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The benefits of arts integration in educational systems

The majority of this section was taken from Claudia E. The arts as meaning makers: Integrating literature and the arts throughout the curriculum. As Cambourne 1995 notes, engagement occurs when learners are convinced that: They are potential doers or performers of these demonstrations they are observing Engaging with these demonstrations will further the purposes of their lives They can engage and try to emulate without fear of physical or psychological hurt if their attempts are not fully correct Helping learners make these decisions constitutes the artistic dimensions of teaching Dillon, 2000, p.

As Claudia Cornett 1999 noted in her book, The arts as meaning makers: Considered an alternative learning strategy teaching K-12 subjects by not only integrating courses with each other but also by filtering instruction threw the arts is not new to education as the benefits of this pedagogical methodology has been advocated by arts groups and many educational institutions for years p.

Painting the Future of K-12: Art as a Vehicle for Teacher and Student Learning

For example, just as combining math with project-based learning or literature with history education makes learning more authentic to real life experiences; using the arts to interest students triggers the emotional response necessary for initial learning engagement. The concept of multiple literacies includes the idea that people can encode and decode meaning using many different ways or forms of representation in our culture to convey or express meaning.

Because of the mounting evidence linking the arts to basic learning, some researchers refer to the art: Teaching as both an art form and using art as a learning medium is very much in the lexicon of The benefits of arts integration in educational systems. The potential for the arts to invigorate learning is demonstrated in the academic superiority of students in schools that devote 25 percent or more of the curriculum to arts courses Perrin, 1994.

The arts contribute to an overall culture of excellence in a school. They are an effective means of connecting children to each other and helping them gain an understanding of the creators who preceded them. They provide schools with a ready way to formulate relationships across and among traditional disciplines and to connect ideas and notice patterns.

Works of art provide effective means for linking information in history and social studies, mathematics, science and geography. The Power of the Art: Paul Getty Trust, 1993, In Cornett p. Communities across the country are tapping into the magnetic power of the arts to pull diverse groups together and offer hope. For thousands of years the arts have brought people together in celebration, worship, festivals, and Weddings.

Story, art, drama, dance, and music uniquely engage our senses and sensibilities, making us active participants in ways of knowing impossible through other domains p. From their earliest beginnings, humans have been compelled to express ideas and feelings through the arts. Thirty thousand years ago paintings were made on a cave wall in southern France Chauvet et al.

What has driven peoples in all times to use the arts to answer questions, to explain, to console, to create meaning? We can, however, consider unique aspects of the arts and the kinds of special contributions the arts have to make—how literature, music, art, drama, and dance are remarkable meaning makers. In arts-infused classrooms, students can be more productively active, physically and mentally, because the arts offer additional learning modes, have special motivational properties, and celebrate interpretation of the world in multiple ways.

For example, students could learn important science concepts in an arts-based plant unit; insights about processes, such as photosynthesis, and knowledge about what makes a plant a plant and not an animal, can be developed using music, dance, and poetry.

10 Salient Studies on the Arts in Education

Textbooks, worksheets, and traditional tests need not be central to learning. Instead, the arts can become the vehicles. Students can consider artistic properties of any topic and transform subject matter through paintings, songs, poems, and dances. Imagine a fourth grade showing what they know and feel about converting sunshine and water into energy, using pantomime and dance. Imagine a teacher who knows how to assess science goals and objectives from courses of study by using criteria to observe student presentations.

Imagine students eager to come to school and doing homework to prepare for presentations voluntarily and happily. The arts teach us that all we think or feel cannot be reduced to words. The arts provide avenues of achievement for students who might otherwise not be successful. The arts develop a value for perseverance and hard work. The arts are a necessary part of life. There is a strong positive relationship between the arts and academic success.

The arts offer alternative forms of assessment and evaluation. The enactment of the bipartisan Goals 2000: Educate America Act of 1994 included the arts as core disciplines in which all American children are expected to be competent.

The Goals state that by the year 2000: While the arts connection is obvious for the core subjects competency goal, there are important relationships between arts integration and all the goals. How do arts experiences make children ready to learn? Children who have heard and sung nursery rhymes literature and music have a language foundation on which teachers can build reading and writing skills. Children who have had opportunities to explore the art media of chalk, paint, collage materials, and clay learn to take risks, experiment, and problem solve.

The delight in manipulating color, line, shape, and texture can last a lifetime, be the start of an avocation in the arts, or lead to one of the hundreds of the benefits of arts integration in educational systems careers, from designing automobiles, furniture, or clothes to making picture books for children. As Gardner showed in his book Creating Minds 1993p. Teachers need not only teach to interests, but can develop interests by presenting subject matter in new ways.

Another arts connection to Goals 2000 relates to the goal of safe, disciplined, and drug-free schools.

Research studies link arts education to a safe and orderly school environment Welch, I995. Consider self-discipline and the arts. What do Teachers need to know and do to Teach through the Arts? More integration happens when teachers plan lessons about arts content so that students are involved in the arts in more mindful ways.

  • Teaching as both an art form and using art as a learning medium is very much in the lexicon of Innovationism;
  • Generate as many ideas as possible.

To derive instructional implications for teaching through the arts planning needs to be grounded in teaching and learning theories. It will be our children who will inherit our problems so they must be taught to create new solutions through creative problem solving. The creative problem-solving process depends on the integration of education and this creativity depends on the use of arts to advance the needed creativity.

This can be taught and by teaching creative thinking we can, in some ways, control the universe.

However, using creative process without considering the consequences can have dire consequences as foretold in the Jewish folk tale of The Golem that reminds us: We have to continually create thinking strategies and have a commitment to depth of knowledge in domains where creative work is to be done.

No one creates in a vacuum or without building on foundations others laid and it is vital that we value creativity and using it as a priority in the development of K-12 curricula which is currently to dense to allow creative meaning making.

Author and teacher Alane Starko believes that: The most reasonable course of action is to support and encourage characteristics associated with creativity whenever possible. At best, we may make a difference in the creativity of a young person who may one day bring greater knowledge or beauty into the world. But creative thinking is also an everyday survival skill, as well as a kind of thinking crucial for success in the 21st century.

Whether we are deciding how to stretch a budget and still have interesting meals or attempting to deal with global warming, we use innate abilities to creatively solve problems.

Painting the Future of K-12: Art as a Vehicle for Teacher and Student Learning

The most complex problems can only be solved by creative thinking — divergent, original thinking that examines issues from all perspectives. Therefore, a major part of the school day needs to be spent developing student creativity and the arts provide the most fertile ground for growing creative thinking skills p.

As a consequent many schools are now re-including this activities in the basic curriculum renamed STEAM with the A representing the arts. Success lies in the ability to solve problems in novel and creative ways p. A Student who is slow at learning arithmetic may be off the charts when it comes to the abstract creativity needed in higher mathematics p. In the 1800, high-level creative and logical thinking may not have been as important as a disciplined tractability coupled with basic skills, but two hundred years later, they clearly are.

As a practical the benefits of arts integration in educational systems, our conventional classroom model does not generally allow for these customized reviews and retests, still less for moving beyond memorization to experience the concepts through open-ended, creative projects. This is one of the central ways in which the existing school experience proves archaic and no longer serves our needs pp. The truth is that anything significant that happens in math, science, or engineering is the result of heightened intuition and creativity.

That will depend on creativity, passion, and originality — things that begin where testing leaves off pp. This is doubly wrong. As stated, science, engineering, and entrepreneurship are equally creative. If we fail to take a serious look at what students have created on their own, above and beyond lessons and tests, we miss an opportunity to appreciate what is truly special about them.

Many, many more students can be like them if we allow them to be. By giving light and space and time to the creativity that already exists in each of us it can inspire the mysterious few who will go on to change the world and rise to the level of genius p. But, context is very important in arts experiences, and this is especially apparent with regard to what is considered creative. Four Creativity Theories or Models Researchers have tried to make sense out of the elusive concept of creativity through four angles of research: An interactive theory presents creativity as an interaction among: Find out what researchers have discovered in studies of people who have produced highly creative Work.

Teachers may choose to encourage some of the characteristics in themselves and their students, while others may seem to be undesirable qualities. To become familiar with the characteristics, take time to rate the level you believe you have of each characteristic. Creative characteristics often emerge in childhood and there are high frequency patterns of: To get energy to move, attitude is critical. Use all senses and put in hard work.

Generate as many ideas as possible. Use webbing and clustering to record ideas.

  • The arts as meaning makers;
  • What do Teachers need to know and do to Teach through the Arts?
  • An interactive theory presents creativity as an interaction among;
  • The majority of this section was taken from Claudia E;
  • Four Creativity Theories or Models Researchers have tried to make sense out of the elusive concept of creativity through four angles of research;
  • Integrating literature and the arts throughout the curriculum.

Sometimes, the idea after you have seemed to run out of ideas is the best idea — think of what no one else will think of. Play with ideas and relationships: Substitute — change characters, setting, time, place. Combine — force relationships; e.

Adapt — compare and think metaphorically. Magnify — add to or make larger. Minify — make smaller.