VISUAL AND PERFORMING ARTS

THE
INTEGRATED
ARTS
APPROACH
Rationale
The Integrated Arts Approach is an approach to teaching in which the elements of more than
one art form are combined.

Integrated Arts is evident throughout life in nature and made-made products and activities.
The natural scenery by a river is an integration of artistic elements. The greenery of trees with
different shape and texture of leaves as well as that of stones demonstrates concepts in Visual
Arts. The sound and movement of the water and creatures seem to imitate Music and Dance
while all that is happening around provides a story with a scene, plot and characters -
elements of Drama.

Visual Arts, Theatre Arts, Music and Dance are often combined to communicate information
and provide citizens with an interesting experience such as in advertisements, festivals,
celebrations, movies, productions and presentations. Indigenous cultural expressions in
Trinidad and Tobago are models of arts integration. The integrated approach not only permits
exchange and appreciation of the various cultures of our cosmopolitan nation but also helps
to evaluate the kind of collaborative effort that symbolizes our deep-seated social goals.

Using an Integrated Arts Approach allows students to see the whole picture as pieces are put
together in a systematic and creative way that may allow them to experience the “ah-ha”
factor. It also permits each child to participate and experience a sense of achievement, self-
esteem and confidence as the arts naturally cater to the varied intelligences.

Integrated Arts will hone students’ instinctive, cultural appeals, capture their natural artistic
tendencies and provide them with avenues and guided instruction through knowledge-based
practical experiences. With the acceptance of the concepts, based on research, of brain-based
theories, which have proven that the right side of the brain is concerned with the visual,
spatial, bodily kinesthetic and aesthetic which relate to the Arts and the left to the language
and logical; and with the additional knowledge of the Multiple Intelligences and other
learning styles which demand cooperative and team activities, there is more widespread and
global support for the introduction of an Integrated Arts Programme in school curricula.

This curriculum framework is also based on achieving the Ministry of Education’s value
outcomes for children. It is poised to provide opportunities for holistic development of our
students, students who are well adjusted socially and morally and who are enabled to attain
their full potential.
 THE INTEGRATED ARTS APPROACH

Process and Product

Introduction
The Integrated Arts Unit is intended to allow pupils to interact with various contents in the
same way as they integrate knowledge in the real world. It also attempts to focus on personal
development and growth of pupils in their understanding of their relationship with
classmates, family, community and the larger world, and in addressing the cultural content of
their society.

The Integrated Arts Unit

The initial weeks would focus on some of the disciplines’ skills and techniques in preparation
for a presentation or minor “production” involving all the arts disciplines. During the
remaining weeks the disciplines would be applied to a suggested theme and then synthesized
into a complete presentation.

The final product will be a presentation using the thematic model. Both the product and the
process are important particularly for providing experiences in morals, values and character
enhancement.

Specific Curriculum Objectives

Pupils will:

❖ Grasp fundamental concepts in each art form

❖ Explore a variety of media within each art form
❖ Apply basic principles of the arts to express ideas and feelings
❖ Work collaboratively in a group

Methodology

Thematic Exploration: Selection of a common theme/concept across the disciplines and

exploring its meaning singly and collaboratively.

Process

a) Making – the production of one’s work

b) Appraising/responding to existing work
c) Exploring
 d) Performing/presenting
e) Responding/evaluating

Values

a) Creativity – risk-taking, problem solving, self-reliance, originality, initiative

b) Affectivity – the validation and education of feeling
c) Sensitivity to others – teamwork, trust, quality participation
d) Dedication and responsibility – personal discipline in seeing the task through
e) Fun – pleasure in its practice adds to the value of the learning experience

Assessment

What will pupils be assessed in?

1. Knowledge/insights – intellectual objectives based on basic concepts. The concepts are

(a) tools and vocabulary of the discipline
(b) contextual –understanding and information about the environments of application of
technical concepts.
The child must not only understand the concept (technical) but understand its application
within his learning environment (conceptual).

2. Skills – artistic and art-related skills (making)

3. Values and Attitude

(a) An openness to the work of others
(b) A willingness to work with others (cooperation, team spirit, sharing)
(c) A sensitivity to others feelings and point of view
(d) A sense of worth resulting from positive achievement
Mechanisms for Assessment – How will they be assessed?

(a) Student self-evaluation

(b) Presentation and performance
(c) Journal writing
(d) Profiling – use of description of attainment, rather than only grades/marks
 THE THEMATIC MODEL

This model is being used so that children may work together with a view towards making
connections and developing understandings which reinforce the concept and dynamics of
group work. As a tool for establishing both personal and group identity, the thematic
approach engenders a spirit of community among students. This approach to teaching the
Arts help students learn how to identify, appreciate, and participate in the traditional art forms
of their communities and in this context will also provide important knowledge and skills
such as research, planning, organizing, observing, creative and critical thinking, and taking an
idea to a finished product.

Theorists “… argue that skills, values and understandings are best taught and assessed within
meaningful, ‘connected’ contexts.”(Murdoch, 1998). The thematic model is therefore
relevant and suited to the needs of a Visual and Performing Arts curriculum where intended
learning outcomes can be achieved through the delivery of a ‘big picture idea’ topic, one that
is rich in concepts that will provide many opportunities for ‘life experiences.’
 THE THEME

GAYAP

The theme in this context is based on the local concept of Gayap/Kayap and the purpose is to
encourage problem solving, experimentation and risk-taking among children. The theme of
Gayap is also being used to demonstrate to children the joy of coming together to work on a
project that culminates into a celebration. They get the “big picture” at the end of a series of
activities which teaches them how to manage and organize their own endeavors leading
towards more independent decision making and ownership of ideas and products. In a
learning community where it is hoped that children would become capable of functioning
with good character and values in their culture, this theme is also very useful.

The word Gayap is used to refer to a pattern of behavior, engaged in by a group of people.
The spelling is commonly ‘gayap’ but ‘kayap’ has also been used. Gayap is also referred to
as ‘Len Han’ or ‘Lend Hand’. The ‘Dictionary of Caribbean Usage’ offers the following
definition for gayap – a group of persons who, together, carry out a task without payment. It
is also referred to as communal work, a helping hand given by friends and neighbours for a
common purpose. Some sources believed that the word evolved from an Amerindian
language.

It is with the intention that pupils become more sensitive to others’ needs and develop the
habit of helping others for no expected gain that this Unit is developed. It is also hoped to
promote a sense of selflessness and community spirit among pupils.
 Script

for an Integrated Arts Presentation

“Gayap: Unity is Power”

Background:
The story takes place in a small (rural) community/ village called Hopeland. The people are
very friendly and “look out” for each other. The community persons / villagers love the place
where they live.

(* Drama activity * Dance activity * Visual Arts input * Music activity)

Scene opens: Two villagers run in announcing in song that there is a flood.
*(Song: “There’s a flood on the main road…”)

Narrator: A group of persons living in Hopeland became very concerned about how
people were destroying the beauty of the community by dumping their garbage all over the
place. Some persons even threw old refrigerators in the rivers and this caused a big flood in
many areas.

**(a group of pupils sing a very short chorus about pollution while performing
movements/dance)

Narrator: So the people decided to hold a big meeting to do a special project to make
their community a beautiful place.
* (Tableau of groups discussing and deciding on project)
Papa George: (The leader, George, calls the group of community persons / villagers to start
the meeting. He is standing slightly higher than the others) Let’s have an important
meeting.
* (Tableaux unfreeze and continue action)
* (the village rhythm band starts a rhythm to announce that an urgent meeting is
called – [a group of pupils play rhythm with instruments])
* (Villagers enter dancing – [pupils own choreography])

Papa George: Good day! Thank you everyone for coming to this very important meeting.to
discuss our plans to make Hopeland a better place to live. Well what ideas do you
have or what do you think we should do as a community?

Community Person 1: I think we should try to do something to help people who had
problems with the flooding.

Papa George: Very good idea but we have to think about having money to do so. We do not
have money to buy certain things.

Community Person 2: Why nowadays everything is just about money.

Money! Money! Money! * (very short chorus from “Money song”)
Long ago it was not so.
Community Person 3: Then why don’t we try to do like some people of long ago. My
grandfather said they used to use Gayap.

Community Person 4: What?? They used to giddy up, giddy up? What happened, they had
plenty horses?

Community Person 3: (very upset) Not giddy up, chuppidy! GAYAP, GAYAP. What
happen? Like you are hard ah hearing?

Papa George: Alright, cool it, cool it (speaking directly to Community Person 3, then
speaking to everybody.) Gayap was a system that persons of long ago used to work
together to do different projects. Everyone gave freely of his or her time and energy
to make sure that the project was completed. They built houses, fixed roads, built the
Community Centre and did many other things together for no money.
Community Person 5: Then we could think about something we can do together without a
lot of money.

Papa George: Well I want you to get into groups of five persons each. Each group will have
to come up with an idea that we could use Gayap for a project to make Hopeland a
better place.
* (Community persons get into groups miming conversations and discussions.)
Narrator: A lot of discussions took place before the members of the community finally
agreed to do a waste disposal or recycling project. (This is the cue for groups to
disperse on the stage.)

Papa George: Thank you all for agreeing that we should do a waste disposal project.

Community Person 6: Rubbish! Garbage! Waste Disposal? I still do not like that project.

Papa George: Well you can feel that way but the majority of the community persons believe
we should do this project.
* (There is a tableau of community persons on stage.)

Narrator: The community persons agreed to work together to do the recycling of waste
project. They were going to encourage all community persons to recycle waste or get
rid of rubbish they cannot use.

* (Activities of cleaning up the surroundings)

* (Song: Villagers sing “Clean up time” to tune of “Evening Time” while working)

* (Dance – students’ choreographed dance/movement to clean up)

* (Villagers beautify the community with paintings and pictures of flowers, as well as
collage created from recycled material)

Narrator: They also came up with the idea that they were going to have music, movement
and dance and create a piece of artwork together to celebrate their successful project.
Three months later the people of Hopeland did have a big celebration.

* (Villagers wear printed T-shirts and parade showing words “Hopeland” and
“Gayap” from recycled paper)
 *** (All villagers move around hugging, shaking hands and giving “high fives” while
singing a song: “Cooperation makes it happen”)

* (Dance – teacher choreography demonstrating co-operation)

(End Of Integrated Arts Presentation – “Gayap: Unity is Power”)

 ♯ ♫♪ Suggested Short Songs and Choruses for Gayap ♫♪

♫ Flood On the Main Road ♫ Stop Pollution

There’s a flood on the main road Stop Pollution

Ai ee ai ee ai on the main road
Clean the rivers, lakes and oceans and seas
Stop Pollution
Take us back to when the water was clean
Stop Pollution
Clean the rivers, lakes and oceans and seas
Stop Pollution
Take us back to when the planet was green

♫ Cleaning Time ♫ Co-operation Will Do It Every Time

Cleaning Time Cooperation is the key

The place is dirty Cooperation you and me
And now is cleaning time Cooperation will do it every time
Stop the littering
Stop the garbage dumping Cooperation is the key
Along the riverside Cooperation you and me
Help us clean Cooperation will do it every time
Because it’s cleaning time
We going to keep it clean Cooperate, cooperate
Make the place serene Cooperate, cooperate
Because it’s cleaning time Cooperation will do it every time
Cooperate, cooperate
Our mountainside Cooperate, cooperate
Do not cut the trees and cause landslides Cooperation will do it every time
Do not leave the land bear
And cause flooding here
Especially in our countryside
We want to remain here and live with pride
Stop the bickering
And the littering
Because it’s cleaning time.
 IMPLEMENTATION PLAN
Teachers can use a combination of VAPA timetabled period and afternoon “Choice”
timetabled periods to explore the disciplines. Teachers should consider doing so within the
final weeks allotted for integration of the disciplines. Teachers can also consider small group
work to explore the disciplines during the initial weeks of exploration.

SESSION TOPIC ACTIVITY COACHING REMARKS

1.1 Drawing Draw a portion of a Talk about the Individual work.

Art plant containing a Environment and
minimum of two (2) the objects of
flowers. beauty found in
nature
1.2 Entrance to 1. Discuss concept of Stepping and Rhythm being
Dance Town Gayap walking forward, played at the
Meeting 2. Review of basic backward, entrance.
body movements. sideways. Students move to
Standing into the strong beat.
turn, step into a
walk, into a run, Individually and
into jumps, twist in small groups
march on to stage. building into one
Allow students to large group.
choreograph
entrance.
1.3 Cooperation 1. Discuss concept of Focus on diction In small and large
Music Song Gayap and pitch groups
2. Learn song
1.4 Parts of the Present outline of the Making link to Large group
Drama story story, with emphasis on ELA concept of discussion guided
Gayap concept. Who, What, Why, by teacher
When, Where.
Students fill in
details and agree
on a title to the
story.
2.1 Painting Paint a flower garden What can the Individual or
Art scene using three (3) members of a group work
primary colours. community do to
protect the
environment from
flooding and
pollution?
2.2 Clean up Discuss pollution and Combine axial Individually and
Dance time its effects. movements with as a whole group.
travel
Review basic Axial Try to move Students move to
movement. fluently. the song Clean up
Use body shapes, time.
levels, slow
movements, flow,
twisting and
flowing, swinging
arms.
(Allow students
to choreograph
their sequence.)
Students practice
their sequence
with a peer.
(Pretend to clean
up the
environment after
the flood.)
2.3 Pollution Discuss pollution and Whole group
Music song its effects.

Learn lyrics and

melody of song

2.4 Shaping the Script. Using Bag of Large groups for

Drama Story Tricks, teacher tableaux.
Creating Tableaux. guides students
through story-
Casting. frame.

Tableaux to
capture moments
in script framed.

Students cast in
individual and
ensemble roles
according to their
strengths and
willingness.
3.1 Pattern- Print floral patterns Collect textured Group work.
Art making using objects from
natural/found/discarded outside that are Tee-shirts to be
objects on an old tee- suitable for worn during the
shirt. printmaking. Celebration after
the community
clean-up project
3.2 Cooperation Playing around with Working together
Dance Song dance movements - as a pair/ group,
curl, stretch, twist and guide students
turn, rise and fall into clear
sequences using
Combine axial curls stretches etc.
movements with travel. and movements
with travel to
demonstrate
group dynamic in
cleaning up the
environment.
3.3 Flood on Learn short melody Sing with Sung by a duet.
Music the main excitement and This is an
road exclamation announcement of
a major flood.

Clean up Learn song to tune of Sing in a sort of All villagers sing.

time “Evening Time” folk labored manner Start off slow and
song expressing regret quiet then increase
in speed and
volume.
3.4 Preparing Location and Teacher and Large group
Drama the preparation of the students make discussion guided
Presentation presentation space. decisions about by teacher.
Space how performance
space would be
set up re:
backstage,
entrances and
exits, walls for
decorating,
audience space.
4.1 Collage- Cut, tear, arrange and Collect old Groups of 3-4.
Art making stick magazine strips magazines and Students to hold
onto large cut- out talk about up each decorated
 letters of the word recycling as well letter to spell the
HOPELAND. as the concept of name of their
Gayap when village as they
putting their parade during the
letters together. Celebration.

4.2 Movement Teaching movement to Using movement Whole group.

Dance to Stop the song. skills already
Pollution taught guide Recorded song/
Song students in track Stop
movement for the Pollution.
song Stop
Pollution.
4.3 Rhythm 1.Divide class into 3 In small groups.
Music groups
2. Group 1 learns a
rhythmic pattern
Walk to the 3. Group 2 plays
beat. percussion instruments
on the beat while
Group 1 plays the
rhythm.

Group 3 walks to the

beat of the “music”
being played.
4.4 Stage Movement, body By teacher – Whole class floor-
Drama Discipline positioning and demonstration, work.
gesturing on stage. students guided Practice is
through stage required.
areas, turns, and
hand gestures
while performing.
INTEGRATION
5. Presentation space is set up. Reflection
Students practice dance moves while observing stage discipline.
Drawings and Paintings to be displayed on classroom walls to create
setting for Hopeland scenario.

6.Working of scenario with entrances and exits. Reflection

Working tableaux into script.
Working scenario with all music.
T-shirts to be labelled and placed on hangers.
7.All props and set pieces finished and gathered.
All lines of songs and script must be memorised. Reflection
All entrances and exits rehearsed

8.Teacher and students ensure that everything is organised for Reflection

presentation.
Space set up for final rehearsal.
All costume used, including t-shirts.
The entire scenario is run with full music, dance and dialogue.
A curtain-call arranged for all students.

9. Students set up space with all props and set. Reflection.

Seating is placed for audience. Students are
Observing proper backstage discipline, students get into costume. encouraged to
Presentation begins on time. write a journal
Students take curtain call. article on the
Clean up and reorganising of classroom afterwards. experience of the
presentation.
 Integrated Arts Approach Assessment Rubric
No Competency Levels

Emerging Developing Acquired

1 Initiative Attempts to Frequently Demonstrates

demonstrate demonstrates response to IAP work
response to IAP response to IAP by engaging in
work by engaging work by engaging current and reflective
in current and in current and activities; inquires
reflective activities. reflective activities; deeply and seeks
Attempts to explore inquires and seeks additional
and express ideas additional information. Stays
and feelings; may information. engaged at task.
benefit from Frequently stays
additional support engaged at task.
to engage in the
IAP experience.

2 Participation Sometimes shares Frequently Actively participates

and in IAP work (e.g., contributes to small in small and large-
contribution to in partners and group sharing of group sharing of IAP
group small groups); may IAP work; and work among
benefit from stays focused classmates and for
additional support. during most of the others.
sharing.

3 Respect and Attempts to be a Works at being a Is always a respectful

appreciation respectful viewer respectful viewer and supportive viewer
for peers and/or audience of others’ work in of others’ work in
member of others’ IAP. IAP.
work in IAP; may
benefit from
additional support.

4 Growth and Attempts to explore Experiences Confidently and

development and express ideas growing success in easily explores and
and feelings during exploring and expresses ideas and
IAP work; may expressing ideas feelings during and
benefit from and feelings during after IAP work; fully
additional support IAP work; may engages in the work.
to engage in the benefit from
IAP experience occasional support.

Adapted from: www.bced.gov.bc.ca/irp/pdfs/arts_education/.

 Assessment Scoresheet

Competency

No. Student Initiative Participation Respect and Growth and Total

and Appreciation Development
Contribution for Peers
to group
20
5 Marks 5 Marks 5 Marks 5 Marks Marks