Renaissance in the Classroom : Arts Integration and Meaningful Learning

by Burnaford, Gail E.; Aprill, Arnold; Weiss, Cynthia; Diehl, Deb

• ISBN13: 9780805838190
• ISBN10: 0805838198
• Format: Paperback
• Copyright: 2001-03-01
• Publisher: Lawrence Erlbau

Summary

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.

Table of Contents

Foreword	xix
Preface	xxiii
A Hundred Voices	xxiii
Reading This Book	xxv
Overview of the Book	xxiv
Acknowledgments	xxvii
References	xxviii
Contributors	xxxi
Arts Integration Is	xxxiii
Introduction	xxxv
Charles Twichell
Chicago Arts Partnerships in Education: History and Context for Learning About Arts Integration	xxxv
The Arts in American Public Education: A Brief History	xxxvii
Arts Education and the Public School Curriculum	xxxviii
Progressive Education Theory: Arts Education as the Social, Common, and Public Aspects of Experience	xxxviii
The Suburbanization of Arts Education: An Emphasis on Self-Expression	xxxix
Sputnik, the Cold War, and ``Back to Basics''	xl
Renewed Interest in Arts Education as Part of the New Social Contracts of the 1960s	xl
A National Report Relegates the Arts to Elective Status, Again	xl
The Challenge of Moving beyond False Dichotomies	xli
Arts Education and School Reform: Finding the Connections	xlii
References	xxliv
Arts Integration: What Is It and Why Do It?	1	(22)
Curriculum Integration: History and Context	6	(3)
Project-Based Learning: A Link to Curriculum Integration	7	(1)
Multiple Intelligences: More Awareness of the Value of Arts in Classrooms	8	(1)
The Elegant Fit: New Roles for the Arts in Schools	9	(7)
Why Integrate the Arts?	16	(6)
Deepening Instruction	16	(3)
Co-Teaching and Co-Learning	19	(1)
Connecting the Self to the Larger Community	20	(2)
References	22	(1)
Getting Started With Arts Integration: Finding the Elegant Fit	23	(28)
Building A Team and a Vision to Do Elegant Work	26	(2)
Learning From Each Other: The Vocabulary of the Arts	28	(2)
Trying New Skills: Learning to Dance and Sing in Class	30	(1)
Finding Problems and Asking Questions	31	(1)
Brainstorming and Planning Together	31	(3)
Planning Shifts in Teacher and Artist Roles	32	(1)
Taking the Time to Do Good Work	32	(2)
Finding and Using Access Points: Expressive Ways Into the Curriculum	34	(15)
The Big Idea as Access Point	34	(1)
Standards/Learning Goals as Access Point	35	(4)
Literature Selections as Access Points	39	(5)
Prior Knowledge as Access Point: Starting with Students' Own Questions	44	(1)
Lessons You Love/Lessons You Loathe as Access Points	45	(1)
Field Trips as Access Points	46	(2)
Performance/Exhibition as Access Points	48	(1)
References	49	(2)
Arts Integration Snapshot School Is Cool: Integrated Arts Programs and the High-Risk Child	51	(6)
Deb Diehl
Flexing New Intelligence: Creating Experiences to Help High-Risk Young People Identify Competencies	52	(1)
Making It Real: The Importance of Self-Direction and Responsibility	52	(1)
Making It Good: The Challenges of Making High-Quality Products	53	(1)
Making It Feasible: Orchestrating Integrated Arts Projects	54	(1)
Evan's Last Day	55	(1)
References	55	(2)
Arts Integration Snapshot Art Is Not a Reward: Pitfalls and Promises of Arts Integration	57	(58)
Andre LeMoine
Art Is Not a Reward	57	(1)
Art and Classroom Curriculum Must Connect	58	(1)
Art Time Must Be Flexible	58	(1)
High Expectations Are Important	59	(1)
Deadlines Are Important	59	(1)
Learning Goals Are Important	60	(1)
Clear Evaluative Criteria Are Important	60	(1)
Pitfalls--But Promises Too	61	(2)
Moving Through the Curriculum: Doing the Work in Arts Integration	63	(22)
Breaking Ground: Moving Desks and Opening Minds	66	(1)
Building Teams of Students	66	(1)
Playing and Exploring With Art Forms	67	(2)
Warm-up Exercises	69	(2)
Deepening Instruction: Weaving Parallel Processes	71	(3)
Merging Parallel Processes of Writing and Drawing in the ``Retablos'' Project	72	(1)
Translating Across Media	73	(1)
Shedding New Light on Old Material	73	(1)
Co-Teaching and Co-Learning: Expanding the Circle of Expertise	74	(4)
Connecting the Self to the Larger Community	78	(5)
The School Bus Saga: A Classroom Story of Connecting the Self and the Larger Community	79	(4)
References	83	(2)
Beyond the Unit: Assessment and the Learning Cycle	85	(30)
The #2 Pencil: Arts Integration and Traditional Achievement Measures	87	(2)
Beyond the #2 Pencil: Planning and Doing as Assessment	89	(1)
The Role of Collaboration in Assessment	90	(2)
Processes for Assessing: ``Sitting Beside'' Learners	92	(18)
Revision: Looking at Assessment as a Spiral	92	(4)
Using Rubrics	96	(5)
Performance Assessment: Representing and Presenting the Work	101	(2)
Exhibition: Parental and Community Response	103	(4)
Self-Evaluation	107	(3)
Web Sites Related to Assessment	110	(4)
References	114	(1)
Color Inserts	115	(26)
Science and Art: Lessons From Leonardo da Vinci?	123	(18)
Diane Deckert
Dancing with Leonardo	125	(1)
Science + Art = Understanding	126	(2)
Moving Arts Into the Curriculum	128	(2)
Motivating Students	128	(1)
Building Community	128	(1)
Communication Made Easy	129	(1)
Working Through the Curriculum:	130	(4)
Integrating Science and Art	130	(1)
A Dynamic Collaboration	130	(1)
Learning From Each Other	131	(1)
Making Time in the Schedule	132	(1)
Supporting Difficult Concepts	132	(1)
Diverse Students, Diverse Resources	133	(1)
Problem Solving at the Core	133	(1)
Meeting the Challenges	134	(1)
Beyond the Unit	134	(4)
Assessment Through Performance and Reflection	134	(1)
The Long-Term Impact	135	(3)
Back to Leonardo: Erasing the Line Between Art and Science	138	(1)
A Satisfying Experience	138	(3)
Arts Integration Snapshot Telpochcalli School: Mexican Culture at the Heart of Curriculum	141	(6)
Arts Integration Snapshot Recognizing Culture as Curriculum: Orozco School Presents Student Artwork in a Digital Age	147	(114)
Connie Amon
You Don't Have to Do It Alone: Initiating and Sustaining Collaboration	155	(106)
Unexpected Allies	157	(7)
The Kids	157	(2)
Your Peers	159	(1)
Arts Teachers on the Faculty	159	(3)
School Administrators	162	(1)
Partnership Coordinators	162	(1)
Parents, Community Members, and Arts Organizations	163	(1)
Colleges and Universities	164	(1)
From Classroom to School: Building an Arts Program	164	(4)
Scope and Sequence: Looking at the Bigger Picture	168	(2)
Discussion of a Partnership: The ETA/Muntu Arts in Education Consortium	170	(6)
Voices From a Shared Table	170	(5)
Postscript to ETA/Muntu Case Study: The Importance of Parents	175	(1)
Commonly Asked Questions About Arts Integration--and Possible Responses	176	(2)
Meaningful Partnerships, Meaningful Learning	178	(3)
References	181	(2)
Appendixes
A. Chicago Arts Partnerships in Education Funders	183	(2)
B. Chicago Arts Partnerships in Education Overviews	185	(16)
Bridgeport-Armour Square Near North Arts Partnership	185	(2)
ETA/Muntu Arts in Education Consortium	187	(1)
Hawthorne/Agassiz Elementary Schools Arts Partnership	188	(2)
Lakeview Education and Arts Partnership (LEAP)	190	(1)
Lincoln Park High School Partnership	191	(1)
Tlahui Mexican Fine Arts Center Museum Partnership	192	(2)
Pilsen Arts Partnership	194	(1)
South Side Arts Partnership	195	(2)
West Town Arts Partnership	197	(1)
Arts Centered Educators (ACEs) Partnership	198	(3)
C. Sample Planning Forms for Arts Integration	201	(8)
CAPE Sample Planning Form #1	202	(1)
CAPE Sample Planning Form #2	203	(1)
CAPE Sample Planning Form #3	204	(2)
CAPE Arts-Integrated Curriculum Planning and Documentation Form	206	(3)
D. Sample Unit Plans for Arts Integration	209	(24)
Making Shape of Our Environment--Primary School	209	(4)
Mayan Inca Aztec Cultures--Elementary/Middle School	213	(5)
Jazz Poetry/Antebellum Period in U.S. History--High School	218	(2)
Arts in the City Schools Student Evaluation Recording Form--Unit Evaluation	220	(1)
Improvisational Comedy for Learning Foreign Language--High School	221	(6)
Physics in Motion--High School	227	(4)
Filling The Empty Stage: Improvising and Playwriting to Enhance Literary Learning--High School	231	(2)
E. Assessing Arts Integration By Looking at What Students Know and Are Able to Do	233	(6)
F. CAPE Checklists: Strategies for Effective Arts Integration	239	(2)
G. Scope and Sequence Sample: Orozco School	241	(4)
H. Three Approaches to Evaluating and Interpreting Progress/Success With Your Partnership	245	(2)
Approach 1: Ask Interpretive Questions	245	(1)
Approach 2: Partnership Review	246	(1)
Approach 3: Concept Mapping	246	(1)
I. Key Questions for Partnerships	247	(2)
J. Contributors to Renaissance in the Classroom	249	(4)
K. Resources, Web Sites, and Materials Selected Books	253	(4)
Teaching in Arts Partnership Classrooms	253	(1)
School Improvement and the Arts Resources	254	(1)
Negotiation With Community Resources	255	(1)
Children's and Adolescent Literature and Music Integration	255	(1)
Web Sites	256	(1)
L. State Arts Agency Directory	257	(4)
Author Index	261	(2)
Subject Index	263