By Eric Baur
Well itâ€™s the end of the year and the students have been focusing on passing the SOL test. To prepare for the test the Encore team of Art, Music, Guidance, and P.E. were told to stop classes and instead go into different classrooms and work with small groups. As I began working with the small groups I began to notice two things.
First, it was clear that theses students needed extra help in the different subjects. I also noticed that I was given the students that often caused the most distraction in the class. Some groups would go well and other groups would get little accomplished. I was familiar with most of the curriculum however I did not always know how the teacher taught it to the students. This meant having to go back and re-teach certain things. Then one day a classroom teacher and I had an idea.
We noticed that there were a few students that knew the material forwards and backwards. To have them go back over the practice test with the rest of the class would not benefit them at all. Instead I took the small group of students and we worked on Distributive Property in math which states A (B+C) = (AxB) + (AxC). Instead of having the students use the same old boring variables A, B, C. The classroom teacher and I decided to let the students draw symbols or objects to make the equation more interesting. The students loved the activity! They were working on math but they were also able to be creative. As the students completed their equations we talked about why they picked certain symbols and how they would describe the equation. One student at the end was astonished that we actually did math and art at the same time. I hope that in the future I can work on more of these types of projects to show how art has the ability to enhance the learning of core subjects.