| |
| |
| Foreword | |
| |
| |
| Preface | |
| |
| |
| A Hundred Voices | |
| |
| |
| Reading This Book | |
| |
| |
| Overview of the Book | |
| |
| |
| Acknowledgments | |
| |
| |
| References | |
| |
| |
| Contributors | |
| |
| |
| Arts Integration Is | |
| |
| |
| Introduction | |
| |
| |
| 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 | |
| |
| |
| References | |
| |
| |
| |
| 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 | |
| |
| |
| References | |
| |
| |
| |
| 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 | |
| |
| |
| References | |
| |
| |
| 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 | |
| |
| |
| References | |
| |
| |
| 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 | |
| |
| |
| References | |
| |
| |
| |
| 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 | |
| |
| |
| Self-Evaluation | |
| |
| |
| Web Sites Related to Assessment | |
| |
| |
| References | |
| |
| |
| 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 | |
| |
| |
| References | |
| |
| |
| Appendixes | |
| |
| |
| |
| 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 | |
| |
| |
| Preface | |
| |
| |
| |
| 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 | |
| |
| |
| |
| KWILT | |
| |
| |
| |
| 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 | |