Post on 13-Jan-2016
transcript
Researched and Presented By Denise N. Lewis At Carlow University
AbstractPressure exists for schools to perform their best whenever
it comes to standardized tests. In the midst of all this pressure are the arts. Many arts advocates have claimed that school arts programs are losing funding and allotted time as a result of this emphasis on test scores. To counter this effect, many schools and school districts are promoting arts integration. When implemented the right way, arts integration has the ability to strengthen students’ language, mathematical, social, and higher-order thinking skills. An arts integrated curriculum also motivates students to learn while also promoting a positive school environment. In this study, the author attempts to bridge the gap between what teachers view as an effective teaching strategy (arts integration) to what educators actually put into practice by analyzing the results of an educator survey.
My Personal Connection to the ArtsWhere I Am From What I Participated InPageantsVolunteer WorkDance and Drama Teaching Career
What is Arts Integration?The use of the arts to enhance the study of
academic disciplines“Arts” include but are not limited to visual
art, dance, music (instrumental and vocal), and theater
RationaleStudents are naturally very imaginative Arts integrated learning meets students
where they arePromotes active learningCooperative/Group learning: “Investigating
the topic at hand”
Research QuestionsIf the majority of educators believe that arts
integration brings academic success to the classroom, then why are not more teachers practicing arts integration?
What can be done so that more educators incorporate arts integration techniques and strategies into their daily curriculum?
The ABC’s of Arts LearningAcademic
Reading and Language SkillsMathematical Skills
BasicThinking SkillsSocial SkillsMotivational to Learn
ComprehensivePositive School Environment
Academic – Reading and Language SkillsDramatic play is a developmental precursor
to reading and writingOral and print literacy is fostered by
dramatic playCombing reading and writing with play
support children’s understandings of written language by allowing them to practice what they are capable of doing
Academic – Mathematical SkillsThere are links connecting how students read
musical notes to how they are able to read and work through mathematical problems
Basic – Thinking SkillsSimulates children’s active imaginationsEnhances problem-solving skillsEnhances critical-thinking skills
Basic – Social SkillsIntroduces and teaches different culturesEncourages group work and cooperationBridges language differencesEnhances self-confidence
Basic – Motivational SkillsA fun way to learnAll voices can be heardProvides a learning experience that has real
meaning for the students
Comprehensive – Positive Classroom EnvironmentSchool is working toward a common goalStandardized test scores improvePromotes teamwork and positive behaviors to
accomplish tasks
Key Elements of Successful Arts IntegrationCommunity
CommitmentSupportive
RelationshipsUnique PhilosophyPreparation of the
EnvironmentStudio/Resource
Room
Project-Based Curriculum
CollaborationMultiple LanguagesDocumentation
One of the key elements of a successful arts integration program
Community CommitmentA community knows its students bestA community is full of talent and relatives
One of the key elements of a successful arts integration program
Supportive RelationshipsInvolves parents, teachers, teaching artists,
administrators, and the communityActively involved in the decision-making
processGreat ideas emergeSignificant progress is made
One of the key elements of a successful arts integration program
Preparation of the EnvironmentIdeas, feelings, and artwork are accepted and
respectedDisplay age-appropriate artistic items such as
ballet shoes, paintings, play scripts, and blues music
Have students bring in artwork that reflects their culture and family history
Connect students to artistic events and locations within their community
Observe art as it occurs in the natural setting
One of the key elements of a successful arts integration program
Studio/Resource RoomA room used by artists, teachers, and parents
in order to plan, implement, and document students’ work
One of the key elements of a successful arts integration program
Project-Based CurriculumThe teacher is a facilitator
and partner in learning process
Topic selection based on students’ interests and experiences
Collaboration among students, parents, and teachers
Content emerging from students’ evolving understanding, and not from a package set of activities
Multiple experiences with media to represent understandings
Repetition of experiences for different purposes
Extend time devoted to a project
Small-group rather than whole-class projects
Project documentation
One of the key elements of a successful arts integration program
CollaborationIn every aspect
Parents, teachers, artists, and studentsAmong students (i.e. group work)
Focusing on group learning rather than individual effort
One of the key elements of a successful arts integration program
Multiple LanguagesHonors various learning stylesReflects Howard Gardner’s Theory of
Multiple Intellegences
One of the key elements of a successful arts integration program
DocumentationPhotographsAudiotapes TranscriptsVideotapesNotesProducts of children’s project work
The key to having a successful arts integration program
PhilosophiesChild-CenteredUncover vs. Cover
MaterialGroup Work and
Multiple Intelligences Celebrated
Children Deserve Opportunities for Creative Thought and Expression
Schools must be active, inventive, documentable, and creative
Well-Being and Mutual Respect
Arts are inseperable from the cognitive-symbolic expression of the child
Examples of Successful Arts Integration ProgramsArts Alive!
Well-thought-out and directed goals
Support, consistency, and arts-based philosophies securely in place
Support, cooperation, and participation of local organizations, school districts, colleges, local artists, teachers, and consultants
Documentation Follow-Up Continuing Guidance
Bulldog BeatClear vision of goals and
objectivesEnhances life skillsReaches out to the
communityMeets students where
the are
The Teacher’s RoleProvide positive first experiences with the artsTake an active role in children’s art productionProvide intriguing experiences and discussions
about the artsCreate an appropriate environment for arts
integrated learningHave co-equal arts integrated learningAnalyze the historic role that the arts play in
everyday life experiencesTranslate popular culture into the dominant
culture’s terminology
The Teacher’s Role cont’dTraits of Effective Teachers
Good prior academic performanceCommunication skillsCreativityProfessionalismPedagogical KnowledgeThorough and appropriate student evaluation and assessmentSelf development/Life-long learningPersonalityTalent or content area knowledge Ability to model concepts in their content area Constant state of reflection
The Government’s Role Bring awareness of the benefits of arts
educationFund arts education programsRespect arts disciplines as core academic
subjectsTurn beliefs into action
Professional DevelopmentResources readily availableA long-term curriculum planEffective Staff TrainingObserve existing arts integration programs
Common Threads in Professional Development
Districts and school sites should work collaboratively to construct a long-term plan that is aligned with standards in the visual and performing arts and other disciplines. Connections across subject areas must be recognized and addressed
The long-term arts education plan should encourage integration across the curriculum and have opportunities for the showcasing of students’ work via project-based learning
The plan should highlight the benefits of arts integrated learning rather than giving arts education experiences the appearance of being an reward for students, a rainy day activity, or merely an extra activity to engage in whenever extra time exists
Comprehensive professional development that provides resources and strategies for planning, implementation, and assessment
Providing opportunities for students to showcase their work in a way that brings closure to the program, while also bringing together the school and its community in celebration of achievement
Professional Development - Considerations
One-shot arts engagements do not work;
Professional development should be delivered in partnership by teaching artists
Practitioners should be provided with follow-up opportunities
Connections to cross-curricular standards and frameworks
Provide educators with strategies they can use to reinforce arts learning throughout the school day
Support also needs to occur within the classroom, attending to the needs of both the teachers and the students
Professional development for administrators and teachers should include training on formative and summative assessment, particularly for arts projects
Background on the Study Research Questions
Why are not more educators practicing arts integration in their classrooms?
What needs to be done so that more educators will practice arts integration
Goal Bridge the gap between what educators would like to do with arts
integration and what they put into practice Methodology
Qualitative Questionairre
Lickert System Open-ended questions
Participants Educators from Pittsburgh, PA; Alderson, WV; Washington D.C.; and
Chesapeake, VA
Years of Teaching Experience
Grade Levels Taught
Experiences with the Arts
Practice Arts Integration in the Classroom
The Arts Benefit Students
What Have We LearnedEducators are eager to learn more about
strategies and techniques in arts integrated learning
Educators are apprehensive and timid when it comes to practicing arts integration
What Can Help Educators Practice Arts IntegrationAccording to the participants of the study, the
following will help them:Resources readily availableWorkshops/Professional DevelopmentAssistance from expertsSee examples of arts integrated learningDemonstrationsClear-cut directionsRubricsFeedback from expertsLinkage to subject matter
PROFESSIONAL DEVELOPMENT AND GUIDANCE IS KEY!!!
References Abramson, S., Ankenman, K., and Robison, R. (1995, Summer). Project work with
diverse students: Adapting curriculum based on the reggio emilia approach. Childhood
Education, 197 – 202.
Appel, M.P. (2006, November/December). Arts integration across the curriculum. Leadership, 14-17
Betts, J.D. (1995, April 18-22). Arts integration: Semiotic transmediation in the
classroom. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, California.
Colcord-Stuht, A. and Yuguchi-Gates, J. (2007, March/April). The case for an arts-
based curriculum. Leadership, 30-33. Cooper, J., and Dever, M.T. (2001, May). Sociodramatic play as a vehicle for
curriculum integration in first grade. Young Children, 58 – 63.
References cont’d Deasy, R. (ed.) (2002). Critical Links: Learning in the Arts and Student Academic
and Social Development. Washington, D.C.: Arts Education Partnership. Dewey, J. (1934). Art as experience. New York: Capricorn Books. Epstein, A.S. (2001, May). Thinking about art: Encouraging art appreciation in early childhood settings. Young Children, 38 – 43. Feeney, S., and Moravcik, E. (1987, September). A thing of beauty: Aesthetic
development in young children. Young Children, 6 – 15. Feller, T.R. and Gibbs-Griffith, B. (2007, May). Teaching content through the arts.
Educational Leadership, 48-49. Fogg, T.L., and Smith, M. (2001, Fall). The artist-in-the-classroom project: A closer
look. The Educational Forum, 66, 60-70.
References cont’d Gee, C.B. (2007, January/February). Valuing the arts on their own terms: Ceci n’ est pas une pipe. Arts Education
Policy Review, 108, 3-12. Hatfield, T.A. (2007, May/June). The unevenness of arts education policies. Arts Education Policy Review, 108, 9-13. Jalongo, M.R. (2003, Summer). The child’s right to creative thought and expression. Childhood Education, 218 – 228. Madura, S. (1995, October). The line and texture of aesthetic response: Primary children study authors and illustrators. The Reading Teacher, 49, 110 – 118. Mishook, J.J. and Kornhaber, M.L. (2006, March/April). Arts integration in an era of accountability. Arts Education Policy Review, 107, 3-9.
References cont’d Pennsylvania Department of Education, Arts and Humanities: www.pde.state.pa.us
Polk, J.A. (2006, March/April). Traits of effective teachers. Arts Education Policy Review, 107, 23-29.
Rabkin, N. and Redmond, R. (2006, February). The arts make a difference. Educational Leadership, 60-64. Ruppert, S.S. (2006). Critical evidence: How the arts benefit student achievement. Washington, DC: National Assembly of State Arts Agencies, Arts Education
Partnership.
Seefeldt, C. (1995, March). Art-A serious work. Young Children, 39 – 45.
The arts and school reform: Lessons and possibilities from the anneberg challenge arts projects. (2003). Providence, RI: Brown University.
References cont’d White, C. and McCormack, S. (2006 May/June). The message in the music:
Popular culture and teaching in social studies. The Social Studies, 122-127.
Thank You!