Skip To Main Content
  • Login to
    • District Business Services (CECC) Login
    • Employee Login
    • Employee Web mail
  • SMCOE Divisions
    • Business Services Division
    • Instructional Services Division
    • Office of the Superintendent
    • Student Services Division
  • More SMCOE Websites
    • SMEdCenter Web Portal
    • SMCOE Event Calendar
  • Document Finder
San Mateo County Office of Education
Menu
  • Home
  • About SMCOE
  • Business Services
  • Learning & Leadership
  • Employees & Employment
  • Parents & Students
  • Systems for District Improvement (SDI)
    • Systems for District Improvement (SDI) - Home
    • Learning Analytics Services
    • California Assessment of Student Performance and Progress (CAASPP)
  • The Next Big Think (TNBT)
  • Classified School Employee Teacher Credentialing Program
  • Clear Administrative Services Credential Program (ACT II)
  • Administrative Services Credential - Preliminary Tier I (PASC)
  • Teacher Induction
    • Teacher Induction - Home
    • Early Completion Option
    • Education Specialists: Participating Teachers
    • Education Specialists: Support Providers
    • Eligibility for the SMCOE Teacher Induction Program
    • Applying for a Clear Credential
    • General Education: Participating Teachers
    • General Education: Support Providers
  • California Schools Recognition Program
  • Common Core State Standards (CCSS)
  • Council for Instructional Improvement (CII)
  • Curriculum and Instruction Services (CIS)
    • Curriculum and Instruction Services (CIS) - Home
    • English Language Arts
      • English Language Arts - Home
      • California Department of Education Language Arts Resources
      • Organizations
      • Professional Development
      • Reading Resources
      • Resources
      • Teen Reading Resources
      • Professional Learning Opportunities
    • English Learner Services
      • English Learner Services - Home
      • English Language Acquisition Consortium (ELAC)
      • Bilingual Coordinators Network
      • California English Development Language Test (CELDT)
      • Seal of Biliteracy and Pathway Awards
      • EL Related Resources
      • Professional Learning Offerings
      • Bilingual Dual Immersion Network
    • History & Social Sciences
      • History & Social Sciences - Home
      • Civics Award
      • Curated Resource Padlet
      • National History Day
      • Instructional Resources
      • Textbook Adoption
      • Professional Learning Opportunities
    • School Library Services
      • School Library Services - Home
      • Library Links for Education
    • Transitional Kindergarten
    • STEAM Center
    • Computer Science and Robotics
    • Environmental Literacy
    • Making
      • Making - Home
      • Making - Professional Learning
      • Making Spaces
    • Mathematics
      • Mathematics - Home
      • Professional Learning
      • Guiding Documents
      • Resources
      • Early Learning Mathematics Initiative
    • Science and Engineering
      • Science and Engineering - Home
      • Professional Learning
      • Guiding Documents
      • Resources
      • Science Events
    • Technology - for Learning
      • Technology - for Learning - Home
      • SMEdCenter Portal
        • SMEdCenter Portal - Home
        • How to Subscribe to the SMEdCenter Portal
        • Basic Portal Service Packages
        • Optional Portal Add-On Services
        • SMEdCenter Portal Rates
        • SMEdCenter Portal Contacts
        • Try Out the SMEdCenter Portal
      • TFL Professional Learning
        • TFL Professional Learning - Home
        • Leading Edge Certifications
    • Visual & Performing Arts
      • Visual & Performing Arts - Home
      • Visual and Performing Arts Resources
      • Opportunities for Teachers
  • Early Learning
    • Early Learning - Home
    • California State Preschool Program in San Mateo County
      • California State Preschool Program in San Mateo County - Home
      • State Preschool Eligibility and Programs
    • Child Care Partnership Council
      • Child Care Partnership Council - Home
      • Child Care Partnership Council - Agendas and Minutes
      • Child Care Subsidy Program
      • QRIS Teacher Stipend Program
      • Child Care and Early Learning Needs Assessment
      • Early Learning Facilities Resources
      • Starting a Child Care Program
      • People First Language Pledge
        • People First Language Pledge - Home
        • Pledge of Respect (Individuals and Organizations)
      • California Transitional Kindergarten Stipend (CTKS)
    • Early Childhood Language Development Institute (ECLDI)
    • Early Learning Quality and Inclusion Partnership (EQ+IP)
      • Early Learning Quality and Inclusion Partnership (EQ+IP) - Home
      • Early Learning Professional Development
    • The Quality Rating and Improvement System (QRIS)
  • ECET2 - Elevating and Celebrating Effective Teaching and Teachers
  • Educational Support Services
    • Educational Support Services - Home
    • Achievement in Motion: Closing the Gap
      • Achievement in Motion: Closing the Gap - Home
      • Capuchino High School
      • Ralston Middle School
      • Jefferson High School
      • Parkway Heights Middle School
    • After-School Programs
    • Education for Homeless Children and Youth
    • Federal Program Monitoring
    • Local, State & Federal Support
    • Williams Settlement
  • Outdoor Education
    • Outdoor Education - Home
    • History
    • About Our Curriculum
    • Sustainable Living Center & Straw Bale Classroom
    • The Week's Lessons & Activities
    • Weekly Menu
    • Student Rights & Behavior
    • For Teachers
      • For Teachers - Home
      • Processing a Referral
      • Transportation, Costs and Fundraising
      • Tips for Homesickness
      • State Standards and Correlation
        • State Standards and Correlation - Home
        • Effects of Outdoor Education Programs
        • Science Correlation
        • English and Math Correlation
        • Arts, Health and Physical Education Correlation
      • Pre-OE Student Survey
      • Pre-Outdoor Education Curriculum
        • Pre-Outdoor Education Curriculum - Home
        • Vocabulary
        • Website Scavenger Hunt
        • Balance of Nature
        • Food Chain Pyramid
        • Naturally Good Manners
        • Adaptation Artistry
        • Oh Deer
        • Pen Pal Project
      • Post-Outdoor Education Curriculum
        • Post-Outdoor Education Curriculum - Home
        • A Day In the Life
        • Energy Contracts
        • A Letter to a Fourth Grader
        • The Three R's – Reduce, Reuse, Recycle
        • Sustainable Living Lessons
        • Environmental Action Projects
        • Nature Lab Projects
      • Post-Outdoor Education Student Survey
      • Additional Resources
        • Additional Resources - Home
        • Plants & Animals
        • Environmental Education Field Trips
        • Environmental Education Literature
        • Environmental Education Activities Resource List
        • Environmental Education Informational Resources
        • Environmental Websites
      • Student Journal
      • Teachers’ Schedule
      • Packing List for Teachers
    • For Parents
      • For Parents - Home
      • Transportation and Cost
      • Tips for Homesickness
      • Packing List
      • Frequently Asked Questions
      • Post Outdoor Education Parent Survey
      • Prescription Medication
      • Spanish Student Registration Form
    • For Students
      • For Students - Home
      • Welcome
      • Activities
        • Activities - Home
        • The Write Stuff
        • Poetry
        • Redwood Trivia
        • Redwood Trivia Answer Key
        • Water Cycle
      • Students’ Schedule
      • Tips for Homesickness
      • Environmental Websites for Kids
      • Packing List
      • Frequently Asked Questions
    • For Cabin Leaders
      • For Cabin Leaders - Home
      • Welcome
      • Roles And Responsibilities
      • Cabin Leader Handbook
        • Cabin Leader Handbook - Home
        • Understanding the Outdoor Education Student
        • Discipline
        • Student Counseling
        • Games
        • Campfire Performances
        • Bedtime
      • Duties and Schedules
      • Packing List for Cabin Leaders
      • Frequently Asked Questions
    • Songbook
      • Songbook - Home
      • Banana Slug Song
      • Compost Cake
      • Decomposition
      • Dirt Made My Lunch
      • Food Chain
      • I Am A Worm
      • Lizards
      • Photosynthesis
      • Roots, Stems, and Seeds
      • The FBI
      • Wild Thing
    • Staff
      • Staff - Home
      • Administrative Staff
      • Senior Staff
      • Naturalists
    • Scholarship Donations
    • Social Expectations
    • Internship Program
    • Contact & Driving Directions
    • Site Credits
  • Preschool to Grade 3
    • Preschool to Grade 3 - Home
    • California State Preschool Programs - Eligibility
    • California State Preschool Program in San Mateo County
  • Professional Learning Offerings
  • Safe and Supportive Schools
    • Safe and Supportive Schools - Home
    • Comprehensive School Safety Plan
      • Comprehensive School Safety Plan - Home
      • Resources
    • Foster Youth Services
    • Parent Project
    • RESPECT! 24/7
      • RESPECT! 24/7 - Home
      • FAIR Education and AB 1266
    • Safe Routes to School (SRTS)
      • Safe Routes to School (SRTS) - Home
      • Why Safe Routes to School (SRTS)?
      • Coordinator Corner
        • Coordinator Corner - Home
        • Meetings and Workshops
        • Key Program Forms
        • County-wide Events
      • Grant Information
      • Program Elements: 5 E's
        • Program Elements: 5 E's - Home
        • Enforcement
        • Encouragement
        • Education
        • Evaluation
        • Engineering
      • Program Resources
        • Program Resources - Home
        • Safe Routes to Anywhere: Middle School Bike Club Guide
        • Middle School Educator Guide
        • K-5 Safe Routes to School Educator Guide
        • Bike Blender
        • Getting Started Resources
      • Safety Resources
        • Safety Resources - Home
        • Bike Safety
        • Carpool/SchoolPool Safety
        • Driver Safety
        • Helmet Safety
        • Liability and Permission Slips
        • Pedestrian Safety
        • Transit Safety
      • Support Providers and Partners
        • Support Providers and Partners - Home
        • Utilizing Support Providers
    • San Mateo County Truancy Program
      • San Mateo County Truancy Program - Home
      • San Mateo County Truancy Program Description
      • Truancy Forms
    • Tobacco Use Prevention Education (TUPE)
    • The Big Five - School Emergency Guidelines
    • Keenan's Abuse Prevention Center
  • Special Education Local Plan Area (SELPA)
    • Special Education Local Plan Area (SELPA) - Home
    • Forms
      • Forms - Home
      • Appropriate Dispute Resolution Forms
      • Behavior Forms
      • IEP Process Forms
      • Low Incidence Forms
      • Referral Forms
      • SCIA Forms
    • Glossary of Special Education Terminology
    • Guidelines
    • LEA Members
    • Parent Resources
    • Policies & Administrative Regulations
    • Procedural Handbook
    • Professional Development
    • Resource Parent Council
    • Resources
    • SELPA Governance
    • SELPA Meetings
    • Special Education Funding
  • Special Education Services
    • Special Education Services - Home
    • Special Education Services K-12
    • Early Childhood Education
    • Early Start
    • Special Olympics
    • Foster Youth Services
    • Transition and WorkAbility
    • Related Services
    • Request for Proposals
  • Zap the Gap Summit

Arts, Health and Physical Education Correlation

Arts, Health and Physical Education Correlation

Visual And Performing Arts Framework Components and Curriculum Applications

The California State Department of Education Visual and Performing Arts Framework (1996) specifies that, "Each of the arts disciplines – dance, music, theatre, and the visual arts – maintains a rich body of knowledge that enable students to understand their world in ways that support and enhance their learning in other core subjects. In addition, through this rich body of knowledge, students learn how each of the arts contributes to their own sensitivity of the aesthetic quality of life. Students learn to see what they look at, hear what they listen to, feel what they touch, and understand more clearly what they integrate into their own experience" (page 2). The components of a visual and performing arts curriculum include: artistic perception; creative expression; historical and cultural context; and aesthetic valuing. The unique natural environment of outdoor schools provides students with a variety of aesthetic experiences and opportunities for creative expression.

Sections of the four major content areas described in the Visual and Performing Arts Framework have been identified as important in a residential outdoor education program. These include components in dance, drama/theatre, music, and visual arts. Students at an outdoor school often participate in skits, campfire songs, and nature crafts.

Visual and Performing Arts ComponentsFramework Page #Examples of Outdoor Education Curriculum and Activities

Goals of Visual and Performing Arts

Artistic Perception
To develop a capacity to enjoy artistic expression in diverse forms and to feel comfortable participating in all of the arts.

6 Participate in arts and crafts activities, skits, storytelling, and songs during campfire.
Create art projects out of natural objects found in nature.
Cooperate with cabin members to produce a campfire skit.
Sing songs; make up verses. Politely listen to and watch performances by other groups.
Enjoy the natural environment at the outdoor school.
Appreciate plants, animals, and the nonliving things in nature.
Observe a sunset, sunrise, constellations, forest, meadow, stream, etc.
Creative Expression
To develop respect for originality in one's own creative expression and sensitivity and responsiveness to the expression of others.
6
Aesthetic Valuing
To develop the capacity to experience aesthetic qualities in the environment.
6
Historical and Cultural Context
To develop the capacity to understand and appreciate the art in the place and time of its creation.
73 Plan and dramatize environmental issues and/or themes.
Tell stories or participate in campfire programs.
Music To develop listening skills. 53 Listen carefully to learn songs.
To develop musical responsiveness, involvement, and discrimination. 52 Take part in all aspects of singing.
Learn various parts of songs.
Sing rounds.
Use hand signals and other body language to strengthen concepts and "visualize" what is being sung.
Make and play "primitive" musical instruments.
Sing many songs during campfire programs. Lead and/or perform songs in front of a group.
To develop performance skills, which include singing. 55 Sing a wide variety of songs. Learn the origins and meanings of some songs and discuss why people like to sing
To understand that music is a part of living and is related to historical and social movement; people use music to communicate and to express feelings, to lighten labors, to tell about their world, and to satisfy emotional needs. 54
Visual Arts
By focusing on process and product, assist students in developing the capacity to understand their own and others' creative expressions
91 Participate in various arts and crafts using items and/or inspirations from nature.
For example:
Create a miniature replica of a forest.
Sculpture items out of wood, clay, or rock.
Build a texture board.
Weave from natural objects.
Design a nature mosaic or collage.
Sketch, draw, paint, or color a natural scene
Dance
Assist students in expanding their capacity to expresses themselves and be able to learn nonverbally
  Participate in movement activities designed to reinforce a concept or term. For example:
The water cycle
Photosynthesis
Energy movement through a food chain
Visual and Performing Arts StandardsStandard #Examples of Outdoor Education Curriculum and Activities
Dance
Creating, performing, and participating in dance: Compare and demonstrate the difference between imitating movement and creating original material.
2.2 Students will participate in dances from different cultures.

Students will learn that movement is a way to explore ideas and concepts in different ways.
Connecting and applying what is learned in dance to learning other art forms and subject areas and to careers 5.0
Music
Creating, performing, and participating in music: Students apply vocal and instrumental music skills in performing a varied repertoire of music.
2.0 Students will participate in the various songs that are sung at camp including songs about lessons they learn and campfire songs.

Students will learn that music is a way to explore ideas and concepts in different ways.
Connecting and applying what is learned in music to learning other art forms and subject areas and to careers. 5.0

Theater
Creating, performing, and participating in theater: creation/invention in theater.

Use effective vocal expression, gesture, facial expression, and timing to create character.

Write and perform scenes or one-act plays that include monologue, dialogue, action, and setting together with a range of character types.

Connecting and applying what is learned in theater to learning other art forms and subject areas and to careers.

2.2,

2.3,

5.0
Students will participate in the various skits performed at outdoor education including skits to learn concepts.

Students will learn that skits are a way to explore ideas and concepts in different ways.
Visual Arts
Creating, performing, and participating in the visual arts: Communication and expression through original artwork.
2.0 Students will be given time at the end of each day to make an entry in their journal. Portions of the journal are set aside for both written expression and expression through drawing. Students are encouraged to sketch what they see and document their feelings in many different ways.

Physical Education Framework Components And Curriculum Applications

The California State Department of Education Physical Education Framework (1994) specifies that "physical education…has (a direct bearing) on children's physical, mental, and social well-being." Also, "The healthy, physically active child is more likely to be academically motivated, alert, and successful" (pg. 1, 2). Sections of the three major physical education goals described in the Physical Education Framework have been identified as important in a residential outdoor education program. These include the development of movement skills and movement knowledge, self-image and personal development, and social development. The resident outdoor school provides many opportunities for students to participate in a wide variety of activities that promote all of these goals.

Physical Education ComponentsFramework Page #Examples of Outdoor Education Curriculum and Activities

Movement Skills And Movement Knowledge
Motor Learning.

Biomechanics

Exercise Physiology and Health-related Physical Fitness

18,

 

19

Walk various trails.

Folk dance, dancing.

Take part in-group activities including recreational games.

Take part in recreational games or instructional activities.

Students are encouraged to be active.

Self-Image And Personal Development
Human Growth and Development.

Psychology

Aesthetics.

20

Take part in activities with opportunities to accept and appreciate individual differences.

Explore interests and abilities through personal selection of available experiences.

Take part in success-oriented, non-competitive activities with many opportunities for individual attention, recognition, and positive reinforcement.

Social Development
Sociology and Historical Perspectives.
21

Improve social relationships through learning to play by the rules in friendly and responsible manner.

Develop a group feeling in competitive activities with an emphasis on performing common tasks rather than on winning.

Express opinions courteously, solve problems, and develop respect for others

Join in activities that develop desirable behavior such as polite table manners.

Learn social etiquette during campfire.

Participate in contests for cleanest and/or most quiet cabin, most well-mannered table during meals, most prompt group, etc.

Experience group dynamics by playing a variety of games and participating in other activities during recreation time.

Practice politeness, share responsibilities, help solve problems that may arise, and establish a supportive caring environment with cabin mates.

Share and/or teach an activity, a game, or a skill.

© 2019 San Mateo Outdoor Education

Contact:
  • San Mateo Outdoor Education
    Available September – June
    11000 Pescadero Road
    La Honda, CA 94020
    Phone: (650) 747-0414
    Fax: (650) 802-5422
  • Cindy Matsuyama
    Administrative Assistant, Outdoor Education Information & Registration
    Email: cmatsuyama@smcoe.org
    Phone: (650) 802-5360
    Fax: (650) 802-5422
  • SMCOE General Contact
    Phone: (650) 802-5300

Visit SMCOE:

San Mateo County Office of Education
101 Twin Dolphin Drive
Redwood City, CA
94065-1064

Directions

© 2019 San Mateo County Office of Education | www.smcoe.org