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INTEGRATING ART INTO THE CURRICULUIM.
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Discipline-based arts education; combining English with art; value of unified approach to learning.... More...
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Paper Abstract:
Discipline-based arts education; combining English with art; value of unified approach to learning.

Paper Introduction:
Integrating Art into the Curriculum Introduction All core subjects have the potential to form feasible partnerships between the arts and core curricula. Thus, arts instruction can aid in overall learning for the student (Tunks, 21). However, active teaching for transfer is important because students do not necessarily recognize the connection between concepts presented in arts and the same concepts in other settings. Thus, it is incumbent on the arts teacher to find these connections and include them in regular instruction (Tunks, 21). For example, an educator can point out the relationship between fractions and divided and subdivided beats in music to help students integrate other learning while maintaining the integrity of the music learning. Also, concepts such as space, time, and energy are key co

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Successful DBAE programs have been instituted in several elementaryschools across the country. " Seven Ways of Being Smart." Instructor (July-August1995): 26-31. In addition, Intrapersonal-Introspective and Verbal-Linguistic students further their understanding through exposure tomathematics and visual concepts. A program such as DBAE fosters multiple learning outcomes according toGardner's MI theory. But behaving like an artist includes more thanhaving kids paint murals in school corridors (Black, 6 ). Creative Connections integrates art instruction throughout severalcurriculum areas. Art, Design and Social Responsibility An art/design core curriculum is the focus of Creative Connections, aunified approach to learning that consolidates art, math, technology andarchitecture (Lavalais, 17). Such a program can also aidBodily-Kinesthetic and Intrapersonal-Introspective learners through thecreation of artwork that depicts the themes of the literature. Murata, Roberta. Verbal-Linguistic learners can learn to articulatetheir understanding of such issues. For Visual-Spatial learners who have trouble decodingwords, connecting English and art helps them to deal more effectively withlanguage. And Visual-Spatial learners can learnthrough their visual interpretations of American history. In particular, Discipline-Based Art Education(DBAE) recognizes this inherent connection and includes it as one of itskey components (Tunks, 22). She found thatthis curriculum was easily adapted to combine with art. Thus, arts instruction can aid inoverall learning for the student (Tunks, 21). Intrapersonal-Introspective learners are encouraged tointernalize their understanding of American history as well as civil andhuman rights issues. "Creative Connections." School Arts (May-June 1995):17-19. The program offers the opportunity forstudents of every intelligence to develop a greater understanding of theirworld through the integration of art and design concepts into thecurriculum. Tunks, Jeanne. Moreover, art teachers are oftenisolated physically from the rest of the school. The art she combined with English was not based onmasterworks but emphasized student-made pieces. Also,concepts such as space, time, and energy are key components in both danceand science (Tunks, 21). Murata's style of integrating art into his English curriculum hasseveral outcomes. For example, fourth-graders in Hamilton County,Tennessee studied a pre-Civil War painting by artist James Cameron titled"Colonel and Mrs. James A. In particular, Murata wanted thestudents' learning to derive from English and art and to loop from onesubject to the other in a continuous flow. The approach stimulates andfosters an appreciation of art and structure in natural and designedenvironments (Lavalais, 17). Proponents of DBAE contend that the best way for a child to learn artis to behave like an artist. "Discipline-Based Arts Education: 'Art Smart' and a LotMore." The Education Digest (December 1996): 6 . The programsinterdisciplinary activities are designed to increase students' awarenessof humanities' universal struggle to survive and interact with theenvironment, logically and aesthetically. Creative Connections links the school and thecommunity through the involvement of an architect, engineer and a cityplanner. Thus, it is incumbent on the arts teacher to find theseconnections and include them in regular instruction (Tunks, 21). Students research architectural concepts in a manner specific totheir areas of interest and individual learning styles. Discipline-Based Arts Education One of the most resonant criticisms of art instruction in schools isthat such instruction does not teach demonstrable productive skills thatcan be applied across the curriculum. Fortunately, this is not a difficult task.All art forms inherently embody the components of math, science, languagearts, and social studies. Severalother changes followed as a matter of course, including combining herclasses into a two-period block, team teaching, "pencil grades" for writingassignments to accommodate required revisions, no paper-and-pencil testsand additional time for preparation of the portfolio (Murata, 44). Murata found that integrating English and art was not the soledistinguishing mark of this class - it was merely the beginning. She believed that although teachers sometimes used art projectswithin their own curriculum to enhance their subject matter, they were notsystematically combining them with art in a formal way. In particular, it uses a theme to integrateboth styles of learning. She chose works ofliterature for study based on their contribution to a particular themewhile at the same time maintaining the integrity of the genre approach(Murata, 44). However, active teaching fortransfer is important because students do not necessarily recognize theconnection between concepts presented in arts and the same concepts inother settings. Integrating Art into the Curriculum Introduction All core subjects have the potential to form feasible partnershipsbetween the arts and core curricula. "Connecting the Visual and Verbal: English and Artfor High School Sophomores." English Journal (November 1997): 44-48. Works Cited Black, Susan. In addition, the program teaches a multicultural historymathematics, including Roman Numerals, Chinese Abacus and EgyptianNumeration. This integratedclass uses Gardner's MI theory by combining verbal with visual learningstyles approaches (Murata, 44). Murata's sophomore-level English curriculum was essentially a surveyof literary genres with emphasis on formal essay writing. DBAE is aconceptual approach that includes (1) art production, in which studentscreate their own art works; (2) art criticism, in which they sharpen theirperceptions and learn to see art from different viewpoints; (3) art historyand culture, in which they learn about the contributions artists make toculture and society; and (4) aesthetics, in which they reflect and makejudgments about the quality of works of art and of the visual world aroundthem (Black, 6 ). For example, a student who is talented in art can overcomelanguage barriers through an integrated art curriculum that allows her tovisualize when she is reading (Murata, 44). Roberta Murata at Cibola High School in Albuquerque, New Mexicoemployed the CHART network to integrate art into her high school Englishcurriculum. " Integrating Community Arts Programming into theCurriculum: A Case Study in Texas." Arts Education Policy Review (Jan/Feb1997): 21-26. Lavalais, Diane. To integrate art, she used the fundamentals of a beginningart course and expanded them to fit with and enhance the literary works(Murata, 44). Thus, in spite of the fact thatthe day was divided into periods, she tried to achieve a wholeness throughthe curriculum. In particular, theyare encouraged to develop ideas based on their own projected social roles,careers and individual belief systems (Lavalais, 17). Nelson, Kristen. Forexample, an educator can point out the relationship between fractions anddivided and subdivided beats in music to help students integrate otherlearning while maintaining the integrity of the music learning. And Harvard psychologist Howard Gardner's MultipleIntelligence Theory provides further support for such an integration byarguing that approaches other than classroom-based education can develop orenhance children's' multiple intelligences (Nelson, 26). Gardner's MItheory maintains that different students learn in different ways, andintegrating art throughout the curriculum allows students to use theirparticular intelligences to learn. The teacher guided the students toidentify and address the social issues attending the painting, includingslavery and other aspects of local and national history (Black, 6 ).Gradually, the teacher encouraged the children to think like artists and tolook at the painting as historians and critics (Black, 6 ). Theprogram encourages learning through several of Gardner's intelligences.Logical-Mathematical and Visual-Spatial students incorporate understandingof culture and language through the development of their artistic anddesign intelligences. Gardner's seven intelligences are (1)Bodily-Kinesthetic, using the body to solve problems, create products, andconvey ideas and emotions; (2) Interpersonal-Social, the ability to workeffectively with others, to understand them, and to notice their goals,motivations, and intentions, (3) Intrapersonal-Introspective, the abilityto be deeply aware of inner feelings, intentions, and goals, (4) Logical-Mathematical, the ability to reason deductively or inductively and torecognize and manipulate abstract patterns and relationships, (5) Musical-Rhythmic, the sensitivity to pitch, timbre, and rhythm of sounds, andresponsiveness to music, (6) Verbal-Linguistic, an ease with reading andwriting skills, and sensitivity to the nuances, order, and rhythm of words,and (7) Visual-Spatial, the ability to create visual-spatialrepresentations of the world and to transfer those representations mentallyor concretely (Nelson, 26). The experiential aspect oflearning, one of the underlying principles for the class, came into play asstudents created their own art projects that were counterparts to Englishunits (Murata, 44). Whitesicle, Son Charles, and Servants," whichdepicted antebellum society (Black, 6 ). Integrating Art into the English Curriculum The Collaboratives for Humanities and Arts Teaching network (CHART)fosters the development of interdisciplinary and multicultural curricula bydeveloping a theoretical foundation for classroom learning. Consequently, sheworked to develop a combined curriculum that would link verbal with visualand experiential knowledge (Murata, 44). Tunks recommends that arts educators interact with classroom teachersthrough planning curricula in which the arts are an integral part oflearning (Tunks, 23). Creative Connections incorporate and encourages a student's knowledgeand understanding of culture, language, science, technology and mathematicsthrough an integrated approach to problem solving (Lavalais, 17). For example, mathematics are interwoven throughout eachactivity of drafting, model making, city planning and landscaping tostrengthen the student's imagination of design and real world visibility(Lavalais, 17). Creative Connections challenges students to explore and discover whatthey think and feel about themselves and society while developingsensitivity and appreciation of the natural and designed environmentthroughout history and across world cultures (Lavalais, 17). But, although teaching thearts for arts' sake is desirable, teachers must find ways to connect withthe core curriculum (Tunks, 21). It is outcomes-based and uses the students'portfolios as an assessment and learning tool (Murata, 44). Basically, the goal of the program is to develop higher orderthinking skills and broaden students' views to include their entire world(Lavalais, 17). For example, a social studies curriculum canintegrate art by studying the history, geography, and sociology of anygiven artwork (Tunks, 21).

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