Building Connections

By Patricia Linder

How can teachers build natural connections between the
Sunshine State Standards and the arts?

Consider the genres of art, music, theatre, and dance.
How might the artists in those genres use reading, writing or mathematics as tools of their trade?

For the purposes of this document, an artist is a person involved in the creation or performance of work within any of the genres (visual arts, music, theatre, dance).

Click here for current Sunshine State Standards

Reading
	Are there age appropriate books or articles about the art form (genre) that you could share with your class? Look for fiction or non-fiction, fables, legends or folk-tales, and poetry.
	Connect an artist or a single piece of work with historic events. How might the attitudes and values that exist in a specific period in history affect the artistic community of that day? Do you know how authors responded to the same attitudes and values?
	Can you identify vocabulary for the genre?
	Focus on the story of one piece of work. Does the genre allow for the involvement of reading processes such as: predicting identifying the setting (or characters or main idea) sequencing of events plot development conflict resolution retelling the story in your own words summarizing
	Does the ability to recognize the difference between fact and opinion play a role?
	Can you identify examples to compare and contrast?
	Help the students construct meaning from the use charts or graphs?
	When might artists follow written directions?
Now transfer what you've discovered about the artistic genre into specific learning activities for students. Refer to the Sunshine State Standards to build stronger, more appropriate connections by targeting specific Benchmarks and Grade Level Expectations.

Writing
	How might an artist organize their thoughts before beginning to study or create a new piece? Could they look for a central idea for what they plan to accomplish? Are there related ideas? (This is similar to the way a writer might plan before beginning to write.)
	Ask students if they believe a performers first attempt with a new piece is perfect or more like a first draft? Do performers evaluate and identify places that need more attention (revision)?
	Consider the purpose of a single piece. Do you think the artist had a specific audience in mind? What do you think the artist was hoping to communicate?
	How might artists use observation skills or their senses to gather information?
	Select examples that tell a story. Can students identify:
	The beginning Setting Characters Story problem or conflict The middle Rising action Sequence of events The ending Climax Resolution or falling action Conclusion or wrap up of loose ends
	Use a single piece as a writing prompt. Ask students to create a narrative story inspired by the piece or ask them to explain how they feel about the piece.
	Have the students write notes, comments, or observations that reflect comprehension of the content of a piece or a fine arts field trip experiences.
Now transfer what you've discovered about your work into specific learning activities for students.
Refer to the Sunshine State Standards to build stronger, more appropriate connections by targeting specific Benchmarks and Grade Level Expectations.

Mathematics
Strand A - Number Sense, Concepts, and Operations
	How are numbers used as symbols in the genre? What do the numbers represent? Are there whole numbers, decimals, percents, and/or fractions?
	What number operations (addition, subtraction, multiplication, division) might an artist have to use as part of their work?
	Do artists ever have to estimate quantities or measurements in their work?
Strand B - Measurement
	What role does measurement play? Do artists have to consider length, weight, time, perimeter, area, capacity, volume, time, temperature, or angles?
	Do artists use customary (inches, feet, etc.) or metric (centimeters, meters, etc.) systems?
Strand C - Geometry and Spatial Sense
	Can you identify any geometric shapes that play a role in artists' work? How are the shapes combined, subdivided, or changed?
	Have students use number lines or plot coordinates on a graph within an artistic context.
Strand D - Algebraic Thinking
	What kinds of patterns exist in the genre? Are the patterns related to physical characteristics and/or sensory attributes, such as:
	rhythm, sound, shapes, colors, numbers, similar object, similar events
Strand E - Data Analysis and Probability
	Students can get involved with collecting data/information as it pertains to fine arts. Use graphs or charts to manage the information they've gathered? For example:
	bar graphs, circle graphs, line graphs, pictographs, charts
Now transfer what you've discovered about your work into specific learning activities for students.
Refer to the Sunshine State Standards to build stronger, more appropriate connections by targeting specific Benchmarks best suited for your audience.