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A User’s Guide To

A User’s Guide To. Arts Integration. Introduction. Created by Marcia McCaffrey, Arts Consultant, NH Dept. of Education Recommend policy around arts education, identify best practices in arts education, & train teachers in best practices

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A User’s Guide To

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  1. A User’s Guide To ArtsIntegration

  2. Introduction • Created by Marcia McCaffrey, Arts Consultant, NH Dept. of Education • Recommend policy around arts education, identify best practices in arts education, & train teachers in best practices • Develop partnerships within the state to implement best practices in arts education

  3. New Hampshire K-12 Curriculum Framework for the Arts • Guiding document that describes what students should know and be able to do in the four arts disciplines of dance, music, theatre and visual arts. • Making connections among the arts and other disciplines is a common standard across all four arts disciplines.

  4. “Arts” defined as: • Dance, music, theatre and visual art • What about poetry, creative writing, media arts, film… • All schools K-12 in New Hampshire are required to offer instruction in music and visual art, while providing opportunities for students to study dance and theatre • ½ credit required for HS graduation

  5. “Imagination is more important than knowledge”Albert EinsteinThe etymology of the word education indicates that its Latin root, ‘educere’ means, “to draw out.”

  6. Education • Occurring during the regular school day-that is “curricular.” • Teaching and learning that is “standards-based.” • Relating with other arts-based organizations that may provide supplemental arts learning experiences for students.

  7. Educational Drivers

  8. No Child Left Behind Act • Includes “arts” as a core subject area • However, under NCLB, the arts are not part of the required state testing system or the definition of adequate yearly progress. • What is tested, is taught…(another presentation, another day)

  9. So, we must ask: • How core are the arts, really, in today’s education? • What value does the study and practice of the arts bring to education today? • What is unique about studying the arts? What do the arts have to contribute to education as a whole? • How do we know?

  10. How core are the arts, really, in today’s education?

  11. What value does the study and practice of the arts bring to education today?

  12. What is unique about studying the arts? What do the arts contribute to education as a whole?

  13. How do we know?

  14. Arts Integration • Arts integration begins to look at these questions in terms of learning processes, brain functioning, cognition, and research. • But first things first…

  15. Interdisciplinary education Interdisciplinary education enables students to identify and apply authentic connections between two or more disciplines and/or to understand essential concepts that transcend individual disciplines. Authentic Connections: Interdisciplinary Work in the Arts Consortium of National Arts Education Associations: AATE MENC NAEA NDEO 2002

  16. “Interdisciplinary education is a knowledge view and curriculum approach that consciously applies methodology and language from more than one discipline to examine a central theme, issue, problem, topic or experience.” Heidi Hayes Jacobs Columbia University, Teachers College

  17. Same animal, different name: • Interdisciplinary education that includes that arts: • Arts integration • Integrated arts • Arts-based learning • Arts-infused learning • And maybe a slightly different intensity level

  18. What is Integrated Arts Education?Integrated arts education is a pedagogy in which the arts are deeply embedded within the core of interdisciplinary learning and affirms the indispensability of arts as a core curriculum subject and concurrently a catalyst to learn other subjects.  Vermont State Arts Council http://www.vermontartscouncil.org/tabid/164/default.aspx January 15, 2007

  19. For many teachers, interdisciplinary work is satisfying but challenging in that it requires new ways of thinking about content, students’ engagement, and often, collaborative planning with other teachers. This slide and the next two slides source: Authentic Connections: Interdisciplinary Work in the Arts Consortium of National Arts Education Associations: AATE MENC NAEA NDEO 2002

  20. Valid interdisciplinary work can take many forms, including: • a single lesson that features connections between two or more disciplines • an interdisciplinary unit of study • a school-wide project involving many classrooms, students, and teachers • an entire curricular framework.

  21. The creative development of an interdisciplinary curriculum can spring from many different first steps. For example, teachers may choose to start with: • the process inherent in the art form such as creating, responding, or performing • a particular work in the art form • aesthetic principles • broad, generative themes • standards in one or more disciplines • key concepts and principles in other disciplines • shared elements, functions, or contexts across disciplines.

  22. Connections • How can you connect local arts resources and the work you do with students to the broader school curriculum? • What interdisciplinary connections have you inherently made? • What connections do students make on their own?

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