A Two Way Road: Integrating Art into the Curriculum
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Transcript of A Two Way Road: Integrating Art into the Curriculum
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Janine CampbellSummer 2010
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Curriculum Construction
Curriculum is:
“ a mind-altering device… a program designed to teach children what to think about.”
Elliot Eisner, 1988
As art teachers we are often left alone to develop
curriculum because others in the district usually do not
know anything about art.
Anglin, 1993
Components of curriculum include:
1.Written curriculum
2.Actual taught curriculum
3.Student Learning
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Nd
Visual Content Standards and Benchmarks
1.Performing2.Creating
3.Analyzing in Context4.Arts in Context5.Connecting to other Arts, Disciplines, and Life
1.Choice-Based Model
2. Discipline-Based Arts Education
3. Authentic Arts Integration
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Types of IntegrationSubservient Interdisciplinary Co-Equal
• Superficial in Nature• Does not attempt to
make deeper connections
• Without deeper connections the project does not fulfill needs in either subject area.
Example: Doing a connect the dot project of a country.
• Arts used a starting point
• Other subjects develop around Art concepts
• Active attempts to find connections between subjects
• Usually taught in a core classroom
Example: Students view a painting as the catalyst for a writing assignment in Language Arts.
• Teacher trained in all subjects
• All subjects are taught in concert
• A Big Idea or common theme is used as the link between and among the various subjects
Example: Students study the migration of Monarchs and find connections in each subject to this study.
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As a result…
• Found many connections between and among subjects
• Became more aware of my students’ exposure in other subjects
• Aligned learning to gain the biggest impact on students
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Social Studies
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Greek and Roman Art
• Analyze and Discuss Artworks from Ancient Greece and Rome
• Make connections to contemporary
artists
• Create work based on our findings
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Karen LaMonte
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Michael Stutz
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Igor Mitoraj
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Red/Black Figure Pottery
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By finding connections…
• We create “holistic learning experiences” (Strand, 2006)
• We are “more likely to be innovative, enjoy (our) jobs, and have good relationships with students” (Abeles, Burton, & Horowitz, 2001)
• We “create a more concise and well-rounded curriculum” (Lee, 2007)
• We create environments that allow students to be focused and engaged (Boldt & Brooks, 2006)
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