The paper must focus on the student’s understanding on development of a definition of arts integration in at least one art area. (Use at least three reference materials for the paper and use appropriate citations to avoid plagiarism. Arts integration combines curriculum and teaching among dance, music, theatre, and visual art, and interconnects the arts With Nan-arts subjects. Integration takes many forms as teachers from different subject areas collaborate for rich curricular connections.
Arts Integration Theory (Back to top) Introduction Arts Integrated Instruction has become an area of great interest over the past decade as schools across the country are discovering the power of the arts when used as a catalyst for teaching across the curriculum. Arts integration is not a substitute for teaching the arts for their own sake, We are champions of art specialists in the schools, and recognize the need to add to their tortes in cities across the country. What is Arts Integration?Order now
It is important that all educators become aware of the successes that have been demonstrated when students become engaged in their own learning via arts integrated instruction. Arts integration is not about artist residencies, or occasional arts projects that connect to other curricular subjects. It is about a methodology and a philosophical approach to education that creates a level of personal connection and added depth in the classroom through a creative inquiry-based process of teaching and learning.
How do learn more about how to do arts integration? This module in combination with the On-line Expeditions website encourages a layering Of arts integration Within the classroom as students engage in this work. You can access resources in your community, or within your own building reaps, that you didn’t know existed before. Possibly the arts specialist(s) in your building would like to explore enhancing the core curriculum with rigorous arts integration.
Or maybe you can arrange for professional development training that will introduce arts integration to your faculty in a substantive way. Another option might be to explore how you can bring in professional artists trained in this area to team teach with you in the classroom. Consider checking your state arts council for additional ideas and resources. It’s always a good bet that some local theatre or dance troupe has an outreach aerogram that works in schools. Sometimes it is simply a matter of doing some research and inquiring about town.
Some organizations also travel. As part of this module you will explore various aspects of the Arts for Learning website, NM. Retraining. Org. You may wish to return to this site for ideas and possible resources in your community. Benefits of an integrative approach An integrative approach to teaching, for example, connects visualization with reading comprehension, conceptualizes math, or brings an experiential context to the science or social studies classroom. Sing the arts can assist students in understanding and applying skills to standardized exams. Focus and concentration can be developed through an appreciation and application of different learning styles, such as linguistic, visual or kinesthesia thinking. Through the connection of personal experience with the subject matter, and an emphasis on the process Of discovery Which allows for unexpected outcomes, teachers help students to develop more complex thinking skills.
Through the integration of perception into cognition, and expression into reflection, students perform at a significantly higher level. While this module Will focus on arts integrated activities oh can do yourself, know that having artists team teach in classrooms alongside teachers is an ideal model for truly integrated instruction, Research, Results, and Resources Critical Links and Champions of Change There has been much research on the work of arts integrated instruction and the value of arts in teaching and learning.
Following are examples two important studies published in this area, l, Critical Links (Back to top) ; Critical Links is published by the Arts Education partnership (APE), a coalition of more than 100 national education, arts, philanthropic, and government organizations. APE is administered by the Council of Chief State School Officers and the National Assembly of State Arts Agencies under a cooperative agreement with the US. Department of Education and the National Endowment for the Arts. In addition to their ongoing support, the two federal agencies also provided the funding to produce Critical Links. The reviews of 62 outstanding arts education studies-?and the interpretive essays-?in Critical Links reveal important relationships between learning in the arts and cognitive capacities (thinking skills) and motivations that underlie academic achievement and effective social behavior. ; The studies suggest that for certain populations – students from economically disadvantaged circumstances. Students needing remedial instruction, and young children – learning in the arts may be especially helpful in boosting learning and achievement.
Contents: THE CRITICAL LINKS Studies reviewed in the volume and the interpretive essays point to critical links between learning in the arts and academic and social skills and motivations in the following six major areas: 1) Reading and Language Development Basic Reading Skills Certain forms of arts instruction enhance and complement basic reading instruction aimed at helping children “break the phonetic code” that unlocks written language by associating letters, words and phrases with sounds, sentences and meanings.
Since eve do not “read reading” but rather texts of various kinds in search of meaning, it is important that forms of arts instruction promote both basic reading skills and the achievement motivation that engages young learners in the reading experience. Literacy Young children who engage in dramatic enactments of stories and text improve their reading comprehension, story understanding and ability to read new materials they have not Seen before. The effects are even more significant for children from economically disadvantaged circumstances and those with reading difficulties in the early and middle grades.
Writing Spatial reasoning skills inherent in learning music are needed for planning and producing writing. Dramatic enactments by young children also are shown to produce more effective writing. Other arts learning experiences – in dance and drama, for instance – develop expressive and reflective skills that enhance writing proficiency. 2) Mathematics Certain music instruction, including comprehensive instruction that includes training in keyboard skills, develops spatial reasoning and spatial temporal reasoning skills, which are fundamental to understanding and using mathematical ideas and concepts. ) Fundamental Cognitive Skills and Capacities Learning in individual art for-ins as well as in mufti-arts experiences engages and strengthens such temperamental cognitive capacities as spatial reasoning (the capacity for organizing and sequencing ideas); conditional reasoning (theorizing about outcomes and consequences); problem solving; and the components of creative thinking (originality, elaboration, flexibility). Motivations to Learn Motivation and the attitudes and dispositions to pursue and sustain learning are essential to achievement Learning in the arts nurtures these capacities, including active engagement, disciplined and sustained attention, persistence, and risk-taking, and increases attendance and educational aspirations. 5) Effective Social Behavior Studies of student learning experiences in drama, music, dance and multi-arts activities show student growth in self-confidence, self-control, self-identity, conflict resolution, collaboration, empathy and social tolerance. ) School Environment It is critical that a school provide a positive context for learning. Studies in the Compendium show that the arts help to create the kind of learning environment that is conducive to teacher and student success by fostering teacher innovation, a positive professional culture, community engagement, increased student attendance and retention, effective instructional practice, and school identity, This study can be downloaded along with other important information about arts learning both nationally and for your state at the Arts Education partnership website, www. Pep-arts. Org 2. Champions of Change (Back to top) This remarkable document, published at the end of 1999, demonstrates through rigorous research that the arts can play a powerful role in student learning. Several notable researchers were drawn together to study this data carefully through in-depth case studies and site visits. Brief excerpts from the Champions of Change document: P reface When young people are involved with the arts, something changes in their lives. We’ve Often witnessed the rapt expression on the faces of such young people.
Advocates for the arts often use photographs of smiling faces to document the experience. But in a society that values measurements and uses data-driven analysis to inform decisions about allocation of scarce resources, photographs Of smiling faces are not enough to gain or even retain support. Such images alone will not convince skeptics or even neutral decision-makers that something exceptional is happening when and where the arts become part of the lives of young people. Until now, we’ve known little about the nature of this change, or how to enable the change to occur. To understand these issues in more rigorous terms, we invited leading educational researchers to examine the impact of arts experiences on young people. We developed the Champions of Change: The Impact of the Arts on Learning initiative in cooperation with The Arts Education Partnership and The President’s Committee on the Arts and Humanities to explore why and how young people were changed through their arts experiences.
Executive Summary As a result of their varied inquiries, the Champions of Change researchers found that learners can attain higher levels of achievement through their engagement with the arts Moreover, one of the critical research findings is that the learning in and through the arts can help “level the playing field” for youngsters from stagnated circumstances Why the Arts Change the Learning Experience When well taught, the arts provide young people with authentic learning experiences that engage their minds, hearts, and bodies. The learning experiences are real and meaningful for them.
While learning in other disciplines may often focus on development Of a singled skill or talent, the arts regularly engage multiple skills and abilities. Engagement in the arts–whether the visual arts, dance, music, theatre or Other disciplines-?nurtures the development of cognitive, social, and personal competencies. Although the Champions of Change researchers conducted their investigations and presented their findings independently, a remarkable consensus exists among their findings: The arts reach students who are not otherwise being reached.
The arts reach students in ways that they are not otherwise being reached. The arts connect students to themselves and each other. The arts transform the environment for learning. The arts provide learning opportunities tort the adults in the lives of young people. The arts provide new challenges for those students already considered successful. The arts connect learning experiences to the world to real work.