Teachers are capable of interpreting various basic concepts into comprehendible, self-evaluating movement activities that put conceptual ideas into substantial, perceptible form. The modern students have been brought up with the modern technology all around them. These students are not only amused by the technology that is evolving in everyday basis, but, they have a better know-how of applying the technology than even most adults. It is essential to make integrations between the technology and the art room (Catterall, & Waldorf, 1999).
Teachers have used this opportunity in order to simplify some of the concepts in the curriculum. The art classroom has in a way raised the interest of students, it has also promoted the class participation, evoked new skills in teachers, has also introduced new subjects in the curriculum and lastly, integration of art inside classroom has also helped students make connections between the classroom and the outside environment. Here are some of the integrations (Catterall, & Waldorf, 1999).
Classroom dance has been regarded as a fine art, as this has helped teachers to emphasize on some terminologies and concepts. The dance has also been used as form of communicative tool. Also when dance is integrated into curriculum subjects, it is considered as a device for exploration and also expression. It is also considered as a creative process that is appropriately aligned and endorsed by other suitable arts of writing, the visual art, music and drama.
It is also very certain that, that there are other subject area and topics that would motivate the progress of students in the classroom while learning the second language. While visual arts is integrated n the second language classroom, whereby imageries are used, then this would advance the progress of the students and comprehending would be easier.
Furthermore, narrating and acting stories is one thing that improves the listening aspect of students. While teachers are capable of designing dramatic experiences that would make students smile while learning, this makes them to improve their attentiveness, since they do not want to miss any part of the drama that is amusing. Integrating drama into classroom can channel students into teaching significant language and also helps in advancing their character skills (Catterall, & Waldorf, 1999).
References
Catterall, J., & Waldorf, L. (1999). Chicago arts partnerships in education: Summary evaluation. In E.B. Fiske (Ed.), Champions of change: The impact of the arts on learning.
Washington, DC: Arts Education Partnership.
Gilbert, A. (1977). Teaching the Three R's through Movement Experiences: A Handbook for Teachers. Seattle, Washington: Anne Gilbert, 1977.
Jensen, E. (2000).Music with the Brain in Mind. San Diego, California: The Brain Store, Inc. Ingram, D., & Seashore, K. (2003). Arts for academic achievement: Summative evaluation report. Unpublished report. Center for Applied Research and Education Improvement, College of Education and Human Development, University of Minnesota.
Marzano, J., Jennifer S. Diane, E., Debra J. (2001). Pickering, and Barbara B. Gaddy, eds. Handbook for Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development.
Mathew, A. (1991). The Listening Book: Discovering Your Own Music. Shambhala.
Rabkin, N., & Redmond, R. (2004). Putting the arts in the picture. In N. Rabkin & R. Redmond (Eds.), putting the arts in the picture: Reframing education in the 21st century. Chicago: Columbia College Chicago.
Merritt, S. (1996). Mind, Music and Imagery: Unlocking the Treasures of Your Mind. Santa Rosa, California: Aslan Publishers.
