Arts integration is a teaching approach that integrates fine art and performing arts as the main pathway to learning. The integration of art differs from traditional education by incorporating art disciplines and traditional subjects as part of learning (eg using improvisational drama skills to learn about conflicts in writing.) The purpose of art integration is to improve knowledge of the general subject area while fostering greater understanding and appreciation great towards good and performing arts. The John F. Kennedy Center for the Performing Arts defines the integration of the arts as "an approach to teaching where students build and demonstrate understanding through art forms." Students engage in creative processes that connect art forms and other subjects and meet evolving goals.
Video Arts integration
History of art education and art integration
The integration of art relates to art education in schools. Art education, while in various forms during the 19th century, gained popularity as part of Progressive Education Theory of John Dewey. The first publication illustrating the smooth interplay between art and other subjects (art integration) taught in American schools is the Leon Winslow School of Art Program (1939). During the rest of the 20th century, the art of the role of education in public schools subsided and flowed with the political tendencies of the state and financial welfare.
According to Liora Bresler, during the 1970s and 1980s, two advocates of art integration emerged: Harry Broudy and Elliot Eisner. Broud advocated for the arts on the grounds of strengthening the imagination. The shadow sees imagination as an essential component of learning to be culturized in school, and it advocates for the integration of aesthetic education into all subjects in his, Enlightened Enlightenment . Eisner follows Broudy, arguing that art is important for different types of cognition. He believes that art brings a deeper understanding of the world because of their interactivity - the art of moving learning beyond what is written or read.
Cassandra B. Whyte emphasizes the importance of the artistic experience for students to encourage creative and independent thinking processes that will be important throughout one's life. Art helps students with problem solving and decision-making and experience the process can be tailored in public life situations. Whyte advocates including aspects of art education with locus of control identification of counseling experiences to help high school students develop confidence in their unique problem-solving abilities in the classroom and in life.
Earlier, Law No Child Left Behind explained art education as "essential for every child's education," and incorporated it as one of the Core Subjects. No Children Left under the law also emphasizes accountability through judgment (often taking the standard test form.) Although there is no standardized assessment mandated in any art, the need for academic accountability in the arts, as well as in other academic subjects. region, has led to increased research and advocacy of art integration and its impact on student learning.
Today, the Common Core and close adaptations of it change the way schools approach learning. The Common Core approach to art integration is that it improves education by making learning interesting and fun. With the Common Core being the norm for many school districts through the United States, teachers integrate art into the classroom more than ever. The rise of popularity in art integration has increased the amount of resources available to cover the classroom, making it easier than ever to use the integration of art in the classroom.
Maps Arts integration
Research on art integration and advocacy
The current art advocacy discourse presents two major opposing views in support of art in education. The first points on economic grounds that art teaches "21st century skills" such as collaboration and innovation, are necessary only as a means to develop productivity for market growth. Second, the alternative approach focuses on the philosophical value of the creative inquiry implanted by the arts on the students, citing the endless lifelong development in mind as a necessary habit borne by art education. The tension between a utilitarian view, a focused workplace and an educational framework, an advocacy-centered growth continues to shape and reshape the world of art education as a revision of the National Core Art Standard that reflects fluctuations in advocacy rhetoric.
Key players
The drive for the integration of the arts is a growing body of research that shows how learners experience success when taught why and how to use music, visual arts, drama/dance, theater and literary arts to express and understand ideas, thoughts and feelings. The Critical Links, a summary published by Arts Education Partnership (AEP), includes 62 studies that examine the relationship between art learning, academic achievement, and students' social development. Highlights include studies that explore the use of drama to improve students' reading comprehension and studies that examine the relationship between music and mathematical concepts. The Art Education Education Partnership has also published Third Space, which maps ten integrated art schools throughout the United States.
Another American organization that does research in art integration is the Chicago Arts Partnerships in Education. It has been published, through Lawrence Erlbaum Associates, Renaissance in the Classroom: Integration of Meaningful Arts and Learning. This book, edited by Gail Burnaford, Ph.D., a former professor at Northwestern University and a current professor at Florida Atlantic University; Cynthia Weiss, teacher and former CAPE partner (2000 to 2002); and Arnold Aprill, CAPE's Founding & amp; Creative Director, combines the contributions of two hundred and seventy two participants in the CAPE art integration partnership. James Catterall, an art education researcher and professor at the University of California, Graduate School of Education and Information Studies of Los Angeles, has worked closely with CAPE in publications.
The Graduate School of Education Harvard University supports Project Zero, an education research group founded in 1967 by Nelson Goodman, who investigates learning in art. Ex-director of Project Zero including David Perkins and Howard Gardner. Currently, directed by Steve Seidel, and has expanded his research into art learning to include other educational branches. Howard Gardner's theory of multiple intelligences has been used as part of the reason for the use of integrated art models in teaching and learning.
For more than 30 years, the John F. Kennedy Center for Performing Arts in Washington, D.C., has offered the opportunity to learn art integration for educators. Locally, through the Transforming Arts Education (CETA) program, the Kennedy Center provides professional learning for regional educators Washington, D.C. who apply the integration of art in their classroom or teach about the art form. To develop a culture of art integration across schools, CETA's school network partnered with the Kennedy Center to engage their teachers in profound professional learning that focused on art integration. The CETA program has been added to research on the impact of art integration on students, teachers, and school cultures through various evaluation studies. To reach educators across the country, the Kennedy Center hosts an annual Arts Integration Conference, where educators are actively exploring the concepts and strategies of art integration. Kennedy Center's online resource, ARTSEDGE, also hosts a series of web-based art integration resources explaining 'what' and 'why' art integration, providing examples of art integration in practice, and links to various resources. A series of Kennedy Center Seminars for Teaching Artists focusing on art integration, as well as practices to develop a strong, art integrated residency for students and workshops for teachers is available across the nation. National Seminars for Artist Lecturers are offered every two years at the Kennedy Center during the summer. Three other Kennedy Center national initiatives support practices and partnerships in the integration of arts and arts education: Every Child Granted, Partners in Education, and VSA.
Kennedy Center Partners in Education, headquartered in Washington, DC, is an organization that has been promoting the integration of art for more than two decades. While Kennedy Center conducts research in art learning, they also provide networking opportunities for national arts education programs through KCAAEN Kennedy Art Education Center Alliance. The organization advocates art education, fosters collaboration between artists and schools to support art learning, develops and conducts professional development in art education for teachers, and recognizes achievements in art.
Since the 1980s, Lesley University in Cambridge, MA, has educated classroom teachers throughout the US in the implementation of art integration through professional development master degree programs. A 2012 research study, funded by the Ford Foundation, has found that teachers who graduate from the program and integrate art into their teaching are more resilient and remain committed to their profession. Their students engage in in-depth learning through integrated arts activities, leading to greater interest in school.
The College of Education at the University of South Florida Sarasota-Manatee, located in Sarasota, FL, has adopted the integration of art in all of its teacher preparation programs, providing training for teachers, leaders, and specialists who take an educational role in their careers. Through the Center for Partnership for the Integrated Teaching of Arts (PAInT) [1], Colleges undertake research and service activities that benefit students and their entire territories.
ArtsNow [2] provides professional development training for educators, which focuses on developing the skills needed to integrate cross-curricular art. Through an innovative Basic Training course, teachers learn to identify opportunities to integrate all forms of art - visual, dance, and music - into lessons in all class subjects for K-12 grades, meeting national and state curriculum standards (including Core standards General). ArtsNow offers a free Ignite Curriculum Guide through its website.
EducationCloset [3] provides professional development in the integration of art and innovation in teaching. With annual Art Integration conferences, the Arts Integrated Curriculum, courses, webinars and publications are available, art teachers, artists, lecturers, administrators, and supporters can find strict high quality resources for Integration of Arts that connect to Core General and STEM Standards.
Focusing on the practice of class integration art, a non-profit organization called the Art Integration Solution (formerly the Opening Thought through the Art Foundation) [4] provided professional development for teachers and program planning and implementation for schools and school districts. AiS has developed a set of principles that form the basis for art and cycle integration that helps teachers develop day-to-day lessons in math, science, reading and writing that use art to fully engage students. AiS has developed programming for the use of art integration in teaching STEM subjects (science, technology, engineering and mathematics) and Literacy.
Art education constraint
The three main skills in education are considered to be "core" subjects for teaching students including mathematics, writing, and reading comprehension. These important areas are considered by many tools for success for student achievement. The dominant consequence emphasizing the three areas of academic study is the lack of attention to other key areas of academia, especially the arts. Seeing art as insignificant has a huge impact in teaching creativity to students.
No Child Left Behind
The importance of teaching art to students has recently been seen as less important than teaching other core studies, especially by school administrators. Educational institutions seek to maintain federal standards for receiving government funding. These standards focus primarily on subjects such as English and mathematics and are also strongly emphasized during standard testing. If schools can improve student achievement in this area, they are not likely to be vulnerable to loss or subtraction in federal funding. Robin Pogrebin of the New York Times stated, "At a time when President Bush's" No Child Left Behind "policy emphasized the results of the tests, art is not easy to lend itself to countable measures". Therefore, schools place a great emphasis on teaching students to excel in this field of study. This includes more time allocated for the instruction of these classes as well as a large number of school budgets to improve these courses.
School budget
Although large amounts of educational budget are spent on these important academic fields of study, schools find that there is less money for what some would consider less important courses, such as music and high-level art. According to the academic journal The Electronic Musician, "On March 2, 2011 both the House and the Senate agreed to abolish a number of small education programs in the US Department of Education, including Education training programs, $ 40 million in support of competitive grants and national initiatives." While small reductions to the budget are common during recessions, some countries have dramatically reduced their art budgets. According to the Journal of Teaching Artists, "In 2004, the total state funding for art will drop to $ 272 million, a 23% drop only in the past year and nearly two thirds of the total decline comes from austerity in just three years. California, Michigan, and Florida ". While the reduction of funding for art has decreased by almost a quarter in various fields, educators often struggle to keep their artistic programs as an essential skill to teach to students. Reduced funds now prohibit the art of providing the furniture and supplies and salary of instructors essential to these programs. As a result, art courses are not considered with the same amount of respect and students are denied creative outlets in their education.
Budget issues and reduced spending on art have caused many schools to seek additional resources to help support their artistic programs. School administrators often look toward state funding to help finance art. Grants and other ways to finance art are becoming more frequent, but they are a temporary solution to funding these programs. Schools often work with local and state governments to receive income; but many state governments are experiencing other budget deficit problems and can rarely finance such a program in the required amount. So to help support the art, there is often a need for help from private contributors. However, like grants, private contributors can not contribute enough funds to support the art in education adequately and can not contribute consistently as the government can. Funding art in education remains a major and unresolved problem for many national school districts.
Practical use
Advocacy for the arts raises the question of how important it is to teach art to the real students. Because of the statistical analysis of perceived inequalities in our math and reading youth skills, many parents feel that the importance of art is less important than other academic fields of study. This is due, in part, to the fact that art is viewed as less necessary in the world of work. Yet many supporters argue that students in art excel in interpreting and analyzing visual and spatial information. According to the National Assessment of Educational Progress, "Educators have acknowledged that art is the basis for a comprehensive education, the art gives meaning to learning, they function as vehicles to acquire the skills that educational reformers have said: students must aspire: problem solving, high-level thinking, flexibility, perseverance, and cooperation. "Skills acquired by art are actually needed characteristics in modern workforce. The stress of the importance of art then becomes a useful one for students for their future careers. While many see the art as unworkable in today's modern workforce, many argue that art provides positive results for students competing in today's competitive job market.
Integrated art teacher
A common problem is that "not all teachers are artists," meaning that there are not enough teachers able to do the art to teach in every class. However, this does not happen, because every teacher can become an art teacher. While art is, in essence, highly subjective, there is a basis for every practice. In art there are elements and principles of design, color wheel, etc. In music there is a basic music theory. In drama, there is a basic playing structure, acting theory, etc. Whether a teacher can do these things is irrelevant; if they can be taught, the information can be passed from teacher to student. The goal is not to create master artists, but to teach basic art skills, processes, and aesthetic qualities, and encourage creative teaching techniques. This basic understanding can then be passed on to the students, who then learn by doing. These skills are simple and easy to learn and teach, and will be very useful in making lesson plans and in practice. Once an integrated environment with art is formed, techniques, samples, and information can be shared among colleagues. They can discuss the findings and share what works and does not work in the classroom.
Funding and advocacy for the arts is still the biggest problem currently faced to teach this important area to the students. Many districts and supporters speak for more funds to ensure progress in art, but there is little money to share in many educational programs. Many are concerned that certain art programs may be removed from some schools because of this problem. While art education is regarded as one of the core subjects in Unsampled Law, there are many who fear its future.
The contribution of art education to children's development
Art is often regarded as a hobby, interest or purely as a recreational work. In societies where the entire educational system is based on preparing the future workforce, the focus is placed in the fields of STEM (Science, Technology, Engineering and Mathematics) and art is ignored. At a time when the source of economic instability is strictly distributed and the art is often cut first. However, research on the effects of art education on children's learning and development has shown significant positive results in children exposed to art programs with teacher supervision compared with children who are not exposed to art education. Research shows that children exposed to art perform better at school, develop greater social, cognitive, and emotional skills and are more likely to attain higher levels of later education.
Academic effects
Participation in art programs is positively correlated with improved academic achievement, including higher math and oral SAT scores, when compared to student performance without art education.
A study by the National Educational Longitudinal Survey (NELS; 88), a panel study that has been followed by more than 25,000 students in American high school for 10 years, showed significant results on the positive outcomes of children exposed to high school art by a teacher who is watching. This study examines the time from grade 8 to grades 10 and 12 and across secondary schools. Furthermore, this study, conducted by James Catterall and colleagues, which began in the mid-90s followed up on the same students at the age of 26 in 2009.
An exploratory study published by the National Association of Art Education looks at the integration of art in the classroom curriculum and concludes that this integration enhances academic learning because of an entirely artistic engagement, allowing students to understand different perspectives, safely taking risks, expressing feelings through the less stringent, and draws parallels between art and traditional core subject areas.
Social-emotional development
A significant consensus among research on art education exists and this is that art reaches out to students who can not be reached and that art reaches out to students in a way that otherwise is not achieved. Students who fail are usually explained by students who are not involved and find that the art gives the students reason and motivation to engage with the school and thus prevents students from dropping out. This motivation found inside can be examined by means of involvement in the art of raising self-awareness, confidence, trust and empowerment. Creating art is a personal experience and involves a student's personal resources involving greater involvement and investment in a work without a right or wrong answer. Personal investment maintains self-learning and encourages the learning experience itself rather than learning as a means of performance test scores. Confidence, collaboration, and creativity that art education has had a positive and circular influence on academia and cultural involvement.
Social and cultural development
Positive results through socio-cultural development, through exposure to different minorities and cultures, are the contribution of art education that aims to break stereotypes and develop teamwork skills, tolerance and appreciation of diversity. One study, compiled by the Association for the Advancement of Art Education (AAAE), on student exposure to Native American music using an interdisciplinary approach that incorporates instrumental music teaching and bring in guest artists, demonstrates a decrease in stereotypical attitudes and greater cultural awareness and sensitivity. This change was measured by American Belief Inventory India as measured in four groups exposed to Native American culture and the fifth group without cultural exposure. All of the four groups showed improvement while the fifth control group did not.
Longitudinal research has shown that students with art education are more involved civilians. The socio-cultural effects of this art integration are disproportionately stronger for students at risk.
Cognitive development
Research on the contribution of art to the cognitive field shows a large range of cognitive development in spatial-temporal abilities, verbal skills, memory and spatial reasoning. A study by Chan et al. using sixty college students in the US show the relationship of music training students before the age of 12 and their verbal memory. Students with music training showed much better withdrawals than those without formal training. A meta-analysis by the American Psychological Association further demonstrates how listening to music can produce progressive relaxation and that listening to classical music an hour a day enhances greater brain coherence and more time spent in alpha state (a state of conscious relaxation that stimulates the imagination, intuition and higher consciousness). Studies on premature babies also found that when receiving special care and exposure to their classical music physically and mentally develop significantly faster than babies who are not exposed to classical music. Further research also shows that incorporating Art into academic education for disabled children is further supported by cognitive development and improving communication skills.
Integration of art in the classroom curriculum
Jessica Davis presents eight different frameworks to consider the role of art in education. The categories and methods are as follows:
- Art Based - Art is the essence of learning, providing the lens in which students can understand other subjects. Art serves as the basic threshold for general learning.
- Art-Injection (or impregnated) - Art "injected" from the outside as an enrichment issue (eg, music period, artist visit, etc.)
- Including Art - Art is offered alongside a traditional curriculum, not necessarily for interdisciplinary purposes but rather as a course of its own.
- Art-Expansion - Art is an explorative adventure that takes students out of school (eg, field trips to museums, concert halls, etc.)
- Professional Art - This approach treats art training as a vehicle for professional careers in the arts, and turning students into artists is the ultimate goal.
- Art-Extras - Art is sometimes offered as an extra commitment beyond the regular school curriculum (eg, school newspapers, after-school dance clubs, etc.).
- Arts-Education - What some perceive as aesthetic education, this approach uses art as a way of knowing, transforming its research into a more philosophical way to interpret and apply to experience.
- Art-Culture - Art connects the "culture" of individual students to the collective "culture" of the community for racially/structurally "Cultural" cultures for the highest universal "Culture". It is through this interaction that art encourages students to take risks, think critically, and make meaning.
It is often difficult to fully integrate art with traditional classroom instruction in a way that allows for an art-culture model. This is largely due to the breaking down of relationships between art teachers and other subject teachers, who are denied the time or ability to co-ordinate and interweave courses that apply art to core subjects and vice versa.
Technology Technology Integration
As technology advances, art integration evolves to match. The challenge of integrating art in first-technology education today does not lie in applying production laboratories on campus schools or accessing the latest computer software, but is more effective at managing the vast amount of information technology provides. Students must learn to select relevant data, assess this data, and critically draw from them to make meaning, answer questions, or form new ones. Technology also brings more channels of expression, either through digital art or artificial intelligence, which, if supported by the integration of art-technology, can foster experiments and investigations of art education champions.
UNESCO Arts Integration Program
The United Nations Educational, Scientific and Cultural Organization (UNESCO), a UN specialized agency operating from Paris, France, supports the need for art, culture and creativity integration across all education platforms around the world. The agenda is in line with the structure of "Quality Education" and "Education for All" to support the methodology for promoting and protecting the diversity of cultural manifestations. For example, UNESCO Bangkok took the initiative to uphold research activities related to Arts Education and exchange of information along with case studies among educators, artists and other stakeholders in Asia and the Pacific. The first international art education congress was held in Seoul (Korea) in 2006 and the second in 2010.
Conclusion
Due to the current economic recession, many schools that see their art programs cut off for the core curriculum subjects such as English, math, and science. Despite the lack of possible clear and secure work in art and the urgent need for a strong workforce in the field of STEM (Science, Technology, Engineering and Mathematics) research shows that art education is very important in the process and development of children's learning. In 2013, a congressional resolution attempted to include "A" for Art in the STEM acronym, turning it into STEAM. Studies show that children exposed to art education throughout childhood through primary, secondary and tertiary schools show greater scores on academic achievement as well as greater social, cultural, emotional and cognitive development. Some measurable improvements are greater self-confidence, communicative skills, cultural awareness and sensitivity alongside greater stimulated creativity and overall academic achievement.
See also
References
External links
- Collection of Nonprofit Research for Art Education Published in IssueLab
- The Art Integration Solution (formerly Opening Thoughts through the Art Foundation) focuses on bringing Art Integration to schools across the United States
- Education Closet provides lesson plans, strategies, data and techniques to start and successfully implement art integration in every school
Source of the article : Wikipedia
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