YA and Wolf Trap Present ‘Beautiful Surprises’ at 2016 Arts Education Partnership National Forum

Beautiful Surprises
A scene from “Beautiful Surprises,” a short documentary highlighting how arts-integrated learning can have a powerful —and sometimes unexpected— impact on students and educators through the Maryland Wolf Trap Early Learning Through the Arts Program.

The Arts Education Partnership, a national network of organizations, is dedicated to advancing the arts in education through research, policy, and practice. Its annual conference, Arts Education Partnership National Forum: The Arts Leading the Way to Student Success, Oct. 5-7 in Denver, Colo., draws some of the nation’s most influential arts and education leaders. Attendees convene to explore arts-centered solutions as states across the country implement higher learning expectations aimed at ensuring America’s young people leave high school ready for college, careers, and citizenship.

The AEP National Forum provides a valuable platform for examining rigorous research, promising education policy, and effective practices designed to significantly improve student outcomes, both during the school day and out-of-school time. Young Audiences/Arts for Learning of Maryland and Arts for Learning/Miami are joining the Wolf Trap Institute to present Beautiful Surprises: Reaching Learners with Special Needs through Arts Integration to attendees of this year’s conference.

During the session, panelists from Wolf Trap and Young Audiences will share the short-film “Beautiful Surprises,” explore the substantial benefits of early childhood arts integration for learners with disabilities, and provide ten steps to designing an inclusion program. Panelists include:

Jennifer Cooper
Director, Wolf Trap Institute for Early Learning Through the Arts

Kurtis Donnelly
Director, Maryland Wolf Trap
Chief Operating Officer, Young Audiences of Maryland

Betsy Mullins
Director, South Florida Wolf Trap
Artist Services Director, Arts for Learning, Miami

Sue Trainor
Master Teaching Artist, Wolf Trap Institute for Early Learning Through the Arts

Arts integration is a valuable tool for reaching multiple learning styles across the curriculum and is linked to enhanced academic outcomes and social/emotional development, including for children with special needs. Wolf Trap Institute affiliates Young Audiences/Arts for Learning of Maryland and Arts for Learning/Miami are both making great strides in their communities by providing intensive inclusion training for teaching artists.

Learn more about our work in early childhood education through the Maryland Wolf Trap program. Get more information on the Arts Education Partnership (AEP) National Forum: The Arts Leading the Way to Student Success and join the conversation online with #AEPNF16.

How song and dance changed my classroom

By Morgan Lyons, Kindergarten Teacher, William S. Baer School

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When I first heard that an artist-in-residence program was coming to my school, William S. Baer, I was excited. I learned about arts integration while I was studying education in college and wanted to find a way to use the arts in my teaching, especially when I decided I wanted to teach special education. I feel that the arts are an amazing pathway, particularly for kids who might not necessarily understand the material when taught in a more traditional way. When I found out that this opportunity was being offered at my school, I was thrilled; I jumped at the opportunity.

As a relatively new teacher, I knew I wanted to integrate the arts into the curriculum in some way, I just didn’t know how. Our curriculum is structure- and task analysis-based and there did not seem to be a lot of room for the arts, but Sue Trainorthe Wolf Trap-trained artist who I worked with during the 16-session residency, taught me how to make arts integration work for our program and how it could help our students.

The program began with Sue showing me her lesson plan, which we used for our first session with students. We continued to use Sue’s plans for a few weeks. After every lesson we talked about how it went–what the high point was and what we could work on for the next session. As the program went on, it developed and changed so that I was giving more feedback and Sue was asking me more questions. I began to take more of the lead, and I grew from a consultant role on lesson plans, to writing the lesson plans with Sue, to creating the whole lesson myself. This was a great way for me to learn because I got to watch Sue, I collaborated, and then it was all me.

Sue taught me a lot of arts integration techniques that I continue to use every day in my teaching. We incorporate music and visual representation throughout the day which makes for more engaging activities. We sing through transitions and when we’re teaching new material, such as shapes, letters, colors, and numbers.

One thing Sue and I collaborated on was the idea of using a mirror with my students. My students are kindergartners with autism. Students with autism often have a skewed perception of themselves and have a hard time making a mind-body connection. The mirror’s reflection serves as an additional visual for them and provides a form of visual feedback. Rather than me just saying, “Touch your head,” they actually see themselves do that motion and make the connection.

Sue also taught me what has become the go-to opening sequence for our classroom. It’s a series of two or three short songs that integrate body movement, beat, and tone. This new practice has had a huge effect on my students, but it had an enormous impact on one student in particular.

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See a sample arts-integrated lesson plan created by Morgan and Sue here!

Brittany was new to our school this year. She had never had a school experience, and she was very quiet and kept to herself. Sue came in and introduced the song and movement sequence to the students, and she asked them to mirror her actions. When Sue told students to “Show me your hand,” students were asked to mirror Sue by raising their hands like she had raised hers. Brittany took to that, and she was soon asking for the song specifically by using sign language, which she had no exposure to before. Brittany was communicating and expressing her desire for the song; she was actively participating and engaging with her eyes. Had Sue not introduced this activity, Brittany may not have engaged with the group for quite some time. She has really benefited from the social lessons Sue brought to our classroom during this program.

My hope is that this experience and opportunity is available to as many teachers as possible, regardless of their academic area, because it has helped my classroom beyond words. I’m not only a personal advocate for the arts but an advocate for the arts in special needs programs.

We, as teachers, are here for the students, and whatever can benefit the students is what’s most important. My kids are changing in front of my eyes because of what I’ve learned through this residency program. Because I gave it a chance and put in a little extra planning time, I have arts-integrated activities that keep my students engaged and entertained while they are learning.

To other teachers: Give it a try and you won’t regret it.

This program was provided under a contract with the John F. Kennedy Center for the Performing Arts. Learn more about Young Audiences early learning programs here.