Name: 中學的藝術整合深入學習(Arts Integration for Deeper Learning in Middle School)
Uploaded: 2013-03-29T05:40:37.000Z
Duration: 6 min 17 s

to 不定詞

>>John: We've got to find a way to reach all kids, every kid no matter what.

＆gt;＆gt;約翰：我們'必須找到一種方法來接觸所有的孩子，每個孩子無論如何。

They give us ways to engage kids, to get them involved,

他們給我們提供了讓孩子們參與的方法，讓他們參與進來。

to have them be part of what we want them to be a part of,

讓他們成為我們希望他們成為的一部分。

>>Diane: I got here during the summer and I had 18 letters of resignation

>>戴安：我是夏天到這裡的，我有18封辭職信。

在我的辦公桌上，從老師那裡，45個。

And then the discipline on the first day was shocking.

然後第一天的紀律就令人震驚。

I'd never seen kids that disengaged before.

我'從來沒見過這麼不務正業的孩子。

>>Diane: After really fighting hard to stabilize Bates Middle School

>>戴安：經過真正的努力爭取穩定貝茨中學。

for the first three years, it became obvious

that we needed a whole-school reform effort.

>>Pat: Because we are an arts- integration school, every teacher is

>>Pat：因為我們是一所藝術融合的學校，所以每一位老師都是。

expected to use arts integration in their classrooms, in some shape

期望他們在課堂上以某種形式使用藝術融合。

>>Pat: The idea behind arts integration is

>>Pat：藝術融合背後的理念是。

that you learn the content area through the art so it sort

你可以通過藝術來學習內容領域，所以它有點

>>John: One of the things that the arts do is they provide different

>>約翰：藝術所做的事情之一是他們提供不同的。

strategies and different skills that go across all curriculum:

策略和不同的技能，貫穿所有課程。

And sometimes you fail and you gain from failure.

而有時你失敗了，也會從失敗中得到好處。

I mean, that's the best thing about the arts.

我的意思是，這'是藝術的最好的事情。

You don't have to be perfect all the time.

We need to teach kids that you learn through failure.

我們要教孩子們，你要從失敗中學習。

You take a risk, you're successful, that's a life-long skill for kids.

你冒了風險，你'成功了，這'是孩子們一生的技能。

>>Stacey: We're going to start off with some artful thinking.

>>斯塔西：我們'要從一些藝術性的思考開始。

I'm going to show you another image from the Ars Ad Astra project,

我'要給你看另一張Ars Ad Astra項目的圖片。

the art gallery that went to the Mir Space Station.

>>Pat: Artful thinking is an approach to teaching visual arts

>>Pat：藝術性思維是視覺藝術教學的一種方法。

through a series of routines, and each routine has a set of questions

通過一系列的例程，每個例程都有一組問題。

that the teacher asks about a piece of art and they're designed

老師問到一件藝術品，他們'設計

What they're doing is showing a piece of art and asking kids to look

他們正在做的是展示一幅藝術作品，並要求孩子們去看

at it carefully and to make some assumptions about it.

仔細觀察，並對其進行一些假設。

>>Stacey: This will be a routine for imagining and observing.

>>Stacey：這將是一個想象和觀察的常規。

Please take a moment to look at the painting.

If this artwork is in the beginning of the story what might happen next?

如果這個作品在故事的開頭，接下來可能會發生什麼？

And if this artwork is at the end of the story, what was the story about?

而如果這個作品是在故事的最後，那麼故事的內容是什麼呢？

I said "An international space corporation wanted to send a new kind

我說"一家國際航天公司想送一種新的。

of space probe to each planet of our solar system to study life.

空間探測器到太陽系的每顆行星研究生命。

And the space probes hold a new kind of animal scientifically made."

而太空探測器上，持有一種新型動物科學制造的."

>>Stacey: Typically they spend ten seconds looking at a piece.

>>Stacey：通常情況下，他們會花十秒鐘的時間看一件作品。

This encourages them to really observe every portion

這鼓勵他們真正觀察每一個部分

of that painting or artwork, and then it allows their thinking

繪畫或藝術作品，然後它允許他們的思維。

>>Pat: We ask ourselves, where are the kids struggling?

>>帕特：我們問自己，孩子們在哪裡掙扎？

We want to then target that standard, because we want

我們要針對這個標準，因為我們要的是

要找到另一種方式來聯繫他們。

>>Stacey: Maddie, read the learning goal for us nice and loud.

>>Stacey：Maddie，把學習目標給我們讀得好聽點，大聲點。

>>Maddie: I will understand and demonstrate rotation and revolution

>>Maddie：我會理解並演示旋轉和革命。

>>斯塔西：今天你們這些孩子在跳舞。

>>Stacey: I wanted my kids to understand rotation and revolution,

>>Stacey：我希望我的孩子們能夠理解旋轉和革命。

>>Stacey: You will choose a movement from your choreography today

>>Stacey：今天你將從你的舞蹈作品中選擇一個動作。

and you will tell me how your movement represents rotation

你會告訴我你的動作是如何代表旋轉的

>>Stacey: So I decided to make two dance groups.

>>Stacey：所以我決定做兩個舞蹈組。

>>Caleb: If I was doing the learning out of a textbook, it wouldn't stick

>>Caleb：如果我是在做課本上的學習，就不會堅持下去了。

和我一起，因為我'是一個視覺學習者。

I'm an active learner, so by doing exciting things,

我'是一個積極的學習者，所以通過做刺激的事情。

creative things, it sparks my interest, so then my mind,

創意的東西，它激發了我的興趣，所以然後我的思想。

it keeps on my mind -- oh remember when you did this?

它一直在我的腦海裡 - 哦，還記得當你這樣做？

When we have our unit test then I can know the characteristics

當我們有了單元測試，那麼我就可以知道我們的特點了。

>>Stacey: These are all the movements I want

>>斯塔西：這些都是我想要的動作。

>>Student: Alec is the sun and like you get in the middle and we all get

>>學生。亞歷克是太陽和你一樣得到在中間，我們都得到了。

>>Student: Everyone who is an expert of each planet,

>>學生。每個人都是每個星球的專家。

we each go around at however fast the planet goes.

我們每個人都在地球上以任何速度運轉。

>>Student: Boom, Boom, Boom, Boom, Boom, Boom!

>>學生。嘣，嘣，嘣，嘣，嘣，嘣，嘣!

>>Pat: We've seen a huge difference in the kinds of questions

>>帕特：我們'已經看到了問題種類的巨大差異。

that kids are answering and the kinds of questions teachers are asking

孩子們正在回答的問題和教師提出的問題的種類

because when they use the art to ask these critical-thinking questions,

因為當他們用藝術來提出這些批判性思維的問題時。

the kids are using skills that they didn't know they had.

孩子們正在使用技能，他們不知道他們有。

>>Diane: Over the last five years we've made significant gains

>>戴安：在過去的五年裡，我們'取得了顯著的成績。

For instance, our English-language learners have increased their student

例如，我們的英語學習者增加了他們的生

achievement in math and in reading by almost 30 percent.

數學和閱讀方面的成績提高了近30%。

Our Special Ed scores are jumping higher than we could have even hoped,

我們的特殊教育分數比我們所希望的還要高。

and we're developing a body of research data that show

我們正在開發一套研究數據，表明

that arts integration can help struggling students learn

藝術融合可以幫助有困難的學生學習

>>John: To see parents that never came into a school to all

>>約翰：看到從來沒有進過學校的家長，到全

of a sudden be there, to come in and say "Thank you, my son is engaged

突然出現在那裡，進來說"謝謝你，我兒子訂婚了。

>>John: I saw what it did for kids and it's changed my career.

>>約翰：我看到了它對孩子們的作用，它改變了我的職業生涯。

I mean they say arts are transformative, it transformed me.

我是說他們說藝術是可以改變的，它改變了我。