Thursday, September 14, 2017

Dan Kelin: "Arts Integration Framework"




Dan Kelin, Education Director for Honolulu Theatre for Youth, has designed a website, "Arts Integration Framework," to help teaching artists of any discipline design and conduct high-quality professional development experiences in arts integration for classroom teachers.t

Saturday, September 20, 2014

Annie Murphy Paul, "Music Can Aid Memory"

http://blogs.kqed.org/mindshift/2013/09/how-music-can-improve-memory/

Information set to music, suggests research, is better retained, as it taps into time-honored strategies that help information stick.  These are the characteristics of successful oral-tradition narratives:

1. Employing concrete actions rather than abstract concepts. 
2. Using powerful visual images.
3. Singing/chanting 
4. Utilizing patterns of sound: alliteration, assonance, repetition and, most of all, rhyme. 

A study by Rubin showed that when two words in a ballad are linked by rhyme, contemporary college students remember them better than non-rhyming words. 

Songs and rhymes can be used to remember all kinds of information. A recentstudy published in the journal Memory and Cognition finds that adults learned a new language more effectively when they sang it.

Monday, May 20, 2013

Elaine Walker, Carmine Tabone, and Gustave Weltsek: "When Achievement Data Meet Drama and Arts Integration"

Educational Arts Team (EAT) logo
In a study reported in the May 2011 edition of Language Arts, Volume 88, No. 5,  Walker, Tabone, and Weltsek examined the effects of a theatre strategies project on both mathematical and language arts performance.  Researchers wanted to know the following:
  • To what extent was student achievement in mathematics and language arts positively impacted by theatre-strategies integration with language arts curriculum?
  • To what degree were students able to sustain gains, once they returned to traditional instruction?
Subjects, Grade 6 and 7 Language Arts students, were drawn from eight New Jersey urban public schools.  All eight schools had a multiracial and multiethnic setting: 39% Latino, 36% African descent, 14% Asian, 10% Caucasian, and 1% other.  Approximately 80% of the students received free/reduced lunch, indicating low socioeconomic/disadvantaged backgrounds.  Four of the eight schools received drama training; the other four served as a control.

In 2008, EAT (Educational Arts Team) received a grant from the New Jersey Department of Education to develop a series of forty multimodal drama lessons, collaboratively created by teaching artists and teachers.  The lessons spanned the course of a year, addressing district-mandated novels for Gr. 6 and 7; in-service professional development workshops and teacher-training were also provided. Previously, EAT had enjoyed successful results from their first grant, where students' standardized test scores had risen as a result of drama integration into Grades 4 and 5 social studies and language arts curriculum.  Students employed voice, body, and visual representations to intepret stories. Lesson plans examined textual sections of novels via various theatre strategies, such as drama games, scenery design activities, process drama, improvisation, script writing, and enactment, and also incorporated state standards for reading and literary interpretation.  The drama-infused curriculum deliberately built upon students' experiences, scaffolding public meaning-making into deeper understanding of literature,  and aimed to support students in re: confident and clear written expression of ideas.

Through collaboration, artists and teachers discovered four natural points of intersection between literary and dramatic arts standards:
  • scenery design and setting
  • acting and understanding the characters
  • directing and understanding theme, plot, and relationships between characters
  • script-writing and dialogue
These four points served as scaffolds for language arts standards for the middle grades, namely
  • visualizing and establishing the setting of the text
  • becoming skilled at observing, describing, analyzing, and inferring
  • understanding how characters experience situations from different perspectives
  • understanding characters' relationships to one another
  • predicting what could come next in a story
  • developing the ability to write from the perspectives of different characters in the text
  • relating the material to personal experiences
Walker et al also provided some examples of how drama strategies were integrated into language arts curriculum.  The models reflect a deliberate sequencing of activities: oral interpretation, embodied meaning making, performance, then traditional writing.
  • Descriptive writing: EAT adapted a theatre exercise for beginning actors to develop sense memory for use with props on stage.  Students were asked to observe a small personal object, then describe it to a partner.  The class then created a classification grid with various descriptive categories, e.g. shape, texture, color, emotional attachment, place, people, in order to create linkages between personal and public, academic literacy practices and to see connections between the imagined, the spoken, and the written.  The grid became the starting trigger for written reflections on the object.  The class then moved from descriptions of concrete objects to considering crucial objects described in the novels they were reading, imagining them, describing them orally to a partner, then writing about them and explaining their significance.
  • Exploring themes in a novel: To explore possible themes in a novel, the teacher asked the class to respond to a statement capturing the dilemma presented by a theme, e.g. "Everyone should always follow the rules".  First, students responded physically via body language, using the "Vote From Your Seat" strategy, where sitting down=disagree, sitting w/ hands raised=unsure, stand up=agree, stand up, with hands in air= strongly agree, with the teacher eliciting oral responses from a range of students as to why they responded as they did.  Next, a theme from the novel was introduced with a statement, and again, students were invited to respond to the statement and explain their position.  Then the teacher read a section of the novel related to that theme.  The section was then dramatized, initially using drama strategies such as tableau or living sculpture, with volunteers playing characters; gradually, dialogue was added, both from the text, as well as improvised lines.  Students were then asked to write a persuasive letter to the novel's protagonist, from their characters' points of view
Researchers measured student achievement via New Jersey's 2009 and 2010 achievement data, in the form of scale scores and achievement bands.  School engagement was measured using attendance data.  Approximately 56% of those in the experimental drama group passed the language arts proficiency exam, compared to 43% in the control group.  In math, 47% were successful on the state assessments, versus 39%.  Even controlling for gender and socioeconomic status, being in an arts-integrated classroom increased the odds of passing the state language arts assessment by 77%, and the math assessment by 42%.  The experimental group students also were slightly less likely to miss school.  In regard to sustained gains, the researchers tracked 338 seventh graders into eighth grade: of those, 215 had received arts-integrated language arts, and 123 traditional pedagogy.  On the eighth grade assessment, 78% of those who had received arts-integrated language arts were proficient, versus 69% of those who'd received traditional instruction: a statistically-significant figure.   While there were no discernable differences in regard to students' reading and interpreting text, the arts-integrated students outperformed the control group in regard to persuasive and speculative writing.

The findings of this study are promising, especially in regard to how arts-integration can improve academic outcomes, particularly for students from disadvantaged backgrounds.  Teachers from schools who'd received arts integration also had positive reviews of the program in regard to their own professional development and ability to incorporate arts in their curriculum.  Walker et al conclude by stating that "the systematic infusion of drama strategies enables students to physically, orally, and visually generate ideas for writing; develop the voice of a particular piece; clarify the intended audience; and create a rehearsal for the intended genre of writing."  In an era of diminished support for the arts and program cuts, the authors underscore that serious investments ought to be made for further research into effective literacy strategies, such as drama-integration.

Thursday, May 16, 2013

Aysel Akyol and Zeynep Hamamci, The Effect of Drama Education on the Empathetic Skills of University Students


Image courtesy http://www.thebrainandthemind.co.uk/The_Talks/Talk3/

In a 2007 study published in Bulgarian Journal of Science and Education Policy, Volume 1, Number 1,  Akyol and Hamamci (2007) report the results of an experiment investigating the effect of drama education on the empathetic skills of 73 students.  All subjects--36 in the experimental group and 37 in the control group--were undergraduates at Gazi University in Turkey.

In order to contextualize their own experiment, the researchers provided a decent literature review on empathy and drama.  While they noted a paucity in actual research concerning the effect of drama on empathy skills, they also mentioned the following benefits of drama, articulated in psychological and educational literature:
  • Drama animates and communicates ideas through collaborative groupwork and creates an environment that fosters ongoing discovery and creativity.
  • Through enacting different social problems, participants develop deeper understanding of social roles and social problems.  Actors use real-life experience and knowledge to create an imaginary world where they can investigate relationships and events, even as they're involved in the process of defining situations and characters.
  • Drama necessitates that participants put themselves in the place of others, and thus are able to develop understanding of others' feelings and perspectives, building empathetic skills.
All subjects were administered a pre- and post-test, the Empathetic Skills Scale, Form B, to ascertain empathetic skills.  The experimental group received drama education in a weekly four-hour session  for 14 weeks, and there was a statistically significant increase in that group's empathetic skills.  Akyol and Hamamci postulate that the increase may have been due to the intensive role-playing pairwork and peer feedback built into the experimental design.

Wednesday, May 15, 2013

The Biology of Music

Image courtesy of neurowiki2012.wikispaces.com

"The Biology of Music", an article from the February 12th - 18th, 2000 issue of The Economist, provides a useful summary of key findings in regard to neuroscience and music.  While language is thought to be an acquisition that is uniquely human, arguably, humans' capacity for music-making, both vocally and instrumentally, is unsurpassed in the animal kingdom.

While some linguistic and musical areas overlap in the brain, evidence suggests that musical and linguistic processing, are to some degree, independent.  People with damaged language-processing centres do not automatically lose their musical abilities. Vissarion Shebalin, a Russian composer who suffered a stroke to the left hemisphere of his brain in 1953, was able neither to understand speech nor speak after his illness—yet retained his ability to compose music until his death ten years later. Conversely, some people's musical abilities have been destroyed without detriment to their speech.

Musical processing encompasses a number of separate tasks, all handled by different parts of the brain. As early as 1905, for example, the neurologist Bonvicini discovered a brain-damaged individual who could recognize the sounds of different musical instruments, and also detect wrong notes, but not identify well-known tunes, such as his own national anthem.

In the late 1990s, Dr Liégeois-Chauvel and Dr Peretz examined 65 patients who had undergone a surgical procedure for epilepsy, involving the removal of part of one temporal lobe. This enabled researchers to investigate whether music, like language, is processed predominantly on only one side of the brain, but also permitted them to investigate which bits of the temporal lobe are doing what.
Liégeois-Chauvel and Dr Peretz asked each of their subjects to listen to a series of short melodies written especially for the project in order to study individual components of melody: pitches, musical intervals between the notes, key, contour (how the melody rises or falls), rhythm and tempo.
 
Liégeois-Chauvel and Peretz's results showed that people with right-temporal-lobe damage had difficulty processing both the key and the contour of a melody, while those with left-temporal-lobe damage suffered problems only with the key. This suggests that, like language, music is processed asymmetrically in the brain (although not to quite the same degree). It also suggests that if one hemisphere of the brain deserves to be called dominant for music, it is the right-hand one—the opposite of the case for language in most people.  The part of the lobe involved in the case of contour is known as the first temporal gyrus, though the site of the key-processor was not identified. In addition, those subjects who had had another part of the lobe, Heschl’s gyrus, removed, had difficulty—regardless of whether it was the left or the right Heschl’s gyrus that was missing—in identifying variations in pitch.

Liégeois-Chauvel’s and Dr Peretz’s second set of experiments looked at the perception of rhythm. This time, the possible distinction between the presentations of a melody was that one might be in “marching” time (2/4, to music aficionados) while the other was in “waltz” time (3/4). Again, subjects were asked whether the two presentations differed. In this case, however, there was no effect on the perception of rhythm in any subject, suggesting that rhythm isn't analyzed in the temporal lobe.

Evers and Dannert (1999) used “functional transcranial Doppler sonography”, a technique measuring blood-flow rate in a particular artery or vein, to study the response of blood-flow to music. Their subjects were a mixture of musicians: people who knew how to play at least two musical instruments, and non-musicians: people who had never played an instrument, and did not listen regularly to music. Subjects listened to a 16th-century madrigal whose lyrics were in Latin, a language chosen because it was not spoken by any of the participants, and so would not activate speech processing.    In non-musicians, blood flow to the right hemisphere increased on exposure to music with a lot of harmonic intervals. In musicians, however, the reverse was true; blood-flow increased to their left hemispheres, suggesting that musical training was affecting the way they perceived harmony.  When the participants were exposed to strongly rhythmical modern rock, rather than harmonic music, responses changed. Rock music produced an equal increase of blood flow in both hemispheres in both groups of subjects, confirming Dr Liégeois-Chauvel’s and Dr Peretez’s observation that pitch and rhythm are processed independently.

Platel, Baron, et al, utilized a non-invasive technique, positron-emission tomography, or PET, to investigate which bits of the brain activate when someone listens to a melody. They studied healthy  musical illiterates: people who cannot read musical notation.  One of their most intriguing results came when they changed the pitch of one or more of the notes in a melody. When they did this, they found that in addition to activity in the temporal lobes, parts of the visual cortex at the back of the brain lit up.  These areas--Brodmann’s area 18 and 19--are the location of the “mind’s eye”—the place where images are conjured up via imagination alone. Using PET technology, researcher Justine Sergent also found Brodmann's area 18 and 19 lit up in pianists playing their instruments. Baron theorizes that when the pitches of a sequence of notes are being analysed, the brain uses some sort of “symbolic” image to assist in deciphering each pitch, in similar manner to an orchestra conductor lifting his arm for “high” pitches and lowering it for “low” pitches.  Baron's theory might help explain how and why people perceive notes as high and low in the first place.

Krumhansl, a psychologist at Cornell University, examined the physiological changes in blood circulation, respiration, skin conductivity and body temperature that occurred in volunteer subjects while listening to different pieces of music. Music with a rapid tempo, and written in a major key, correlated precisely with the induction of happiness. A slow tempo and a minor key induced sadness, and a rapid tempo combined with dissonance--the sort of harsh musical effect favored by composer Arnold Schoenberg--induced fear.

Zatorre and Blood used PET scans to study the emotional effects of music.  When test subjects heard dissonance, areas of their limbic systems known to be responsible for unpleasant emotion lit up and, moreover, volunteers used negative adjectives to describe their feelings. Consonant music, by contrast, stimulated parts of the limbic system associated with pleasure, and the subjects’ feelings were incontestably positive.

Music’s emotional and conscious effects are completely separate. Peretz did a study on Ms. R, who'd sustained damage to both of her temporal lobes as a result of surgery undertaken to repair some of the blood vessels supplying her brain.  While her speech and intellect remained unchanged after the accident, Ms. R's ability to sing and identify once-familiar melodies disappeared. Remarkably, though, she claimed she could still enjoy music. For comparison, subjects with healthy, intact temporal lobes were also tested. While Ms R failed to identify any melodies played to her, no matter many times they were repeated, and couldn't consciously detect pitch changes, she could still feel emotion—a result confirmed by manipulating the pitch, the tempo and the major or minor nature of the key of the various pieces of music being played, and comparing her reactions to the altered tunes with those of the control group.

Finally, Geoffrey Miller, an evolutionary psychologist at University College, examined the linkage between music and love. He postulated that because music demands skill, it is a way of manifesting fitness to be someone’s mate. Singing, or playing a musical instrument, requires fine muscular control. Remembering the notes demands a good memory. Getting those notes right once they'r remembered suggests hearing is in top condition. And the fact that much music is sung as part of courtship, suggests that it is, indeed, a way of showing off.

Tuesday, May 14, 2013

Midsummer Night's Dream Scenes: English I Poetry/Drama, 2013


"Find you out a bed, for I upon this bank will rest my head." The exhausted Hermia spurns Lysander's amorous advances.
All three sections of freshman English I Poetry/Drama had their first A Midsummer Night's Dream performance today, one of three public performances.  Shakespeare poses a multitude of challenges for freshmen readers, on several fronts.  Although 16th and 17th century English is technically considered "Early Modern English", the diction and syntax make the language complex and challenging for contemporary readers--in essence, a foreign language.


Helena begs Demetrius to stay
"O, will thou darkling leave me? Do not so..."
I've been enamored of the Bard, ever since I was five and saw the Honolulu Theatre for Youth perform Hamlet.  Shakespeare is my go-to author: inventive, thought-provoking, his plays always yield something new and fresh, even after myriad readings and re-readings, and the language is gorgeous: a delight to speak and hear.  When I was a student at Punahou in the mid-Eighties, Shakespeare was a prominent part of the school's English curricula.  From seventh grade on, students studied a different play every year.  And every April, in celebration of Shakespeare's birthday on April 23, a replica of the Globe was erected on the Quad.  For a week, students and faculty would don Renaissance clothing and enjoy faculty and student performances, while strolling musicians would sing Thomas Morley madrigals, and gluttons feasted on roasted capon legs and bread and spiced cider.  Alas, students are no longer required to read Shakespeare beyond eighth grade's Romeo and Juliet, freshman year's A Midsummer Night's Dream and sophomore year's The Merchant of Venice.  Yet I hope that their brief experience with Shakespeare's work inspires them to delve more into the delights afforded by this inventive playwright, and also, more importantly, take away vital lessons which transcend literature.
"O that a lady of one man refused, should of another therefore be abused!" Helena tells the love-addled Lysander off.

"I have a device to make all well."  Bottom lets Quince know who's in control.
Puck gives Bottom a donkey head.

Why perform Shakespeare?  Let me count the ways, enumerated by my students:
  • It improves reading comprehension: in order to bring scenes to life, students develop awareness of the embedded cues within the text and need to imagine the setting, and understand both their character and the relationships that person has with others.  As part of their homework, students are responsible for looking up and defining all unfamiliar words in their script.  They also write character profiles in order to reflect on their character's personality, motivation, and objectives.
  • It builds individual confidence in public speaking, performing before an audience, and taking risks.  It's okay--and easier--to be silly, if the whole group is doing it.
  • It bonds the class: a group that plays together, learns together, risks together.  There's safety in the ensemble.
  • It's okay and natural to make mistakes: keep calm, carry on, don't draw attention to mistakes, and learn from errors.
  • It calls upon students to creatively figure out how to "show" what's happening with their character through visual, not just linguistic means--and there's a lot of latitude for individual interpretation, provided it's grounded in the text.
  • Literature helps us understand the human condition and develop empathy--as an actor, you need to imagine fully being, listening, and thinking as one's character, understanding the world from his/her perspective.
"I'll follow thee, I'll lead thee 'bout a round." Puck scares the Mechanicals.

"And through Wall's chink, poor souls, they are content to whisper."  Thisbe and Pyramus converse through the Wall.

One performance down, two remaining!  11:30 takes a bow.

Charles Anzalone, "Study Finds Link Between Music and Preschoolers' Reading Readiness

Photo courtesy cambodia4kids.org

Anzalone's article reports on a two-year University of Buffalo Graduate School of Education study examining the effect of impact of "musically trained" early childhood teachers on the music and emergent reading and writing achievements of preschool children.  165 preschoolers participated in music activities taught by 11 teachers--generalists, as opposed to musical specialists--who had received intensive training in musicianship skill and teaching strategies for guiding young children's music development. Results showed that music instruction significantly increased children's oral vocabulary and grammatic understanding, after controlling for students’ age and prior knowledge, and was especially effective for children who began with lower literacy skills. Researchers also found statistically significant links with two tests of early literacy development: oral vocabulary and grammatical understanding.”  Results, however, were mixed for music achievement, however.   Students’ median scores were similar for the experimental and control groups on use of singing voice, and while students' tonal pattern achievement in the experimental group was significantly higher, no significant differences were found in children's rhythm-pattern achievement.