Transcript Imagination is more important than knowledge” Albert

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
Develop partnerships within the state to
implement best practices in arts education
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.
“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
“Imagination is more important
than knowledge”
Albert Einstein
The etymology of the word education
indicates that its Latin root, ‘educere’
means, “to draw out.”
Education
Occurring during the regular school daythat is “curricular.”
Teaching and learning that is “standardsbased.”
Relating with other arts-based
organizations that may provide
supplemental arts learning experiences for
students.
Educational Drivers
Economic Drivers, Social Beliefs, Customs
Federal Government
State Education Statutes
Local Policy
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)
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?
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 contribute to
education as a whole?
How do we know?
Arts Integration
Arts integration begins to look at these
questions in terms of learning processes,
brain functioning, cognition, and research.
But first things first…
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
“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
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
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
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
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.
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.
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?