Why Has Literature Become the Most Integrated Art Form

Arts Integration Basics

BYU ARTS Partnership Framework

The BYU ARTS Partnership believes that arts integration in schools is essential to the human experience. The caste to which teachers implement the arts volition vary depending on instructor groundwork, student needs, and curricular needs. There are multiple entry points forth a continuum towards arts integration. We back up and educate teachers equally they provide arts experiences (infusion, enhancement, enrichment, etc.) in their instruction and use arts integration towards exceptional learning outcomes. We encourage, advocate, and facilitate improved practise in arts-integrated instruction leading to educatee growth.

What is Arts Integration?

BYU ARTS Partnership Definition

Arts integration is an approach to teaching in which students are engaged in creative processes by exploring, reflecting, interpreting, connecting, applying, and demonstrating noesis of specific objectives in multiple content areas. Integration occurs when learned and applied skills in multiple content areas synergistically and authentically connect to each other. Accurate integration reflects students' life experiences and prepares them to contribute positively to society.

MORE DEFINITIONS OF ARTS INTEGRATION

In an effort to constitute the essential characteristics of effective arts integration, information technology is helpful to examine how various professional entities define integration. In reviewing the diverse definitions, look for the elements of arts integration: maintains the integrity of the field of study, connects to established standards, follows a clear instructional purpose that directs focus and priority, and is meaningful, authentic, and seamless.

ARTS EVERY DAY

Arts integration is instruction that integrates content and skills from the arts— trip the light fantastic toe, music, theatre, and the visual arts—with other core subjects. Arts integration occurs when there is a seamless blending of content and skills between an art form and a co-curricular subject area.

KENNEDY Heart

Arts integration is an approach to teaching in which students construct and demonstrate understanding through an art grade. Students engage in a creative process that connects an art form with another bailiwick expanse and meets evolving objectives in both. Read more here.

MARSHALL

Integration resists simply depicting subject area matter exterior fine art, addressing social problems through fine art, or placing art in its sociocultural context. Integration is a pedagogy that goes deeper and broader than these applications: it involves making conceptual connections that underlie art and other disciplines. Connecting art to other areas of inquiry in a substantive, integrative fashion non only reveals the foundations of each discipline but also makes for sound education because this process is congruent with the way the mind works: how we recall and acquire; promotes learning, especially learning for agreement and transfer; and catalyzes creativity.

Marshall, J. (2005). Connecting Art, Learning, and Creativity: A Case for Curriculum Integration. Art Education, 46(three), Bookish Enquiry Library.

RUSSELL-BOWIE

In a not-integrated environs, children move from i subject to some other, making no links or connections amid them and simply learning the skills, knowledge, and understandings of each subject within the closed doors of that particular subject. A nonexample of integration includes programs that lose all integrity inside the individual subjects. These programs end up existence superficial activities loosely based on a theme, but with piffling depth or meaningful outcomes in whatever subject. Successful integration creates connected and meaningful learning experiences. Children are achieving discrete indicators and outcomes in each of the subjects and/or art forms merely are too engaging in authentic learning within a meaningful, holistic context and being given the opportunity to develop generic skills likewise. This type of integration provides students with multi-faceted, in-depth learning experiences that challenge them both emotionally and intellectually. Russell-Bowie, D. (2009). Syntegration or disintegration? Models of integrating the arts across the primary curriculum.

International Journal of Education & the Arts, 10(28). Retrieved [date] from http://www.ijea.org/v10n28/.

CHICAGO PUBLIC SCHOOLS

Arts integration is instruction that blends content and skills from i arts discipline—music, visual arts, dance, and theater—with another arts discipline or academic subject. The most successful arts integration is more than academics with arts activities added on. Successful arts integration stands on a foundation of carefully planned learning goals. Read more here.

EDUTOPIA

Integration is not simply combining two or more than contents together. Information technology is an arroyo to teaching which includes intentional identification of naturally aligned standards, taught authentically alongside meaningful assessments which take both content areas to a whole new level. Read more here.

A+ SCHOOLS PROGRAM

Arts integration is bringing together arts and non-arts objectives to create easily-on, experiential, continued, and meaningful learning experiences. Read more here.

CORNETT

Integration involves combining diverse elements into harmonious wholes with a synergistic result. Synergisms are valued considering while individual elements maintain their integrity, the "sum is more than all the parts."

Cornett, C. (2014). Creating Meaning through Literature and the Arts: Arts Integration for Classroom Teachers (5th Edition). Pearson.

RABKIN & REDMOND

An instructional strategy that brings the arts into the core of the school day and connects the arts across the curriculum.

Rabkin, North. & Redmond, R. (2006). Helping Struggling Students. Educational Leadership, 63(5), pp. 60-64

CATTERALL

[Arts integration is] learning that takes place when arts are integrated into other subject areas to enhance instruction. Students are afforded the opportunity to learn subject field matter with arts as an entry signal. Teachers may use music, visual arts, or drama to introduce or strengthen an bookish subject.

Catterall, J. (1998). Does Experience in the Arts Boost Academic Achievement? A Response to Eisner. Art Pedagogy, 51(4).

WHAT Nosotros INTEGRATE

Content (Dance, Drama, Music, Visual Arts, Media Arts, Literary Arts, Social Studies, Science, Math, Language Arts, Health/P.Due east.)
21st Century Thinking Skills (Critical Thinking, Inventiveness, Collaborating, Communicating, Character, and Citizenship)
Developmental Skills and Standards (Concrete, Social, Emotional, Language, Cognitive)

Depending on the priorities and desired learning outcomes of the lesson or unit, a teacher may get in at an integrated lesson from multiple routes. In some cases, teachers brainstorm by looking for shared topics, skills, and big ideas inside their curricular areas. Other times, teachers intuitively create an integrated learning opportunity out of a want to teach the big thought in context or through application.

Big ideas: What nosotros desire our students to know. Big ideas are overarching, cantankerous-curricular themes that tin be lessons, units, or year-long themes. Big ideas help educators avoid educational activity "like a parade of facts" (Alleman, Knighton, & Brophy, p. 25).
Skills: What we desire our students to do. Skills are the verbs.

ELEMENTS OF ARTS INTEGRATION

Regardless of how educators approach integration, the post-obit are essential elements to effective integration:

i. Integrity of the Subject area

In examples of effective integration, the integrity of each subject or skill is maintained. Content and skills are non minimized, diminished, or "watered down" in social club to create an bogus connectedness or fit. Rather, each large idea maintains its integrity, and regardless of whether it is taught separately or in an integrated style, the content maintains its essential characteristics, elements, and descriptors. A good way to examination the integrity of an integrated plan is to ask, "Could a content specialist observe this lesson and still identify it by its content (eastward.g., science) or is the content and so altered that it is unrecognizable?"

two. Connects to Established Standards

Regardless of whether teachers start with standards or return to them afterwards creating an integrated learning opportunity, it is important that the lesson content connect back to established standards. In an integrated lesson or unit, content and skills taught directly relate back to the established curriculum standards, objectives, and indicators for the applicable form level and pedagogy area.

3. Instructional Purpose Directs Focus and Priority

Many teachers believe that an integrated approach requires each large idea or skill within a lesson or unit to receive equal time and priority. Yet, multiple approaches and labels to integration are adequate and constructive. The important thing to remember well-nigh effective integration is that content areas or skills do non require an equal number of standards or equal time: most lessons promote a central content area that takes the lead or pinpoints the lesson's focus. The lesson purpose, the disposition and grooming of the instructor, and the needs of the pupil all contribute to the lesson priority.

4. Meaningful, Accurate, and Seamless

When effective teachers integrate multiple large ideas and skills, they do then in accurate and seamless means. The integrated learning experience needs to connect multiple learning priorities in a natural fashion as the lesson or unit unfolds. Developmental authenticity connects big ideas and skills with advisable developmental expectations for the students' age group. Experiential authenticity connects multiple ideas and skills in a meaningful context. Content actuality suggests that authentic cultural, historical, or societal connections are being made.

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Source: https://edtechbooks.org/advancingartsleadership/introduction_to_arts