Example Of What This Should Look Like Do Not Use The Informa ✓ Solved

Example Of What This Should Like Look Do Not Use The Information Incl

Work Breakdown Structure

1. Employee compensation and benefit WBS

1.1. Initiation

1.1.1. Evaluation and Recommendations

1.1.2. Develop Project Charter

Deliverables: Submit Project Charter

1.2. Planning

1.2.1. Create Scope Statement

Integrated Arts Activity Peer Review

Activity Title:

Designer-Instructor(s):

Reviewer:

Rate it (low) (high)

· _____ To what extent is the activity interesting?

· _____ To what extent Is the content (concept) worth knowing?

· _____ To what extent will the children understand the concepts/grasp related skills?

· _____ To what extent does the experience provide direct (hands on) experience?

· _____ To what extent does the topic have extension potential? (other activities)

List two constructive comments:

Integrated Arts Activity Peer Review

Activity Title:

Designer-Instructor(s):

Reviewer:

Rate it (low) (high)

· _____ To what extent is the activity interesting?

· _____ To what extent Is the content (concept) worth knowing?

· _____ To what extent will the children understand the concepts/grasp related skills?

· _____ To what extent does the experience provide direct (hands on) experience?

· _____ To what extent does the topic have extension potential? (other activities)

List two constructive comments:

Designer-Instructors Date Activity Title Child Age/Development Range

Check Areas and List Blended Areas Check Developmental Domains and List Blended Domains

Literacy Physical Math Social/Emotional Scientific Inquiry Cognitive Nature/Outdoors Language Visual Arts Moral/Spiritual Music

Blended: Creative Movement Creative Drama

Blended: Observation/Evidence of Developmental Readiness – Describe what you have observed or understand about what children know and are able to do, that suggests this activity is appropriate and of interest to children.

Main Objective – In one sentence, describe the main point of this Integrated Arts Activity.

Developmental Objectives – List at least two.

Given ~~~~~~~~~~ , the child will ~~~~~~~~~~.

1.

2.

3.

Materials - List everything that you will need.

Setting and Set-up – Describe or diagram the ideal space and describe how you will prepare the area.

Procedures – Describe each step of the activity—What will you do with the children and say to them. (Be sure you are meeting your two or more developmental objectives.)

_____ Steps

_____ Encouragement/Questions

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Notes: Assessment – How will you Know you have met your Main Objective?

References – Include full bibliographic information on this Integrated Arts Activity idea. (Use APA style).

Self-evaluation – To be completed if and after activity is implemented.

1. What went well during the activity? What did you feel good about?

2. What did not go as planned? What were your disappointments?

3. Were you able to meet your objective? If not, what prevented you from doing so?

4. What would you do differently if you were to do this activity again? What would you do the same?

Paper For Above Instructions

Integrated Arts Activity Plan for Young Learners

Arts integration focuses on teaching through the arts, engaging children in creative processes while reinforcing their learning in other subject areas. This Integrated Arts Activity Plan aims to foster developmental skills in young children through a creative and interactive approach to learning.

Main Objective

The main objective of this Integrated Arts Activity is to enhance children's understanding of basic geometric shapes through a hands-on art project involving collage and creative expression.

Developmental Objectives

Given diverse learning styles, the child will:

  1. Identify and name at least three geometric shapes (triangle, square, circle).
  2. Demonstrate creativity by integrating the identified shapes into a collage artwork.
  3. Engage in cooperative play by sharing materials and ideas with peers during the activity.

Materials

  • Colored paper (various colors)
  • Glue sticks
  • Safety scissors
  • Pens/markers
  • Pre-cut geometric shapes for younger children
  • Examples of art showcasing geometric shapes

Setting and Set-up

The ideal space for this activity is a classroom with ample natural light, tables arranged to allow for group collaboration, and dedicated areas for displaying completed artworks. The space will be prepared by laying out materials on the tables, creating an inviting environment with inspirational geometric artwork on display, and ensuring a clean work area for children to express their creativity.

Procedures

  1. Begin with a brief introduction to geometric shapes. Use images and physical models to demonstrate each shape.
  2. Encourage children to participate by naming shapes they can see in everyday objects.
  3. Distribute materials to each child or group of children, ensuring everyone has access to scissors, glue, and colored paper.
  4. Instruct children to select shapes and create a collage that illustrates their understanding of geometric forms.
  5. Circulate around the classroom, providing support, encouragement, and prompting questions such as, "What shape is this?" and "How can we use this shape in our art?"
  6. Upon completion, have each child present their artwork to the group, describing the shapes used and their creative decisions.
  7. Facilitate a discussion on the different artworks, highlighting the unique approaches taken by each child.
  8. End with a reflection on what was learned and enjoyed about the activity.

Assessment

Assessment of the activity's success will be based on observations during the art-making process and the ability of children to identify and articulate the shapes used in their collages. Informal assessment will be reinforced by peer feedback during presentations.

Self-evaluation

  1. What went well during the activity? The children displayed enthusiasm and creativity while engaged in group discussions.
  2. What did not go as planned? Some children struggled with the scissors, which could be addressed by providing more guidance or using pre-cut shapes.
  3. Were you able to meet your objective? Yes, most children could identify shapes and shared their understanding effectively.
  4. What would you do differently if you were to do this activity again? I would incorporate more visuals for shape identification and offer a wider variety of materials for collage-making.

References

  • Brice-Heath, S. (1983). Ways With Words: Language, Life, and Work in Communities and Classrooms. Cambridge University Press.
  • Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. Basic Books.
  • Lowenfeld, V., & Brittain, W. Lambert. (1987). Creative and Mental Growth. Prentice Hall.
  • Montessori, M. (1964). The Montessori Method. Schocken Books.
  • Silberman, M. (1996). Active Learning: 101 Strategies to Teach Any Subject. OUP USA.
  • Snow, C. E., & Dickinson, D. K. (1991). Teaching and Learning in the Early Years. New York: National Academy Press.
  • Smith, M. K. (1996). 'Howard Gardner and multiple intelligences.' The Encyclopedia of Informal Education.
  • Stevens, E. A. (2015). Guided Play: The Role of the Teacher in Learning through Play. Early Childhood Education Journal.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  • Weisberg, D. S., & Kosslyn, S. M. (2010). Creativity and the Brain. In K. A. Figsby & S. M. Kosslyn (Eds.), The Oxford Handbook of Creativity. Oxford University Press.

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