about arts integration menomonie

Black_Logo_with_Text.png
“At the Heart of Education
is the Teacher”
— Margaret A. Cargill

Arts Integration Menomonie (A.I.M.) is a grant-funded organization based at the University of Wisconsin-Stout and partnered with the School District of the Menomonie Area.  Through this university and school district partnership, A.I.M. supports pre-service and early career teachers by expanding and strengthening their instructional methods through arts integration.  In addition A.I.M. strives to enhance teacher well-being through mindfulness practices.

a.i.m. directs its efforts around these major goals:

  1. Increase the confidence and quality of teachers by deepening their capacity to design and implement arts integration in their instructional practices.
  2. Retain teachers in the field through supportive collegial networksimproved student engagement and classroom management; and increased confidence and well-being (happiness).

    A.I.M.'s CORE PROGRAMS include:

    These programs are designed to enhance teachers':

    • Arts-integrated planning and practices

    • Collaborative models of teaching and teacher support

    • Confidence and well-being

    long-term goals of AIM:

    • Establish a sustainable network of schools/programs committed to arts integration as an approach to teaching that yields increased teacher quality and retention, specifically for developing teachers and early career teachers.

    • Build commitment to and skilled teaching practice for arts integration within schools.

    • Advance pre-service and career teachers’ abilities to plan, instruct, and assess quality arts integration.

    • Enhance pre-service and early career teachers’ abilities to bring creativity and optimism into their classrooms and (re-)establish joy and resilience into their own lives as teachers.

    • Create school cultures that support intensive, sustained teacher professional development and collaboration.

     UW-Stout students at the Child and Family Study Center engage in creative play with the 3-5 year olds. 

    UW-Stout students at the Child and Family Study Center engage in creative play with the 3-5 year olds. 

     2nd graders wear costumes and act out their stories about Pioneer life.

    2nd graders wear costumes and act out their stories about Pioneer life.

     Pictured above:  "Arts Night" with Mrs. Bossany and her Kindergarters, as they enact their stories and sing with Teaching Artist, Mr. Beau.  This is A.I.M.'s  C.I.T.A. program: Co-teaching In and Through the Arts .

    Pictured above:  "Arts Night" with Mrs. Bossany and her Kindergarters, as they enact their stories and sing with Teaching Artist, Mr. Beau.  This is A.I.M.'s C.I.T.A. program: Co-teaching In and Through the Arts.

    amandablough.jpg
    _MG_7264.JPG

    Our mission

    TO ENHANCE TEACHER COMPETENCE, CONFIDENCE, AND WELL-BEING THROUGH COLLABORATIVE EFFORTS TO INFUSE ARTS INTEGRATION PRACTICES INTO THE TEACHER'S INSTRUCTIONAL TOOLKIT.

    Our VISION

    TO IMPROVE THE RETENTION OF TEACHERS IN THE TEACHING PROFESSION BEYOND THEIR FIRST FIVE YEARS.

    TO CELEBRATE AND HONOR THE TEACHING PROFESSION.

    TO INSPIRE OTHERS TO BECOME TEACHERS.

    Our Values

    WE VALUE:

    THE TEACHING PROFESSION
    "At the Heart of Education is the Teacher."

    THE ARTS
    The arts are a universal language through which we can reach and teach each other in meaningful ways. 

    APPLIED LEARNING
    Teachers freely explore various forms of art so as to experience joy in art making, personally and with students. 

    COLLABORATION
    Teachers experience teamwork and support as they plan, practice, and reflect on new ways of teaching. 

    MINDFULNESS
    Teachers learn mindfulness practices to support their own well-being in order to best support students.

    DREAMS
    If you believe in something with your heart and mind, dreams can become reality.

     Click on the image to view the Year 2 report.

    Click on the image to view the Year 2 report.

    the research problem

    the research says:

    The most important factor in a child’s education is his/her teacher.* 

    THE PROBLEM:

    The national statistic is that we lose nearly 50% of teachers before the end of their fifth year.  Presently, there is a significant national teacher shortage.** 

    THE proposed SOLUTION:

    A.I.M. believes that we can improve teacher competence, confidence, and well-being, and thereby retain teachers in education, by training and inspiring teachers to use the arts in their instructional practices and to use mindfulness as a personal practice.

     Poster presentation from Mindfulness research.  (March 2018) (click to enlarge).

    Poster presentation from Mindfulness research.  (March 2018) (click to enlarge).

    we know:

    Learning in and through the arts impacts learners so much as they experience enhanced performance, confidence, and well-being. As a result, more learners want to come to school and stay in school.

    we want to know (proposed hypothesis):

    Teaching in and through the arts impacts teachers so much as they experience enhanced performance, confidence, and well-being.  As a result, more people want to become teachers and stay teachers.


     Teaching artist Kris Winter and preschool teacher Marcia Wolf integrate storytelling into the preschool curriculum at UW-Stout's Child and Family Study Center.

    Teaching artist Kris Winter and preschool teacher Marcia Wolf integrate storytelling into the preschool curriculum at UW-Stout's Child and Family Study Center.

    DEFINED

    Arts Integration is:

    "An approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process, which connects an art form and another subject area and meets evolving objectives in both."
     -Defining Arts Integration by Lynne B. Silverstein and Sean Layne, The John F. Kennedy Center for the Performing Arts

    Co-Teaching is:

    Two or more teachers working together with groups of students; sharing the planning, organization, delivery, and assessment of instruction, as well as the physical space (Bacharach, Heck & Dank, 2004).

    A pre-service teacher is:

    A university student who is studying and practicing to become a teacher.

    A Teaching Artist is:

    An accomplished artist in his/her field.
    Experienced in working with young people in educational settings.


     Early career teacher Tanya Staatz and her kindergarten students sing a song about Earth Day.

    Early career teacher Tanya Staatz and her kindergarten students sing a song about Earth Day.

     Pre-service teacher Olivia Revolinski gains additional hands-on experience through community art teaching internships.

    Pre-service teacher Olivia Revolinski gains additional hands-on experience through community art teaching internships.

    BENEFITS

    BENEFITS OF ARTS INTEGRATION:

    • Arts integration schools are outperforming conventional arts or traditional “academic” schools.
    • Students in arts integration environments experience self-expression, creativity, problem solving, self-confidence, and motivation, as they develop skills and habits of mind that will be needed in future careers.
    • Using an arts integration teaching approach fosters engagement and interest in learning by students, increasing attendance and reducing behavioral problems in the classroom, thus making the teaching and learning experience more positive.
    • Teachers who engage in arts integration will have more tools to use to deliver their curriculum and engage students actively in learning, thus making teachers more competent and confident in their teaching abilities.

    BENEFITS OF APPLIED and collaborative LEARNING:

    • Pre-service teachers who have access to more opportunities to practice teaching, to observe others teaching, to reflect on their experiences, and to receive feedback on their teaching will have a smoother induction to the teaching profession.
    • Teachers who work collaboratively and have regular supportive communication with colleagues and administrators are more likely to stay in the profession.

     3rd grade teacher Lisa Jasper and student share a smile as they wear their character berets.

    3rd grade teacher Lisa Jasper and student share a smile as they wear their character berets.

    REFERENCES

    * https://www.linkedin.com/pulse/20141108135615-141964205-the-single-most-important-factor-in-improving-education-great-teachers
    * http://www.greatschools.org/gk/articles/what-makes-a-great-teacher/
    * http://www.rand.org/education/projects/measuring-teacher-effectiveness/teachers-matter.html
    ** http://www.edweek.org/ew/articles/2012/05/16/kappan_ingersoll.h31.html  (Ingersoll, 2003; Ingersoll & Perda, in press)
    ** http://www.telegraph.co.uk/education/educationnews/11909401/Half-of-teachers-could-leave-the-profession-in-two-years.html