Renaissance in the Classroom Arts Integration and Meaningful Learning

ISBN-10: 0805838198

ISBN-13: 9780805838190

Edition: 2001

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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.
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Book details

Copyright year: 2001
Publisher: Routledge
Publication date: 3/1/2001
Binding: Paperback
Pages: 312
Size: 7.00" wide x 10.00" long x 1.00" tall
Weight: 1.672
Language: English

A Hundred Voices
Reading This Book
Overview of the Book
Arts Integration Is
Chicago Arts Partnerships in Education: History and Context for Learning About Arts Integration
The Arts in American Public Education: A Brief History
Arts Education and the Public School Curriculum
Progressive Education Theory: Arts Education as the Social, Common, and Public Aspects of Experience
The Suburbanization of Arts Education: An Emphasis on Self-Expression
Sputnik, the Cold War, and "Back to Basics"
Renewed Interest in Arts Education as Part of the New Social Contracts of the 1960s
A National Report Relegates the Arts to Elective Status, Again
The Challenge of Moving beyond False Dichotomies
Arts Education and School Reform: Finding the Connections
Arts Integration: What Is It and Why Do It?
Curriculum Integration: History and Context
Project-Based Learning: A Link to Curriculum Integration
Multiple Intelligences: More Awareness of the Value of Arts in Classrooms
The Elegant Fit: New Roles for the Arts in Schools
Why Integrate the Arts?
Deepening Instruction
Co-Teaching and Co-Learning
Connecting the Self to the Larger Community
Getting Started With Arts Integration: Finding the Elegant Fit
Building A Team and a Vision to Do Elegant Work
Learning From Each Other: The Vocabulary of the Arts
Trying New Skills: Learning to Dance and Sing in Class
Finding Problems and Asking Questions
Brainstorming and Planning Together
Planning Shifts in Teacher and Artist Roles
Taking the Time to Do Good Work
Finding and Using Access Points: Expressive Ways Into the Curriculum
The Big Idea as Access Point
Standards/Learning Goals as Access Points
Literature Selections as Access Points
Prior Knowledge as Access Point: Starting with Students' Own Questions
Lessons You Love/Lessons You Loathe as Access Points
Field Trips as Access Points
Performance/Exhibition as Access Points
Arts Integration Snapshot: School Is Cool: Integrated Arts Programs and the High-Risk Child
Flexing New Intelligence: Creating Experiences to Help High-Risk Young People Identify Competencies
Making It Real: The Importance of Self-Direction and Responsibility
Making It Good: The Challenges of Making High-Quality Products
Making It Feasible: Orchestrating Integrated Arts Projects
Evan's Last Day
Arts Integration Snapshot: Art Is Not a Reward: Pitfalls and Promises of Arts Integration
Art Is Not a Reward
Art and Classroom Curriculum Must Connect
Art Time Must Be Flexible
High Expectations Are Important
Deadlines Are Important
Learning Goals Are Important
Clear Evaluative Criteria Are Important
Pitfalls--But Promises Too
Moving Through the Curriculum: Doing the Work in Arts Integration
Breaking Ground: Moving Desks and Opening Minds
Building Teams of Students
Playing and Exploring With Art Forms
Warm-up Exercises
Deepening Instruction: Weaving Parallel Processes
Merging Parallel Processes ofWriting and Drawing in the "Retablos" Project
Translating Across Media
Shedding New Light on Old Material
Co-Teaching and Co-Learning: Expanding the Circle of Expertise
Connecting the Self to the Larger Community
The School Bus Saga: A Classroom Story of Connecting the Self and the Larger Community
Beyond the Unit: Assessment and the Learning Cycle
The #2 Pencil: Arts Integration and Traditional Achievement Measures
Beyond the #2 Pencil: Planning and Doing as Assessment
The Role of Collaboration in Assessment
Processes for Assessing: "Sitting Beside" Learners
Revision: Looking at Assessment as a Spiral
Using Rubrics
Performance Assessment: Representing and Presenting the Work
Exhibition: Parental and Community Response
Web Sites Related to Assessment
Color Inserts
Science and Art: Lessons From Leonardo da Vinci?
Dancing with Leonardo
Science + Art = Understanding
Moving Arts Into the Curriculum
Motivating Students
Building Community
Communication Made Easy
Working Through the Curriculum
Integrating Science and Art
A Dynamic Collaboration
Learning From Each Other
Making Time in the Schedule
Supporting Difficult Concepts
Diverse Students, Diverse Resources
Problem Solving at the Core
Meeting the Challenges
Beyond the Unit
Assessment Through Performance and Reflection
The Long-Term Impact
Back to Leonardo: Erasing the Line Between Art and Science
A Satisfying Experience
Arts Integration Snapshot: Telpochcalli School: Mexican Culture at the Heart of Curriculum
Arts Integration Snapshot: Recognizing Culture as Curriculum: Orozco School Presents Student Artwork in a Digital Age
You Don't Have to Do It Alone: Initiating and Sustaining Collaboration
Unexpected Allies
The Kids
Your Peers
Arts Teachers on the Faculty
School Administrators
Partnership Coordinators
Parents, Community Members, and Arts Organizations
Colleges and Universities
From Classroom to School: Building an Arts Program
Scope and Sequence: Looking at the Bigger Picture
Discussion of a Partnership: The ETA/Muntu Arts in Education Consortium
Voices From a Shared Table
Postscript to ETA/Muntu Case Study: The Importance of Parents
Commonly Asked Questions About Arts Integration--and Possible Responses
Meaningful Partnerships, Meaningful Learning
Chicago Arts Partnerships in Education Funders
Chicago Arts Partnerships in Education Overviews
Bridgeport-Armour Square Near North Arts Partnership
ETA/Muntu Arts in Education Consortium
Hawthorne/Agassiz Elementary Schools Arts Partnership
Lakeview Education and Arts Partnership (LEAP)
Lincoln Park High School Partnership
Tlahui Mexican Fine Arts Center Museum Partnership
Pilsen Arts Partnership
South Side Arts Partnership
West Town Arts Partnership
Arts Centered Educators (ACEs) Partnership
Sample Planning Forms for Arts Integration
CAPE Sample Planning Form #1
CAPE Sample Planning Form #2
CAPE Sample Planning Form #3
CAPE Arts-Integrated Curriculum Planning and Documentation Form
Sample Unit Plans for Arts Integration
Making Shape of Our Environment--Primary School
Mayan Inca Aztec Cultures--Elementary/Middle School
Jazz Poetry/Antebellum Period in U.S. History--High School
Arts in the City Schools Student Evaluation Recording Form--Unit Evaluation
Improvisational Comedy for Learning Foreign Language--High School
Physics in Motion--High School
Filling The Empty Stage: Improvising and Playwriting to Enhance Literary Learning--High School
Assessing Arts Integration By Looking at What Students Know and Are Able to Do
CAPE Checklists: Strategies for Effective Arts Integration
Scope and Sequence Sample: Orozco School
Three Approaches to Evaluating and Interpreting Progress/Success With Your Partnership
Ask Interpretive Questions
Partnership Review
Concept Mapping
Key Questions for Partnerships
Contributors to Renaissance in the Classroom
Resources, Web Sites, and Materials
Selected Books
Teaching in Arts Partnership Classrooms
School Improvement and the Arts Resources
Negotiation With Community Resources
Children's and Adolescent Literature and Music Integration
Web Sites
State Arts Agency Directory
Author Index
Subject Index
Figures and Tables
Getting Started, Moving Through, and Going Beyond the Unit: What Arts Integration Looks Like
Chicago Arts Partnerships in Education: Partner Schools and Arts/Community Organizations
Chapter 2
Selected Arts Vocabulary
Big Ideas Used as Access Points
Geographic Mapping and Dance Skills
Three Graphic Organizers
Chapter 3
Cross-School Cooperative Learning: Playwriting in the City and the Suburbs
Mother to Son--Poem by Langston Hughes
Acids and Bases Meet Value, Line, and Hue: The Chemistry of Color
Chapter 4
Mystery Video Unit--Assessment Linked to Goals and Standards
Integrating Social Studies with Chicago Architecture
Rites of Passage/Seasonal Dances
Reading Resource Teacher Checklist
Assessment Rubrics for Language Arts and Drama: Poems for 2 Voices
Ways for Students to Represent and Present Their Work
Voices of Our Hearts: Student Bilingual Poetry Book
Student Self-Evaluation Instrument--Mexican Fine Arts Museum
Self-Evaluation Q3 and Written Project Self-Assessment--Middle School Science
Arts Integration Snapshot
J. C. Orozco Humanities Program--Storytelling and Art
Olmec Stories and Art: Orozco School Web Site
Research, Relationships, and Representation Using Technology
Chapter 6
Evidence of Arts Integration in a School
Questions for Discussion about Scope and Sequence: Three Planning Meeting for Arts Integration
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