Reading to children while you are actually trying to get them to concentrate
on their art work really means that they are not LISTENING (which is the
skill to which you standards refere if I understand correctly) It is a
superficial conncetion at best. Also, to put up an art print and tell the
children write about what you see, again, a superficial conncetion. Using
literature when it is appropriate, when I have their full attention, when we
can do guided reading and have a discussion about what is read with reagard
to art vocabulary and art concepts, that is integrating Language Arts and
Visual arts. This is applauded in my school and is a valuable teaching
teachniuqe for me.
To say that reading to children while I am supposed to be giving them visual
arts instruction and call that integrating language arts would be to say that
I am integrating music by playing music in the background while they work.
Again, a nice thing to do...but you cannot say that playing a cd in the art
room is integrating music. Only if you do not understand the nature of music
education would this very very superficial connection to music education.
Ok...I concede.....superficial connections do met the standards to those
administrators and educators who do not understand the objectives of other
disciplines. I have made it a priority to understand what the language arts
curriculum requirements are in my district...and reading to them while they
are doing something else....is not one of them!