Renaissance in the Classroom: Arts Integration and Meaningful Learning / Edition 1

Renaissance in the Classroom: Arts Integration and Meaningful Learning / Edition 1

by Gail E. Burnaford
     
 

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ISBN-10: 0805838198

ISBN-13: 9780805838190

Pub. Date: 07/13/2002

Publisher: Taylor & Francis

This book invites readers to consider the possibilities for learning and growth when artists and arts educators come into a classroom and work with teachers to engage students in drama, dance, visual art, music, and media arts. It is a nuts-and-bolts guide to arts integration, across the curriculum in grades K-12, describing how students, teachers, and artists get

Overview

This book invites readers to consider the possibilities for learning and growth when artists and arts educators come into a classroom and work with teachers to engage students in drama, dance, visual art, music, and media arts. It is a nuts-and-bolts guide to arts integration, across the curriculum in grades K-12, describing how students, teachers, and artists get started with arts integration, work through classroom curriculum involving the arts, and go beyond the typical "unit" to engage in the arts throughout the school year. The framework is based on six years of arts integration in the
Chicago Arts Partnerships in Education (CAPE).

Renaissance in the Classroom:
*fully explains the planning, implementation, and assessment processes in arts integration;
*frames arts integration in the larger context of curriculum integration, problem-based learning, and the multiple intelligences;
*provides the theoretical frameworks that connect standards-based instruction to innovative teaching and learning, and embeds arts education in the larger issue of whole school improvement;
*blends a description of the arts integration process with personal stories,
anecdotes, and impressions of those involved, with a wealth of examples from diverse cultural backgrounds;
*tells the stories of arts integration from the classroom to the school level and introduces the dynamics of arts partnerships in communities that connect arts organizations, schools, and neighborhoods;
*offers a variety of resources for engaging the arts--either as an individual teacher or within a partnership; and

*includes a color insert that illustrates the work teachers, students, and artists have done in arts integration schools and an extensive appendix of tools, instruments, Web site, contacts, and curriculum ideas for immediate use.

Of primary interest to K-12 classroom teachers, arts specialists, and visiting artists who work with young people in schools or community arts organizations, this book is also highly relevant and useful for policymakers, arts partnerships, administrators, and parents.

Product Details

ISBN-13:
9780805838190
Publisher:
Taylor & Francis
Publication date:
07/13/2002
Edition description:
New Edition
Pages:
304
Sales rank:
787,616
Product dimensions:
6.90(w) x 9.90(h) x 0.80(d)

Table of Contents

Forewordxix
Prefacexxiii
A Hundred Voicesxxiii
Reading This Bookxxv
Overview of the Bookxxiv
Acknowledgmentsxxvii
Referencesxxviii
Contributorsxxxi
Arts Integration Isxxxiii
Introductionxxxv
Chicago Arts Partnerships in Education: History and Context for Learning About Arts Integrationxxxv
The Arts in American Public Education: A Brief Historyxxxvii
Arts Education and the Public School Curriculumxxxviii
Progressive Education Theory: Arts Education as the Social, Common, and Public Aspects of Experiencexxxviii
The Suburbanization of Arts Education: An Emphasis on Self-Expressionxxxix
Sputnik, the Cold War, and "Back to Basics"xl
Renewed Interest in Arts Education as Part of the New Social Contracts of the 1960sxl
A National Report Relegates the Arts to Elective Status, Againxl
The Challenge of Moving beyond False Dichotomiesxli
Arts Education and School Reform: Finding the Connectionsxlii
Referencesxxliv
Chapter 1Arts Integration: What Is It and Why Do It?1
Curriculum Integration: History and Context6
Project-Based Learning: A Link to Curriculum Integration7
Multiple Intelligences: More Awareness of the Value of Arts in Classrooms8
The Elegant Fit: New Roles for the Arts in Schools9
Why Integrate the Arts?16
Deepening Instruction16
Co-Teaching and Co-Learning19
Connecting the Self to the Larger Community20
References22
Chapter 2Getting Started With Arts Integration: Finding the Elegant Fit23
Building A Team and a Vision to Do Elegant Work26
Learning From Each Other: The Vocabulary of the Arts28
Trying New Skills: Learning to Dance and Sing in Class30
Finding Problems and Asking Questions31
Brainstorming and Planning Together31
Planning Shifts in Teacher and Artist Roles32
Taking the Time to Do Good Work32
Finding and Using Access Points: Expressive Ways Into the Curriculum34
The Big Idea as Access Point34
Standards/Learning Goals as Access Points35
Literature Selections as Access Points39
Prior Knowledge as Access Point: Starting with Students' Own Questions44
Lessons You Love/Lessons You Loathe as Access Points45
Field Trips as Access Points46
Performance/Exhibition as Access Points48
References49
Arts Integration Snapshot: School Is Cool: Integrated Arts Programs and the High-Risk Child51
Flexing New Intelligence: Creating Experiences to Help High-Risk Young People Identify Competencies52
Making It Real: The Importance of Self-Direction and Responsibility52
Making It Good: The Challenges of Making High-Quality Products53
Making It Feasible: Orchestrating Integrated Arts Projects54
Evan's Last Day55
References55
Arts Integration Snapshot: Art Is Not a Reward: Pitfalls and Promises of Arts Integration57
Art Is Not a Reward57
Art and Classroom Curriculum Must Connect58
Art Time Must Be Flexible58
High Expectations Are Important59
Deadlines Are Important59
Learning Goals Are Important60
Clear Evaluative Criteria Are Important60
Pitfalls--But Promises Too61
Chapter 3Moving Through the Curriculum: Doing the Work in Arts Integration63
Breaking Ground: Moving Desks and Opening Minds66
Building Teams of Students66
Playing and Exploring With Art Forms67
Warm-up Exercises69
Deepening Instruction: Weaving Parallel Processes71
Merging Parallel Processes ofWriting and Drawing in the "Retablos" Project72
Translating Across Media73
Shedding New Light on Old Material73
Co-Teaching and Co-Learning: Expanding the Circle of Expertise74
Connecting the Self to the Larger Community78
The School Bus Saga: A Classroom Story of Connecting the Self and the Larger Community79
References83
Chapter 4Beyond the Unit: Assessment and the Learning Cycle85
The #2 Pencil: Arts Integration and Traditional Achievement Measures87
Beyond the #2 Pencil: Planning and Doing as Assessment89
The Role of Collaboration in Assessment90
Processes for Assessing: "Sitting Beside" Learners92
Revision: Looking at Assessment as a Spiral92
Using Rubrics96
Performance Assessment: Representing and Presenting the Work101
Exhibition: Parental and Community Response103
Self-Evaluation107
Web Sites Related to Assessment110
References114
Color Inserts115
Chapter 5Science and Art: Lessons From Leonardo da Vinci?123
Dancing with Leonardo125
Science + Art = Understanding126
Moving Arts Into the Curriculum128
Motivating Students128
Building Community128
Communication Made Easy129
Working Through the Curriculum130
Integrating Science and Art130
A Dynamic Collaboration130
Learning From Each Other131
Making Time in the Schedule132
Supporting Difficult Concepts132
Diverse Students, Diverse Resources133
Problem Solving at the Core133
Meeting the Challenges134
Beyond the Unit134
Assessment Through Performance and Reflection134
The Long-Term Impact135
Back to Leonardo: Erasing the Line Between Art and Science138
A Satisfying Experience138
Arts Integration Snapshot: Telpochcalli School: Mexican Culture at the Heart of Curriculum141
Arts Integration Snapshot: Recognizing Culture as Curriculum: Orozco School Presents Student Artwork in a Digital Age147
Chapter 6You Don't Have to Do It Alone: Initiating and Sustaining Collaboration155
Unexpected Allies157
The Kids157
Your Peers159
Arts Teachers on the Faculty159
School Administrators162
Partnership Coordinators162
Parents, Community Members, and Arts Organizations163
Colleges and Universities164
From Classroom to School: Building an Arts Program164
Scope and Sequence: Looking at the Bigger Picture168
Discussion of a Partnership: The ETA/Muntu Arts in Education Consortium170
Voices From a Shared Table170
Postscript to ETA/Muntu Case Study: The Importance of Parents175
Commonly Asked Questions About Arts Integration--and Possible Responses176
Meaningful Partnerships, Meaningful Learning178
References181
Appendixes
A.Chicago Arts Partnerships in Education Funders183
B.Chicago Arts Partnerships in Education Overviews185
Bridgeport-Armour Square Near North Arts Partnership185
ETA/Muntu Arts in Education Consortium187
Hawthorne/Agassiz Elementary Schools Arts Partnership188
Lakeview Education and Arts Partnership (LEAP)190
Lincoln Park High School Partnership191
Tlahui Mexican Fine Arts Center Museum Partnership192
Pilsen Arts Partnership194
South Side Arts Partnership195
West Town Arts Partnership197
Arts Centered Educators (ACEs) Partnership198
C.Sample Planning Forms for Arts Integration201
CAPE Sample Planning Form #1202
CAPE Sample Planning Form #2203
CAPE Sample Planning Form #3204
CAPE Arts-Integrated Curriculum Planning and Documentation Form206
D.Sample Unit Plans for Arts Integration209
Making Shape of Our Environment--Primary School209
Mayan Inca Aztec Cultures--Elementary/Middle School213
Jazz Poetry/Antebellum Period in U.S. History--High School218
Arts in the City Schools Student Evaluation Recording Form--Unit Evaluation220
Improvisational Comedy for Learning Foreign Language--High School221
Physics in Motion--High School227
Filling The Empty Stage: Improvising and Playwriting to Enhance Literary Learning--High School231
E.Assessing Arts Integration By Looking at What Students Know and Are Able to Do233
F.CAPE Checklists: Strategies for Effective Arts Integration239
G.Scope and Sequence Sample: Orozco School241
H.Three Approaches to Evaluating and Interpreting Progress/Success With Your Partnership245
Approach 1Ask Interpretive Questions245
Approach 2Partnership Review246
Approach 3Concept Mapping246
I.Key Questions for Partnerships247
J.Contributors to Renaissance in the Classroom249
K.Resources, Web Sites, and Materials253
Selected Books
Teaching in Arts Partnership Classrooms253
School Improvement and the Arts Resources254
Negotiation With Community Resources255
Children's and Adolescent Literature and Music Integration255
Web Sites256
L.State Arts Agency Directory257
Author Index261
Subject Index263
Figures and Tables
Preface
Table 1Getting Started, Moving Through, and Going Beyond the Unit: What Arts Integration Looks Likexxvii
Table 2Chicago Arts Partnerships in Education: Partner Schools and Arts/Community Organizationsxxix
Chapter 2
Table 2.1Selected Arts Vocabulary29
Table 2.2Big Ideas Used as Access Points37
Table 2.3Geographic Mapping and Dance Skills40
Table 2.4KWILT44
Figure 2.1Three Graphic Organizers45
Chapter 3
Table 3.1Cross-School Cooperative Learning: Playwriting in the City and the Suburbs75
Figure 3.1Mother to Son--Poem by Langston Hughes75
Table 3.2Acids and Bases Meet Value, Line, and Hue: The Chemistry of Color77
Chapter 4
Table 4.1Mystery Video Unit--Assessment Linked to Goals and Standards93
Figure 4.1Integrating Social Studies with Chicago Architecture95
Table 4.2Rites of Passage/Seasonal Dances97
Figure 4.2Reading Resource Teacher Checklist99
Table 4.3Assessment Rubrics for Language Arts and Drama: Poems for 2 Voices100
Table 4.4Ways for Students to Represent and Present Their Work102
Figure 4.3Voices of Our Hearts: Student Bilingual Poetry Book104
Figure 4.4Student Self-Evaluation Instrument--Mexican Fine Arts Museum111
Figure 4.5Self-Evaluation Q3 and Written Project Self-Assessment--Middle School Science112
Arts Integration Snapshot
Table 1J. C. Orozco Humanities Program--Storytelling and Art149
Figure 1Olmec Stories and Art: Orozco School Web Site152
Table 2Research, Relationships, and Representation Using Technology154
Chapter 6
Figure 6.1Evidence of Arts Integration in a School167
Table 6.1Questions for Discussion about Scope and Sequence: Three Planning Meeting for Arts Integration169

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