A User’s Guide ToA User’s Guide To

ArtsArts IntegrationIntegration

IntroductionIntroduction

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 New Hampshire K-12 Curriculum Framework for the ArtsFramework for the ArtsGuiding document that describes what Guiding document that describes what

students should know and be able to do in students should know and be able to do in the four arts disciplines of dance, music, the four arts disciplines of dance, music, theatre and visual arts.theatre and visual arts.

Making connections among the arts and Making connections among the arts and other disciplines is a common standard other disciplines is a common standard across all four arts disciplines.across all four arts disciplines.

““Arts” defined as:Arts” defined as:

Dance, music, theatre and visual art Dance, music, theatre and visual art What about poetry, creative writing, media What about poetry, creative writing, media

arts, film…arts, film…All schools K-12 in New Hampshire are All schools K-12 in New Hampshire are

required to offer instruction in music and required to offer instruction in music and visual art, while providing opportunities for visual art, while providing opportunities for students to study dance and theatrestudents to study dance and theatre

½ credit required for HS graduation½ 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.”

EducationEducation

Occurring during the regular school day-Occurring during the regular school day-that is “curricular.”that is “curricular.”

Teaching and learning that is “standards-Teaching and learning that is “standards-based.”based.”

Relating with other arts-based Relating with other arts-based organizations that may provide organizations that may provide supplementalsupplemental arts learning experiences for arts learning experiences for students.students.

Educational DriversEducational Drivers

Economic Drivers, Social Beliefs, CustomsEconomic Drivers, Social Beliefs, Customs

Federal GovernmentFederal Government State Education StatutesState Education Statutes Local PolicyLocal Policy

No Child Left Behind ActNo Child Left Behind Act Includes “arts” as a core subject areaIncludes “arts” as a core subject area

However, under NCLB, the arts are not However, under NCLB, the arts are not part of the required state testing system or part of the required state testing system or the definition of adequate yearly progress.the definition of adequate yearly progress.

What is tested, is taught…(another What is tested, is taught…(another presentation, another day)presentation, another day)

So, we must ask:So, we must ask: How core are the arts, really, in today’s How core are the arts, really, in today’s

education?education?

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

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

How do we know?How do we know?

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

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

What is unique about studying the What is unique about studying the arts? arts?

What do the arts contribute to What do the arts contribute to education as a whole?education as a whole?

How do we know?How do we know?

Arts IntegrationArts Integration

Arts integration begins to look at these Arts integration begins to look at these questions in terms of learning processes, questions in terms of learning processes, brain functioning, cognition, and research.brain functioning, cognition, and research.

But first things first…But first things first…

Interdisciplinary educationInterdisciplinary education

Interdisciplinary education enables students to Interdisciplinary education enables students to identify and apply authentic connections identify and apply authentic connections between two or more disciplines and/or to between two or more disciplines and/or to understand essential concepts that transcend understand essential concepts that transcend individual disciplines.individual disciplines.

Authentic Connections: Interdisciplinary Work in the ArtsConsortium of National Arts Education Associations: AATE MENC NAEA NDEO2002

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

Heidi Hayes JacobsHeidi Hayes JacobsColumbia University, Teachers College Columbia University, Teachers College

Same animal, different name:Same animal, different name: Interdisciplinary education that includes Interdisciplinary education that includes

that arts:that arts: Arts integrationArts integration Integrated artsIntegrated arts Arts-based learningArts-based learning Arts-infused learningArts-infused learning

And maybe a slightly different intensity levelAnd maybe a slightly different intensity level

What is Integrated Arts Education?What is Integrated Arts Education? Integrated arts education is a pedagogy in Integrated arts education is a pedagogy in which the arts are deeply embedded within the which the arts are deeply embedded within the core of interdisciplinary learning and affirms core of interdisciplinary learning and affirms the indispensability of arts as a core curriculum the indispensability of arts as a core curriculum subject and concurrently a catalyst to learn subject and concurrently a catalyst to learn other subjects.  other subjects. 

Vermont State Arts Councilhttp://www.vermontartscouncil.org/tabid/164/default.aspxJanuary 15, 2007

For many teachers, interdisciplinary work is For many teachers, interdisciplinary work is satisfying but challenging in that it requires satisfying but challenging in that it requires new ways of thinking about content, students’ new ways of thinking about content, students’ engagement, and often, collaborative engagement, and often, collaborative planning with other teachers. 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 Valid interdisciplinary work can take many forms, including:forms, including:

• • a single lesson that features connections a single lesson that features connections between two or more disciplinesbetween two or more disciplines

• • an interdisciplinary unit of studyan interdisciplinary unit of study

• • a school-wide project involving many a school-wide project involving many classrooms, students, and teachersclassrooms, students, and teachers

• • an entire curricular framework.an entire curricular framework.

The creative development of an interdisciplinary The creative development of an interdisciplinary curriculum can spring from many different first curriculum can spring from many different first steps. For example, teachers may choose to start steps. For example, teachers may choose to start with: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.

ConnectionsConnections

How can you connect local arts resources and How can you connect local arts resources and the work you do with students to the broader the work you do with students to the broader school curriculum?school curriculum?

What interdisciplinary connections have you What interdisciplinary connections have you inherently made?inherently made?

What connections do students make on their What connections do students make on their own?own?