the process

Critical thinking: gathering, analyzing, assessing and applying information

Affective Domain: where learning involves how/what students feel

Cognitive Domain: where learning involves how/what students think

Student Talk: productive discussion amongst students without teacher "interruption"

Cooperative Learning: students working together, responsible for their own and others' learning

Creativity: regarding both students' artistic skills and activities that encourage invention and expression

Exploration: discovery and analysis that leads to critical thinking and inspires self-expression

Life Skills
CAL Professional Development workshops are designed to develop classroom teachers' skills in creating and enacting their own arts integration within their curriculum. Teachers are inspired by the activities they participate in and motivated to create their own because of their new-found confidence in their own abilities. These traits are then passed easily onto the students they teach.

Much of CAL's activities involve improvisation. This is done within the context of the specific subjects being taught. CAL has been able to create structured activities with specific goals such that students have discipline and direction, while open-ended enough that students are encouraged to develop a variety of outcomes for the objectives.

When the arts are integrated within the subjects and activities are done to address all learning styles, every student within a group can attain a sense of responsibility, a focus on their strengths and a sense of contribution. As a result, it is possible for students to cooperate and value the diverse contributions of their classmates. Children are living their curriculums rather than sitting as passive observers watching the world go by.

The arts are a vital form of communication, and universal throughout cultures, learning styles, ages and many other backgrounds. Integration of the arts through CAL activities allow students a broad palette of presentation styles from the various arts forms and thus, a freedom of self-expression that leads to authentic communication for each student.

Learning Styles
Students exercise their visual/spatial learning by creating, choreographing and improvising in all subjects through addressing concepts of form, positive/negative space, and collaboration with groups.

Students exercise their aural skills in several different ways. By listening, students are able to evaluate/assess the context of the subject studied. Aural skills also contribute to interpersonal and intrapersonal development by way of collaboration and self-assessment, respectively.

In all CAL activities, the physical learning is challenging and developmental, while also attainable for every participant. Hands-on, physical activities are incorporated as a basis for learning, as directly engaging students is highly beneficial.

Development of creative and critical thinking is one of the primary purposes of CAL. Students describe what they've heard/seen/done, and begin to uncover the meanings, implications of the subject, as well as develop skills for refining and problem-solving.

Students are asked not only to describe what they have done, but also to verbalize what they are planning and creating. Quite often, this requires communication with their peers as well. Understanding, interpreting and creating language becomes a vital part of every CAL activity.