Beverley Taylor Sorenson Arts Learning Program |

Getting Started as an Arts Educator

Getting Started: Dance

Getting Started: Drama

Getting Started: Music

Getting Started: Visual Art

Getting Started: Tips for Informances

Program Implementation

Collaboration - Redwood

This video provides clear insight, training, and best implementation practices regarding sound arts integration via the traditional BTSALP side-by-side teaching model.

This video allows principals, specialists, classroom teachers, and administrators opportunities to see how a specialist plans and teaches in collaboration with classroom teachers to enhance student learning.

It highlights the overall concept of the BTSALP (integration, collaboration, sequential learning) and illustrates how to productively put the essentials of the program into action at the school/instructional level.

Collaboration - Washington

This video provides clear insight, training, and best implementation practices regarding sound arts integration via the traditional BTSALP side-by-side teaching model.

This video allows principals, specialists, classroom teachers, and administrators opportunities to see how a specialist plans and teaches in collaboration with classroom teachers to enhance student learning.

It highlights the overall concept of the BTSALP (integration, collaboration, sequential learning) and illustrates how to productively put the essentials of the program into action at the school/instructional level.

Informance - Canyon Rim

This video provides clear insight, training, and best implementation practices regarding how specialists take integrated curricula and share it with the school and greater community via an informance.

The video explains what an informance is and their purpose.

On this video you hear from principals, specialists, teachers and parents regarding the learning process that takes place as students collaboratively build a music informance.

Informance - Mountain View

This video provides clear insight, training, and best implementation practices regarding how specialists take integrated curricula and share it with the school and greater community via an informance.

The video explains how to build an informance in collaboration with the classroom teachers and the elementary students.

The dance specialist provides clear examples of how to transition between dances during the informance as well as during class instruction

Arts Teams - Bonneville & Wasatch

This video provides clear insight, training, and best implementation practices regarding how two very different schools with a passion for the arts organize their school arts teams.

This video explains the role, function, importance, and duties of a school art team.

This video includes informational insight from principals, specialists, classroom teachers, and administrators regarding how the school arts team provides sustainable and sequential arts education curricula and when embedded in an authentic way, what this instruction does for the overall educational experience for K-6 children.

Arts Nights

This video provides clear insight, training, and best implementation practices regarding how specialists take integrated curricula and share it with the school and greater community via a community art night.

The video explains how to build an art night in collaboration with the classroom teachers, elementary students, and parents.

The visual arts specialists provide clear examples of how to collect art work and work alongside a school art team to implement a successful art night that fits the culture of each individual school community.

Fine Arts Assessment

Classroom Management Overview

Expectations, Rules, and Procedures

Establish your expectations and teach them explicitly.
Use established rules in other classrooms and spaces, and add your own expectations.
Make rules observable and measurable.
Establish procedures for specific activities.
Post rules and procedures with visual cues to help ELL and young students understand.
Make sure you get everyone’s attention before giving verbal directives.

Proximity

Proactive:

Move purposefully around the classroom to manage behavior and monitor student work.
Reinforce good behavior and conference with students who need feedback.

Reactive:

Use your physical presence to curtail negative behavior.
Make eye contact with students to let them know you are aware of their behavior.
Hold up a finger or tap their desk if they continue with negative behavior.

Cueing

Give students positive directives to clarify, maintain, or redirect an activity.
Use cueing to reinforce positive behavior while clarifying your expectations to others.
Give three positive cues before specifically redirecting a student who is off task.
Use cueing to reinforce the desired procedure for specific activities.

Time Limits and Transitions

Plan for transitions, and be realistic about time limits for students to begin and finish tasks.
Teach students to become aware of managing their time.
Give verbal reminders about upcoming transitions.
Plan “brain breaks” into your instruction time to get the wiggles out and regain focus.
Plan an end-of-class routine to clean up, review what the students learned, and give closure.

Ages and Stages

Developmentally Appropriate Practice:

Rule of thumb for general population
Individual child development
Cultural development

Review the attributes and skills of the grades you will be teaching.

Resources for Problem Behaviors & Tough Students

A series of short videos by Dr. Bill Rogers can be found at on the Osiris Educational YouTube Channel or by searching “Dr. Bill Rogers” on YouTube.

Arts Educator Training Videos