LOOK-FORs
· Objectives for both areas are posted.
· Desks are arranged to facilitate conversations.
· There is a dedicated classroom for arts and arts integration that supports creations.
· There are assessments for both the content and arts areas.
· Arts and arts integration are given adequate time in the schedule.
· There is a system in place for effective parent communication
· Arts and arts integration class grades are weighted the same as content areas.
· Collaborative planning is given time in the schedule on a monthly basis.
BEHAVIORS
· Active engagement from all students.
· Collaboration is happening between students and between teachers.
· Teachers are willing to share instruction time for arts integration projects.
· Shared performance spaces are scheduled and shared harmoniously.
· Teachers are using brain-based learning strategies.
· Teachers and students demonstrate a curiosity and enthusiasm about arts integration.
· All students attend arts and arts integration classes.
· Parents support projects by volunteering in helpful ways.
· All students participate in exhibitions and performances.
· The community attends exhibitions and performances.
EXPECTATIONS
· All teachers will participate in professional development in arts integration throughout the year.
· Students will engage in respectful dialogue and treat all property with care.
· Teachers and students use studio time to take learning risks in a safe place.
· There are logical consequences for student behaviors that helps them find success.
· The arts are considered an integral part of a child’s education.