciplinary unit with Joel Baxley, SCEA\u2019s Director of Visual Art Education<\/p><\/div>\n

Southeast Center for Education in the Arts (SCEA), in partnership with the Hamilton County Department of Education, piloted a professional development experience for K-12 arts specialists and literacy teachers that began in June and came to a close this November.<\/p>\n

\u201cArts specialists across the district were invited to find a partner who was a literacy educator on their own campus, and come together to think of literacy as a cross disciplinary event. We often think of literacy as text based \u2013 as decoding text, when in the arts, we like to think of literacy as being bigger than that; we have to be aurally literate as well as visually literate,\u201d said Susanne Burgess, Director of Music Education at SCEA.<\/p>\n

\"SCEA\"<\/a>

The American Dream. Student artwork from Tyner Academy.<\/p><\/div>\n

Literacy, the Arts, and the Common Core (LACC) encouraged approximately thirty arts specialists and literacy teachers to collaborate on interdisciplinary units of study. Educators created electronic portfolios that documented student growth in both literacy and the arts.<\/p>\n

\u201cIn our district, as in many others, arts specialists rarely have opportunities to engage in professional development that\u2019s relevant to them. This was an opportunity to not only work in their own areas, but in another area as well. It was very collaborative as well as very flexible in that the work happened how it needed to happen. It wasn\u2019t a cookie cutter approach, it wasn\u2019t a factory process\u2014it was an individual process. They had to take a lot of time to design and implement the curriculum. So they adapted the curriculum to their particular disciplines as well as their community\u2019s needs,\u201d said Laurie Melnik, Interim SCEA Director and Director of Theatre Education.<\/p>\n

\"SCEA\"<\/a>

Stacey Nolan, community dance artist and project participant, views an exhibit of artwork created by students of participating teachers.<\/p><\/div>\n

Teachers from across Hamilton County were invited to participate in LACC.<\/p>\n

\u201cIt\u2019s important that the program was focused locally, to forge those partnerships with the local school district and send the message that UTC is a great place to come for high quality professional development in arts education,\u201d said Melnik.<\/p>\n

The program began with a week-long event in June, modeling instruction techniques with the goal to build interdisciplinary units of study which teachers then implemented with their own students in the fall.<\/p>\n

\u201cThey came expecting it to be a very passive experience, where they sat and listened while we told them things, but after the initial week of model instruction, it was them interacting and learning. Some of the most beneficial moments were the conversations that came up spontaneously,\u201d said Joel Baxley, Director of Visual Art Education at SCEA.<\/p>\n

\"SCEA\"<\/a>

Dr. Susanne Burgess, SCEA Director of Music Education – engaging in movement analysis with members of the Dance Cohort<\/p><\/div>\n

\u201cThe work needed to be embedded in their own job contexts, it doesn\u2019t mean anything to come do a general workshop and take home a brick of text. We wanted it to suit their needs. We wanted them not to practice it just around other adults, but see it in practice with kids. We wanted them to see the nuts and bolts of the model, warts and all, and how it works in practice,\u201d continued Baxley.<\/p>\n

High school teachers in particular faced unique challenges.<\/p>\n

\u201cThere\u2019s been a lot of work done in arts integration in public schools recently, but typically that occurs in the elementary or middle school levels, because the structure of high schools doesn\u2019t lend itself to that kind of collaboration. So, while we want to, it\u2019s very difficult to incorporate,\u201d said Baxley.<\/p>\n

\u201cI think everyone had to think really creatively about how they were going to enact this collaborative curriculum, because many of them, particularly the high school teachers, taught different grades or had entirely different schedules. Many of these teachers gave up their planning periods to work with other teacher\u2019s classes to make this happen. And we didn\u2019t tell them that they had to do anything like that. It was up to them to decide how to make this work,\u201d said Burgess.<\/p>\n

\"SCEA\"<\/a>

Laurie Melnik, SCEA Interim Executive Director talks with theatre and literacy teachers about model instruction with students from Youth University<\/p><\/div>\n

\u201cOur students have been excited to have learning experiences that seem like play, but in reality require deep thinking with evidence from texts and images,\u201d said one 5th grade literacy teacher.<\/p>\n

\u201cThe collaboration with my colleague has influenced me to include more literature in the classroom. I plan to repeat this unit in the future with another group of students. It has been a wonderful experience,\u201d said a middle school arts specialist in the dance cohort.<\/p>\n

Student artwork and electronic portfolios on were displayed recently in the EMCS building.<\/p>\n

\"SCEA\"<\/a>

Joel Baxley, SCEA\u2019s Director of Visual Art Education, examines a work in progress with a literacy teacher.<\/p><\/div>\n

\u201cWe asked them to show their students\u2019 progress from beginning, middle, to end, to write a narrative about what they were teaching, who they were teaching to, and where they still needed to go. Showing that type of growth in that way was new to everyone in the group,\u201d said Burgess.<\/p>\n

\u201cThe program technically ended in November, but in reality, if all goes well, what these educators learned, the reflection and change in practice, will continue into the future,\u201d said Baxley.<\/p>\n","protected":false},"excerpt":{"rendered":"

Southeast Center for Education in the Arts piloted a professional development experience for K-12 arts specialists and literacy teachers. Goal: build interdisciplinary units of study which teachers then implemented with their own students.<\/p>\n

Continue Reading <\/a><\/span><\/p>\n","protected":false},"author":857,"featured_media":12639,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","_ef_editorial_meta_date_first-draft-date":"","_ef_editorial_meta_paragraph_assignment":"","_ef_editorial_meta_checkbox_needs-photo":"","_ef_editorial_meta_number_word-count":"","_ef_editorial_meta_checkbox_slider":"","_ef_editorial_meta_checkbox_featurette":"","_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[15,3],"tags":[],"class_list":{"0":"post-12638","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-campus","8":"category-community","9":"entry"},"yoast_head":"\nSCEA hosts Literacy and the Arts in Common Core | UTC News Archive: Jul 2007 - Oct 2025<\/title>\n<meta name=\"description\" content=\"Southeast Center for Education in the Arts piloted a professional development experience for K-12 arts specialists and literacy teachers. 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