Curriculum Project

Planning Sheet
Please submit final plan in typed format
Title of Curriculum Project
Arts Integrated Scientific Learning
Project Teachers and/or Leaders
Stacey Sandle & Sanovia Garrett
Date
August 1- August 14th
Age of Children/Youth
(18-early 40s)

Project/Course Description Overview

Arts and Scientific Learning is an arts-integrated lesson with Kenyan Art-Makers
and/or teachers over a three-day period aimed at teaching trauma informed arts based
integration approaches for classrooms. The curriculum aims to increase the performance
of teachers and youth workers through the elements of the BAB model. Each lesson will
integrate at least two art modalities and focus on increasing student holistic development,
including social, spiritual (character), artistic and academic skills.
Goal(s) (These remain the same for all BuildaBridge Community Programs)
consider dropping these and letting students write their own goal
To train teachers and youth workers how to integrate arts into a trauma informed
curriculum.
Teacher Objectives. (What you plan to teach. List 3-4 related to the goals)

1. Engage students in learning experiences that are fun and creative

2. Increase learning in the areas of science and art
3. Provide opportunities for students to influence and have input to their learning
4. Students will be able to tie in a metaphor/life skill learned based upon the artmaking process
5. Teach the important parts of the BuildaBridge classroom model

Learning Outcomes. (What skills and/or knowledge (related to goals and objectives)
will they have at the end of your classes? List no more than four outcomes, preferably
one in each area of academic, artistic, social, and character skill development).
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By the end of this lesson,

100% of teachers will demonstrate how the solar system operates through a group
spoken word presentation.

100% of teachers will display emotional awareness as measured by an emoji

clothespin ritual.

90 % of the teachers will demonstrate an increase in learning in science, art and

vocabulary as measured by pre-post oral test and inquiry based questions
debriefings.

50% of students will contribute at least one idea (oral or written) to what and how
they would like to learn in their next class.

80% of teachers will be able to include at least three elements of the trauma
informed classroom as indicated by a rubric grading system.

State/national art/academic standards being addressed: (Be specific and site the name
& number of the standard)
(MU:Cr3.2.8)
Present the final version of their documented personal composition, song, or
arrangement, using craftsmanship and originality to demonstrate the application of compositional
techniques for creating unity and variety, tension and release, and balance to convey expressive
intent.
(3.4.4D)-Pennsylvania Standards
Describe the composition and structure of the universe and the earths place in it. Recognize
earths place in the solar system. Identify planets in our solar system and their general
characteristics. Describe the solar system motions and use them to explain time (e.g., days,
seasons).

Metaphors. I have intentionally chosen the following elements of my art form:

The three Rs (rhyme, rhythm and repetition) and expression in order to teach life
lessons/wisdom on making the journey to a more inclusive classroom.
At the end of the breakdown:
What metaphors do you hope will emerge from the art-making process?
Just as/like chaos happened in our art making, how does this same thing apply to our
everyday lives?
How did we get through it?
What was the result? What helped you to remember?
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Assessment methods(s) selected for the project: (At least one arts-based authentic
assessment)
Spoken word/movement living solar system
Pre-post oral and written assessment
Emoji clothes pins for emotional agency
Curriculum and commentary of curriculum
Rubric for teaching labs
Number of Lessons: Three lessons over 1 week will incorporate
six of the nine learning intelligences: (musical, linguistic, visual-spatial, bodilykinesthetic, intrapersonal, and interpersonal).

Lessons will utilize two art forms:

Spoken Word will provide the students a way to express how they view themselves and
their relationship to the world around them. (Interpersonal, Intrapersonal)
Movement will provide the teachers a way of understanding how they work in
relationship to one another. (Kinesthetic, Interpersonal)

List References, Resources, Books, and CDs Websites to be used in the curriculum
PA Standards for Science and Technology
National Arts Standards

Materials needed for the Project:

Lesson Handouts related to solar system; writing utensils, solar system drawing on
board, Index cards, dry erase markers, emoji clothespin, audio-visual capability and
lesson plan handouts.

Rubric: Attach a minimum five-element, four-point value rubric for the overall
curriculum assessment of outcomes; or for the outcomes of at least one of the
lessons.

Lesson Plans for Curriculum

(Please use separate planning sheet for each lesson)

Curriculum Project Title: Arts Integrated Scientific Learning

Lesson Title: Speak Up (Teaching the Art Skill)
Lesson Number: One
Teacher(s) Name & contact information: Stacey Sandle & Sanovia Garrett
Lesson Overview
Teachers will learn the elements of spoken word poetry and engage in creating a four line
spoken word piece about youth development as an introduction to arts integrated
curriculum.
Lesson Goal (should connect with curriculum goal)
The overall goal of these lessons is to increase the teachers comprehension of an arts
based education model through arts integration and the BuildaBridge classroom elements.
Teaching Objectives

1. Engage students in learning experiences that are fun and creative

2. Increase learning in the area of spoken word poetry
3. Provide opportunities for students to influence and have input into their learning
4. Students will be able to tie in a metaphor/life skill learned based upon the artmaking process

5. Teach the four elements of spoken word poetry

Learner Outcomes
By the end of this lesson, 70% of teachers will demonstrate their understanding of the
four elements of spoken word poetry as measured by a spoken word presentation.

100% of teachers will show an understanding of emotional awareness through an

emoji clothespin ritual.

90 % of the teachers will demonstrate an increase in learning in science, art and

vocabulary as measured by pre-post oral test.

70% of teachers will compose and perform spoken word piece displaying four
elements of performance.

Lesson Description

1.

Pre-Assessment Activity (likert emoji scale) & Welcome to engage the brain
(10-12 min.) Bringing class to Attention: Direct the class to sit in a circle and the
instructor will clap or play (if you have djembes) rhythms and see if class can imitate
with claps assess sense of rhythm.
Ritual
Singing
Call: Nakuona (I see you)
Response: Niko Hapa (I am here)
Without using direct instructions attempt to use body language, eye contact
and movement to pull the group together. It is helpful to have one person
who already knows what to say after you say the call and eventually you
should have everyone saying the response. After doing this for several days
begin to change the texture, tone and intensity of your voice depending on
your evaluation of the skill level of your class. Eventually you will ask for
volunteers to lead and this ritual becomes something that the teachers sing
automatically when they come to class.
We will sing this song in order to assess their ability to keep rhythm and
understand the concept of repetition, to vocalize collectively, to understand
self-concept, emotional lability & awareness.
It serves as: intro, attention-grabber, pre-test for musicality (3 Rs), gives
everyone a chance to come together under one common theme, tension
releases, and it binds anxiety.

2.

Introductory Activity/Experiential (8 min.)

(Is it fun? Does it involve everyone? Does it demonstrate one or more of your
objectives? Does it related to one or more of your outcomes?
Demonstrate a spoken word poem related to the topic of youth development.
Include words or phrases that are culturally relevant to the audience and after
the piece use inquiry based learning questions to allow the class to make
inferences to what they saw you or heard you doing? Some example
questions could be: What did you notice? What did you see? What was the
message? How did it make you feel? Where would this be used?
Use these questions as a transition into your mini-lecture on the elements of
spoken word poetry.

3. Mini-Lecture (10-15 min. talk)

Pass out note cards with the phrase niko hapa on them to reinforce the
element of presence. These cards will be used for the learning activity.

SAY: We just shared with you a few elements of spoken word that we will be teaching
you soon. Before we begin,

1.
a.
2.
3.
4.
5.
6.

What did you notice about the pieces?

What did you notice about delivery?
Can we have a volunteer to summarize what they heard? Message
How did it make you feel?
What is the purpose of these pieces?
What message is Miss Stacey sharing?
If you were to perform this, how would you change it?
Ask: What are some elements of Spoken Word poetry? (3-4 minutes)

Rhyme-The use of the same of similar sounds at the end of your

sentences. Aids in the clearness of the poem and is recommended but
not 100% necessary.
2. (Poetic) Rhythm-Is putting different amount of stress on different
syllables. Helps the poem to flow and keep a steady beat. This is
significant in poetry because poetry is so emotionally charged.
3. Repetition- Audience stays more focused on the point you are trying
to communicate if you gradually use repetition within our poem
(repeating certain phrases or words throughout poem)
4. Expression-the act of making your thoughts, feelings, etc., known by
speech and the use of nonverbal (eye contact, gestures, facial expressions) to
relay an interpreted meaning or message.

http://publicwritingguide.weebly.com/spoken-word-poetry.html

4. Learning Activity (20-30 minutes)

Have them to put together a 4 line spoken word piece using the aspects of the 3 rs
and expression that speak on their impact with youth.
As a post assessment survey as a class which elements of spoken word poetry the
volunteers shared.
Make additional changes and adjustments to pieces and as pick them up as an exit ticket.
Metaphor Anticipated
Just as learning how to write a spoken word poem can be intimidating so can learning
how the arts can be integrated into classroom instructional time.
Closing Ritual: Ask before you leave each day for the teachers to write down one
highlight from the day and one area of improvement. While they are completing this on a

small sheet of paper, collect the emoji clothespins. Begin to sing the song when you feel
the class has had enough time to write their responses and direct them to the door as you
receive each sheet of paper while singing the same song sang at the beginning of class.

Curriculum Project Title: Arts Integrated Scientific Learning

Lesson Title: Teaching the Academic Skill
Lesson Number: Two
Teacher(s) Name & contact information: Stacey Sandle & Sanovia Garrett
Lesson Overview
Students will engage in creating a spoken word piece about the solar system.
Lesson Goal (should connect with curriculum goal)
The overall goals of these lessons are to increase the teachers comprehension of an arts
based education model through arts integration and the BuildaBridge classroom elements.
Teaching Objectives
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1. Engage teachers in learning experiences that are fun and creative

2. Increase learning in the area of arts-integrated learning
3. Teachers will be able to tie in a metaphor/life skill learned based upon the artmaking process

4. Teach the importance of pre and posttests, multiple intelligences, inquiry based
questions and ritual
Learner Outcomes
By the end of this lesson, 100% of teachers will demonstrate their understanding of
the four elements of spoken word poetry as measured by a spoken word
presentation.

100% of teachers will show an understanding of emotional awareness through an

emoji clothespin ritual.

90 % of the teachers will demonstrate an increase in learning in science, art and

vocabulary as measured by pre-post oral and written test.

70% of teachers will compose and perform spoken word piece displaying four
elements of performance and bodies of solar system.

Lesson Description (Write description & instructions for each lesson in enough detail
that someone else could do this project easily. Be sure to include all critical elements
of the BuildaBridge Classroom).
4.

Pre-Assessment Activity (likert emoji scale) & Welcome to engage the brain (1012 min.) Bringing class to Attention: Direct the class to sit in a circle and the
instructor will clap or play (if you have djembes) rhythms and see if class can imitate
with claps assess sense of rhythm.
Ritual
Singing
Call: Nakuona (I see you)
Response: Niko Hapa (I am here)
Without using direct instructions attempt to use body language, eye contact
and movement to pull the group together. It is helpful to have one person
who already knows what to say after you say the call and eventually you
should have everyone saying the response. After doing this for several days

begin to change the texture, tone and intensity of your voice depending on
your evaluation of the skill level of your class. Eventually you will ask for
volunteers to lead and this ritual becomes something that the teachers sing
automatically when they come to class.
We will sing this song in order to assess their ability to keep rhythm and
understand the concept of repetition, to vocalize collectively, to understand
self-concept, emotional lability & awareness.
It serves as: intro, attention-grabber, pre-test for musicality (3 Rs), gives
everyone a chance to come together under one common theme, tension
releases, and it binds anxiety.

5.

Introductory Activity/Experiential (8 min.)

(Is it fun? Does it involve everyone? Does it demonstrate one or more of your
objectives? Does it related to one or more of your outcomes?
On a chalkboard, dry-erase board, or a physical demonstration of the solar
system, pre-test the teachers on the bodies of the solar system. Ask for
volunteers to fill in the blanks for the planets, comets, asteroids, sun and
meteors. Be sure that the students that are seated are writing their answers
down on paper so that everyone is involved in this process. After a few
minutes of the test walk through the answers. Use inquiry based learning
questions to ask questions similar to:
What was the purpose of this test? How did the test make you feel? What did
you like about the test? What was difficult?
Use these questions to guide their understanding of the importance of pre and
later, post tests.
Use these questions as a transition into your mini-lecture on the bodies in the
solar system.

6. Mini-Lecture (10-15 min. talk)

Pass out note cards with the phrase niko hapa on them to reinforce the
element of presence. These cards will be used for notes.
Ask: What do you know about the solar system? (3-4 minutes)
Pass out solar system picture handouts that show the concept of orbit (attached
below)
Define:
1. Orbit: The curved path through which objects in space move around a planet of a
star.
2. Sun: Star at the center of the universe.

3. Meteoroid, meteorites, meteors: a small particle from an asteroid or comet orbiting

the sun--a meteoroid burning as it enters earths atmosphere is a meteor--when it
hits earth it becomes a meteorite.
4. Comet: big balls of ice and rock that are left over pieces of the solar system.
5. Asteroid: rocky and metallic objects that orbit the sun but are too small to be
considered planets. The asteroid belt lies between Mars and Pluto.

4. Learning Activity
Ask the class to come to the middle of the room and decide collectively who is
going to be what part of the solar system. If there are enough students for groups (i.e.,
asteroid belt, meteors, etc.) have them sit together. Give everyone 10 minutes to research
his or her solar system body. Call the class to attention and demonstrate a living solar
system spoken word.
Example: Sun: I am a force that cannot be hidden. You cannot hide from me. I am
light and energy.
You cannot hide from me.
Comet: oh sun, oh sun. I draw near to you.
I come. I come. Quickly--I-I-I-I move.
Your light, so bright. More vibrant than June.
Oh, why, ohhhhh, why do you burn me so soon?
Without saying Now we will demonstrate be sure to simply demonstrate and
use inquiry based learning questions to fuel the motives of your process at the end of the
lesson. Immediately following the demonstration, instruct your teachers to become the
living solar system by using what they have learned about spoken word poetry and the
solar system to become one orbiting body around the sun. Instruct them to come up with
4-8 lines to use in the living solar system.
As a post assessment have the entire group come back to the middle to create their living
solar system.
The first time around have each individual or group share their piece asking what others
noticed from the elements of spoken word poetry. After you have heard each group or
individual put it all together as one moving solar system. Each person should be saying
their lines, moving and playing their role in the solar system.
Closing Assessment
Similar to lesson one, use Inquiry based questions to create meaning of strategies used
while teaching.
Examples:
1. Where did we start? (ritual & pre-test)
2. What was the purpose?
3. What new information did you learn?
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4.
5.
6.
7.
8.

How did it feel to work together as a group?

How did we transition to each part of our lesson?
What was helpful for you in this process?
What helped you to remember the solar system or the elements of spoken word poetry?
How can you use or incorporate this into what you do?
Metaphor Anticipated
The arts become a pathway to learning that supports multiple intelligences. We all learn
differently just as one person remembered through the board, another remembers through
the lecture and so on and so forth.
Closing Ritual: repeated ritual from the previous day.

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