Rutgers Partnering for Arts Integration_v4_revised

STEAM Consortium:
Partnering for Arts Integration
FPO
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Table of Contents
Acknowledgments .............................................................. 3
Arts Integration Partnership Team. ................................................. 4
Professional Development Participants ............................................. 5
Integrating the Arts in Teaching. ................................................... 6
STEAM Consortium: Partnering for Arts Integration ................................... 7
Comprehensive Definition of Arts Integration ........................................ 8
Arts Integration Partnership : Professional Learning and Development
Pre-Service Teacher Professional Development . ................................. 9
Arts Integration and Teacher Education ........................................ 9
Arts Integration Teacher Professional Development ............................. 10
Deepening Understanding: The How and What of Arts Integration ................ 11
Partners for Arts Integration
Principal Investigators . ..................................................... 16
Assessment and Evaluation Team ............................................ 17
Rutgers STEAM Professional Teaching Artists ....................................... 18
References. ................................................................... 22

STEAM Consortium:
Partnering for Arts Integration
Acknowledgments
The STEAM Consortium extends appreciation to the Superintendents and Principals of participating
districts for their support.
Brian Betze, Superintendent, Jamesburg Public Schools
Chad Donahue, Principal, Grace M. Breckwedel Middle School
Tami Crader, Ed.D., Superintendent, Neptune Township School District
Sally A. Millaway, Principal, Gables Elementary School
Mark Alfone, Ed.D., Principal, Neptune Middle School
David A. Roman, Ed.D., Superintendent, Perth Amboy Public Schools
Michael Heidelburg, Principal, Samuel E. Shull Middle School
Anna Belin-Pyles, Superintendent, Plainfield Public School District
Janet Grooms, Ed.D., Principal, DeWitt D. Barlow Elementary School
We thank Wendy Liscow, Program Director, Education, Geraldine R. Dodge Foundation for her vision
and leadership.
We extend appreciation to Dean Wanda J. Blanchett for her on-going support.
Project Funded by:
The Geraldine R. Dodge Foundation
4 Maple Avenue, Suite 400, Morristown, NJ 07960
www.grdodge.org
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Arts Integration Partnership Team
Principal Investigators
Saundra M. Tomlinson-Clarke, Ph.D.
Professor, Rutgers Graduate School of Education (GSE)
Penelope E. Lattimer, Ph.D.
Director, Rutgers Institute for Improving Student Achievement (RIISA)
Facilitators
Willa Spicer, Assessment
Former Deputy Commissioner, NJ DOE
Adele Macula, Ed.D.
Educational Consultant
Arts Organizations
George Street Playhouse
Education Department
Grounds for Sculpture
Education & Engagement
NJ Participating School Districts
Jamesburg Public Schools
Neptune Township School District
Perth Amboy Public Schools
The Plainfield Public School District
University Partner
Rutgers, Graduate School of Education (GSE)
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Arts Integration
Professional Development
Participants
Jamesburg Public Schools • Grace M. Breckwedel Middle School
Ellen Blashkovsky, Math Teacher
Susan Strumwasser, Math Teacher
Neptune Township Public Schools • Gables Elementary School
Nicholas Bowden, Art Teacher
Neptune Middle School
Mark Alfone, Ed.D., Principal
Alex DiGiovanni, Art Teacher
Tiffany Gobac, Science Teacher
Glenn Swindell, Visual Arts Teacher
Perth Amboy Public Schools • Samuel E. Shull Middle School
Rachel Wintemberg, Art Teacher
Plainfield Public Schools
DeWitt D. Barlow Elementary School
Kathy Maldonado, Music Teacher
Linda Reid, Elementary- ELA/Science Teacher, Grade 4
South River Public Schools • South River High School
Jennifer Wistuba, Visual Artists/Art Teacher
Titusville Academy (K-12)
Ebony Lattimer, Principal
Jaime Spampinato, Teacher
Zachary Warren, Teacher
Participating Rutgers GSE Faculty
Professor Nora Hyland
Professor Carrie Lobman
Kaitlin Northey, GSE Doctoral Candidate
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Integrating the Arts in Teaching
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STEAM Consortium:
Partnering for Arts Integration
According to ArtsEdge (2014), changing education through the arts requires a partnership
that includes an arts organization and a school district. Our arts integration partnership known
as the STEAM consortium began in 2013 and is comprised of teachers from four New Jersey
School Districts (i.e., Jamesburg, Neptune, Perth Amboy, Plainfield), the Rutgers Graduate
School of Education, and professional teaching artists from arts organizations located in Central
New Jersey. The primary focus of the STEAM consortium is to provide teacher professional
development that promotes Arts Integration as an integral component of the school curriculum.
Incorporating multiple art forms (i.e., dance, music, theatre, visual), teachers engaged in arts
integration professional development with professional teaching artists from the George Street
Playhouse, Grounds for Sculpture, Rutgers Mason Gross School of the Arts, and Zimmerli Art
Museum at Rutgers University.
Our goals include:
• Facilitating professional learning and practice of arts integration,
• Increasing teacher effectiveness by facilitating student creativity and engagement in
learning, and
• Fulfilling the requirements of the New Jersey Curriculum Standards for Visual and
Performing Arts.
Our work focuses on teaching creativity and innovation through the integration of the arts with
other subjects. Professional teaching artists introduced the arts and arts integration as part of
sequential year-long professional development workshops. Working in school teams provided
support for teachers as they developed arts integration lesson plans that will prepare their
students with 21st century skills needed for success in a complex, global economy.
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Comprehensive Definition of Arts Integration
Of critical importance to this process is an agreed understanding of the meaning of arts
integration. We adopted Silverstein and Layne’s (2010) definition as the foundation for arts
integration teacher professional development. This definition guided our work with teachers
and defines Arts Integration as:
• An approach to teaching in
which students construct and
demonstrate understanding
through an art form.
• Engages students in a creative
process that connects an art
form and another subject area
and meets evolving objectives
in both.
Arts Integration Solutions (2011) describe integration as “…the process of merging the arts
with content learning in the classroom through mindful instructional practice that engages
students in learning. It is the process of using multi-faceted strategies which, when used
effectively, have been scientifically proven to engage a wide range of learners and advance
mastery of all concepts” (p. 6).
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Arts Integration Partnership
Professional Learning and Development
Pre-Service Teacher Professional Development
Goal: Introducing pre-service teachers to a variety of art forms and Arts Integration
as an approach to teaching diverse learners.
Workshops Offered:
Presented by George Street Playhouse, Education and Outreach
• Arts Integration in the Early Childhood Classrooms: Risk-taking, Trust and
Collaboration
• Voice of an image: Constructing Character from Civil War Photographs
• The Whipping Man: Preshow Workshop and Play
• The Honeybee and the Robber: Integrating Theatre and Science
Presented by Rutgers GSE Teacher Education Faculty
• Integrating Performing Arts into Pre-service Teacher Education
Arts Integration and Teacher Education
Teachers’ initial connection with arts integration is considered to have a significant influence on
their evolution (Donahue & Stuart, 2006). Rutgers GSE teacher educators and their students
engaged in pre-service teacher professional development focused on arts integration. For
students who were aspiring teachers, professional development complemented their learning
in teacher education, suggesting innovative ways of thinking about subject content and making
connections between content areas. For faculty, professional development learning experiences
renewed and extended knowledge and understanding of arts integration. To ensure continuous
growth, teacher educators must seek out placements for pre-service teacher in schools where
the arts are valued and arts integration is central to teaching and learning.
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Arts Integration Teacher Professional Development
Goal: Providing sequential learning experiences on a variety of arts forms to deepen
understanding and experience with developing arts integration lessons.
Workshops Offered:
Presented by Grounds for Sculpture, Education and Engagement
• Patternmaking in 3D and Guided Tour
Presented by George Street Playhouse and Barry Wyner
• Music Arts Workshop
Presented by George Street Playhouse and Michael Mastro
• Theatre Arts Workshop
Presented by Dr. Adele Macula and Willa Spicer
• Assessing the Work: Making Meaning for Teachers and Learners
Presented by NJ Participating STEAM Teachers
• Presentations: Arts integration Outcomes for Teachers and Learners
Presented by Dr. Adele Macula
• Essential Elements of Arts integration Techniques: Evaluation that Benefits the
Classroom Teacher
Presented by Susan Riley-Education Closet
• Winter 2016 STEAM & Arts Integration Online Conference
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Deepening Understanding:
The How and What of Arts Integration
Arts Integration Professional Development provided the foundation for teachers to identify
themes in developing lessons that connected concepts and processes from multiple art
forms. Professional learning experiences facilitate teachers’ understanding of the “how and
“what” of arts integration in developing quality instructional strategies for student engagement
and motivation in learning. Incorporating new and different arts forms in teacher professional
development for arts integration provide continuous learning opportunities for teachers to
explore and create in a safe and supportive environment. Teachers were given the freedom to
design lessons that fit with their curriculum units, and were consistent with the comprehensive
definition of arts integration. Supporting teachers in their development of multiple arts
integration lessons for use with their students enables teachers to refine their understanding
and deepened their knowledge of arts integration as an approach to teaching.
Effective Delivery of Arts Integration:
Making Connections to the Curriculum
A key component of quality arts integration is the connections made to the curriculum.
Therefore, the effective delivery of arts integration requires teachers to:
• Connect student learning in meaningful ways.
• Challenge students through an enriched curriculum.
• Engage students in a creative process connecting art forms and another subject (i.e.,
science, technology, engineering, math, literacy).
• Transform the curriculum by integrating the arts and making connections across
subjects.
• Develop and use lesson plans that meet the definition and objectives of arts
integration.
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The Arts are not just a tool for teaching - rather arts integration is an approach
to teaching and learning. Arts integration:
• Engages students in their learning
• Makes meaningful conceptual and process connections between subjects
• Deepens student understanding
• Instills creativity and self-expression
• Increases student motivation
From Research to Practice
During our workshop on Assessing the Work: Making Meaning for Teachers and
Learners teachers identified the following experiences and growth areas:
• The arts are present the arts are active
• Changed the experience of learning and teaching
• Enjoyed the social aspects of arts and learning
• Valued the collaboration with other learners and teachers
Benefits of Arts Integration
Participating teachers engaged in Arts Integration identified the following as benefits to their
students:
• Helps students to understand and create systems
• Enhances creativity and innovation
• Provides for alternative explanations
• Promotes unexpected discovery
• Increases retention of information
• Facilitates opportunities to master the core content
• Allows for ownership and mastery of learning
• Increases sensory recall- creating the visual
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Positive student behaviors included:
• Responsibility
• Team work
• Sharing
• Character awareness
• Ownership
• Thoughtfulness
Assessment and Evaluation
Reflection on Arts Integration Professional Learning and Development
Reflective Arts Integration Practitioners are continual learners who
• Seek opportunities to enhance their knowledge and skills in arts integration,
• Reflect what they already know and understand,
• Seek opportunities to deepen their foundational knowledge and practices,
• Develop the knowledge and skills to facilitate effective arts integration learning experiences.
Process of Becoming Reflective Practitioner in Arts Integration
1. Not Yet Present
I have not begun to develop my knowledge of arts integration practices/strategies
2. Beginning
I am interested in learning more and started to develop my knowledge of arts
integration practices/strategies
3. Developing
I continue to develop my knowledge of arts integration practices/strategies
4. Skillfully Accomplished
I have deep knowledge of arts integration and implement arts integration strategies in
my teaching
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1
Not yet Present
2
Beginning
I do not yet seek out, attend
or participate in professional
learning opportunities to
introduce to arts integration
teaching practices/ strategies.
I seek out, attend and participate
in professional learning
opportunities to introduce me
to arts integration teaching
practices/ strategies.
I have not begun to develop
collaborative partnerships with
an arts specialist teacher and/ or
other content area teachers to
design and implement a unit of
study blending arts integration
strategies with complex
content standards and learning
expectations in my academic
discipline.
I am interested in and beginning
to develop at least one
collaborative partnership with
an arts specialist teacher and/
or other content area teacher to
design and implement a unit of
study blending arts integration
strategies with complex
content standards and learning
expectations in my academic
discipline.
I am not a reflective practitioner
focused on changing, adjusting
and enhancing my practices
by planning, preparing, and
delivering arts integration lessons
and units to the students that I
teach.
I am learning to be a reflective
practitioner focused on changing,
adjusting and enhancing my
practices by planning, preparing,
and delivering arts integration
lessons and units to the students
that I teach.
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3
Developing
4
Skillfully Accomplished
I seek out, attend and participate
in professional learning
opportunities to introduce me
to arts integration teaching
practices/ strategies.
I seek out, attend and participate
in professional learning
opportunities to extend my
knowledge of arts integration
teaching practices/ strategies.
I have developed at least one
collaborative partnership with
an arts specialist teacher and/ or
other content area teachers to
design and implement a unit of
study blending arts integration
strategies with complex
content standards and learning
expectations in my academic
discipline.
I develop collaborative
partnerships with arts specialist
teachers and/ or other content
area teachers to design and
implement units of study
blending arts integration
strategies with complex
content standards and learning
expectations in my academic
discipline.
I strive to be a reflective
practitioner focused on changing,
adjusting and enhancing my
practices by planning, preparing,
and delivering arts integration
lessons and units to the
I am a reflective practitionerchanging,
adjusting and
enhancing my practices by
planning, preparing, and
delivering arts integration lessons
and units to the students that I
teach.
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Partners for Arts Integration
Principal Investigators
Saundra M. Tomlinson-Clarke, Ph.D.
Saundra M. Tomlinson-Clarke is a Professor in the Department of
Educational Psychology at Rutgers Graduate School of Education and
a licensed psychologist. Her grant work has focused on interventions
that increase opportunities for student learning and achievement. Dr.
Tomlinson-Clarke’s research examines multicultural and socio-political
issues in society and in education that affect learning, identity and
development. Integrating a strength-based perspective, Professor
Tomlinson-Clarke has examined historical and socio-political factors
that can serve to transform education and society.
Penelope E. Lattimer, Ph.D.
Penelope E. Lattimer is the Director of Rutgers Institute for Improving
Student Achievement (RIISA) at Rutgers, The State University
of New Jersey. Dr. Lattimer held a number of positions at the NJ
State Department of Education which included: Special Assistant
and Assistant Commissioner for the Central Region, Chief of Staff
and Assistant Commissioner for the Division of District and School
Improvement. Prior to joining the senior staff at NJDOE, Penelope
Lattimer was employed by the New Brunswick City Board of Education.
Dr. Lattimer serves on the Boards of the Children’s Specialized
Hospital, George Street Playhouse (Board President), Grounds for
Sculpture and Crossroads Theatre Company (former Board Chair, currently Board Member
Emeritus). In 2014, Dr. Lattimer received the Ernest Boyer Outstanding Educator of the Year
from NJ Association for Supervision and Curriculum Development (ASCD).
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Assessment and Evaluation
Adele T. Macula, Ed.D.
Dr. Adele T. Macula is an educational professional focused on creating highly effective schools
through a commitment to excellence. Dr. Macula presently serves as the Director of Curriculum
and Instruction for NJ EXCEL (Expedited Certification for Educational Leadership) developed
and offered by NJPSA’s Foundation for Educational Administration
(FEA). She previously held the position of Associate Director of Special
Projects for FEA and coordinated the USDOE $5m/5-year School
Leadership Project (SLP) grant in 3 New Jersey districts. Dr. Macula
spent her professional career in the Jersey City, NJ Public Schools,
and held the position of Associate Superintendent–Curriculum and
Instruction (K-12) until she retired from the district. As a consultant, Dr.
Macula provides professional learning opportunities for administrators
and instructional staff members in the New Jersey/NY metro area. Dr.
Macula is a faculty member for NJEXCEL and she has taught as an
Adjunct Professor at Fairleigh Dickinson University and at Seton Hall
University. Dr. Macula models being a lifelong learner and is purposeful
in her expectations of administrators, teachers and students in their pursuit of excellence in
teaching and learning.
Willa Spicer
Willa Spicer is the former Deputy Commissioner of Education of New Jersey. She led New
Jersey Performance Assessment Alliance as Project Director, and prior to that served as
Assistant Superintendent for Curriculum and Instruction at South Brunswick Township Public
Schools. She served as both a high school principal and an elementary principal in the same
District. Mrs. Spicer served on the Board of Education in Lawrence Township and taught in
Trenton High School and Trenton Alternative School. She has coauthored several publications
dealing with assessment and has served the USDOE as a site visitor and a member of the
review panel for the Blue Ribbon Schools program. In New Jersey, she served on a variety
of professional committees and is a board member of Young Audiences. Mrs. Spicer was
recognized as an outstanding educator by the Rutgers Graduate School of Education and Rider
College Education Department. She received the Ernest Boyer Distinguished Educator Award
from the Association for Supervision and Curriculum Development and the community award
for distinguished women from Princeton YWCA.
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Rutgers STEAM Professional
Teaching Artists
Theatre Arts
Jim Jack, Director of Education
George Street Playhouse
Jim Jack is the Director of Education and Outreach for the George
Street Playhouse (GSP). As Director, Jim supervises GSP’s Academy,
School-based Residency Programs, and acclaimed Educational
Touring Theatre. For GSP’s Educational Touring Theatre, which
annually reaches 40,000 students across New Jersey, Jim recently
commissioned and produced Austin the Unstoppable, a new musical
comedy that explores how a New Jersey family faces the challenges
of childhood obesity and type II diabetes. Prior to GSP, Jim co-founded
Bronx Theatre High School, a New Century High School in partnership with Roundabout
Theatre Company. Jim served in many capacities for Roundabout Theatre Company, most
notably as Acting Director of Education. He has worked as a teaching artist with the 92 Street Y,
ArtsConnection, Metropolitan Opera Guild, SUNY Albany, Westfield State College and Northern
Stage. Jim currently teaches Shakespeare for the MFA Acting Program at Brooklyn College. He
received his MFA from the Academy for Classical Acting at George Washington University. As
an actor, Jim has performed with the Shakespeare Theatre, Pennsylvania Shakespeare Festival,
San Jose Repertory Theatre, Northern Stage, and Everyman Theatre to name a few and a
proud member of AEA and SAG.
Michael Mastro, Resident Artistic Director
George Street Playhouse
Michael Mastro has visited George Street Playhouse previously
as both actor and director, and officially joined the GSP family
for the 2015-16 season as Resident Artistic Director. He directed
last season’s The Fabulous Lipitones at George Street Playhouse,
as well as The Subject Was Roses with Stephanie Zimbalist
several seasons ago. He has also appeared on stage here in such
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productions as The Sunshine Boys, The Pillowman, Fox on the Fairway and Inspecting Carol.
He is currently the associate artistic director of the Delaware Theatre Company in Wilmington,
Del., where he appeared in Any Given Monday two seasons ago, and where he directed a
production of Ingmar Bergman’s Nora (an adaptation of Ibsen’s A Doll House) last season. In
recent years, he has helmed several NYC celebrity play readings to benefit non-profits. Past
directorial assignments include assisting GSP’s David Saint in the mounting of the first national
tour of West Side Story, as well as directing many new American one-acts for several NYC
theatre companies. He is a member of the Actors Center in NYC.
Christa Cillaroto, Manager Of School-Based Programs
George Street Playhouse
Christa Cillaroto has been with George Street Playhouse since 2007.
She has served the theatre in various capacities over the years in
both the Marketing and Education Departments. She has been the
Manager of School-Based Programs since 2012. Christa is proud to
have earned her BA in Theatre Arts from Douglass College, Rutgers
University. Her background in theatrical performance, design and
directing has served her well throughout her career. Christa has
directed Peacemaker and New Kid for George Street Playhouse’s
Education Touring Theatre and had served GSP as a Teaching Artist
for 9 seasons. She has also taught for the Children’s Acting Academy
in New York City. Christa is a founding member of coLAB Arts, a New Brunswick-based
nonprofit art collaborative dedicated to connecting arts engagement with community issues
and community-based organizations. She has also served on the Leadership Board for New
Jersey Emerging Arts Leaders, a development and cultivation network for young professionals
in the arts and arts advocacy created by ArtPride New Jersey. Christa has been a proud
member of the New Brunswick Community Arts Council since 2013.
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Annie Rutgerford Lutz, Teaching Artist
George Street Playhouse
Annie Rutgerford Lutz is a performer, teaching artist, and director with
degrees in Theatre Arts and English from Douglas College at Rutgers
University. She has had the pleasure of performing Off-Broadway
and on several National Tours, including Laura in the National Tour of
Laura Ingalls Wilder, Dorothy in the National Tour of The Wizard of Oz,
Gran Bear in The Berenstain Bears, Live! Off-Broadway, and in George
Street Playhouse’s production of Our Town starring Boyd Gains. She
had the miraculous good fortune of becoming a Teaching Artist with
George Street Playhouse during her nine-month contract acting in their
Educational Touring Company. Annie works with students ages 3-18 across the state of New
Jersey, leading programs in musical theatre technique, improv, the creation of original plays
and musicals, and the production of a full-scale musical each summer. She is also a Teaching
Artist with the Story Pirates, Dreamcatcher Rep, Lustig Dance Theatre, Playwrights Theatre, and
McCarter Theatre. Most recently, she has also become a resident Director with The Secret Opera
as well as the Director of Education with Bullet Theatre Collaborative.
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Music
Barry Wyner, Choral Director
Lynnbrook High School, New York, NY
Barry Wyner has been a full-time chorus teacher for 15 years at the
Middle and High School levels. As Choral Director at Lynbrook High
School in Long Island, he currently leads the Mixed Chorus, Concert
Choir, Show Choir, and musical theater programs. Mr. Wyner prides
himself on offering a fun, positive, outside-the-box learning experience
to his students, leading to polished, heartfelt musical performances. In
addition to being a dedicated teacher, Mr. Wyner is an active musical
theater composer who has won the Richard Rodgers Award, Jerry Bock Award, Kleban Prize, and
Noel Coward Prize. His musical CALVIN BERGER was developed at Gloucester Stage, Barrington
Stage, and George Street Playhouse, where it was directed by 3-time Tony Award winner Kathleen
Marshall. Barry Wyner has won the Kleban Prize, the Jerry Bock Award, the Richard Rodgers
Award, and the Noel Coward Prize, as well as an IRNE nomination for best new play. His musical
Calvin Berger has had full productions at Gloucester Stage Co., Barrington Stage Co., and George
Street Playhouse. He also recently completed a one-act musical called “The Counselor”, and
other original musicals include Sugar Plum (Company Carolina), Something To Say (Reading,
Manhattan Theater Club) and Stop! (Access Theater). He was the original arranger and music
director of Gutenberg! The Musical! at UCB Theatre. Barry is a member of the BMI Advanced
Musical Theatre Workshop.

Visual Arts
Heather Brady, Director Of Education & Engagement
Grounds For Sculpture
Heather Brady directed the education department at the Noguchi
Museum, prior to her position as Director of Education & Engagement
at the Grounds For Sculpture. At the Noguchi Museum, Heather
developed programs to support visitors of all ages and audiences,
and served as a liaison between the museum and its partners in
education and the surrounding community. Brady shaped the vision
for all on- and off-site education and community programs, including
tours, workshops and experiences designed specifically for the
museum’s permanent collection, temporary exhibitions and garden
space. Previous to her most recent position with the Noguchi Museum, Brady served as the
Director of Education with the Museum of Chinese in America, and earlier in her career was
a Museum Educator at the Bronx Museum of Arts and the Museum of Modern Art in New
York. Ms. Heather Brady studied fine arts and art education in New York at the School of
Visual Arts, and later, took graduate courses in education, sociology, and community studies
at NYU.
Cassandra E. Demski, Curator Of Education
Grounds For Sculpture
Cassandra E. Demski is the Curator of Education at Grounds For
Sculpture and manages the educational programming. She worked
with young children for ten years before joining Grounds for Sculpture.
She began working in the Museum Shop. With the many school
groups that visit the shop, she encountered many young children.
Working in the shop, she became more and more familiar with
the Volunteer program and eventually started working as part-time
Coordinator of Volunteer Services, and later become her position of
Coordinator of Volunteer Services became full time.
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References
ArtsEdge (2014). Changing education through the arts (CETA). Retrieved from
https://artsedge.kennedy-center.org/educators/how-to/series/arts-integration/changingeducation-through-the-arts
Arts Integration Solutions (2011). Assessment Guide. Retrieved from
http://artsintegration.com/resources/
Donahue, D., & Stuart, J. (2006). Working towards balance: Arts integration in preservice
teacher education in an era of standardization. Teaching and Teacher Education,
24, 343-355.
Silverstein, L. B., & Layne, S. (2010). What is arts integration? In L. Silverstein, A. L.
Duma, & S. Layne, Arts Integration Schools: What, Why, and How (Tab 2, pp. 1-7).
Washington, DC: The John F. Kennedy Center for the Performing Arts/Changing Education
Through the Arts (CETA) program.
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