Why Should the Visual Arts Be Integrated Into Science Social Studies Etc?

Arts Integration

Integration incorporates the plan, implementation, and assessment of a lesson or unit with multiple priorities. Integration in Latin ways "to make whole". In education, integrated education reflects more one education priority and reflects curriculum integration (incorporating multiple content areas), skills integration (incorporating multiple skills), or a combination of both.

What you will find in the "Arts Integration" section.

Scroll or click through the cards below to navigate content in this department

Arts Integration Nuts

Click hither to return to "Arts Integration" menu.

WHAT We INTEGRATE

1. Content (Arts, Social Studies, Science, Math, Language Arts, Wellness/P.East.)
2. 21st Century Thinking Skills (Critical Thinking, Creativity, Collaborating, Communicating)
3. Developmental Skills and Standards (Physical, Social, Emotional, Language, Cognitive)

Depending on the priorities and desired learning outcomes of the lesson/unit of measurement a teacher may make it at an integrated lesson from multiple routes. In some cases, teachers begin by unpacking their curricular areas looking for shared topics and large ideas and skills. Other times teachers intuitively create an integrated learning opportunity out of a desire to teach the big idea in context or through application.

• BIG IDEAS: What we want our students to KNOW. Big ideas are over-arching, cross-curricular themes that tin can be lessons, units, or yearlong. Big ideas help teachers avoid teaching "like a parade of facts" (Alleman, Knighton, & Brophy, p. 25).
• SKILLS: What we want our students to DO. Skills are the verbs.

ELEMENTS OF ARTS INTEGRATION

Regardless of how educators approach integration, the post-obit would be considered essential elements to constructive integration.

1. Integrity of the Subject area

In examples of effective integration, the integrity of each subject surface area or skill is maintained. Content and skills are not minimized, diminished, or "watered down" in social club to create an artificial connection or fit. Rather, each big idea maintains its integrity and regardless of whether it is taught separately or in an integrated fashion, the content maintains its essential characteristics, elements, and descriptors. A adept way to test the integrity of an integrated plan is to ask "could a content specialist observe this lesson and still identify information technology with its content (e.g. science) or would it be so altered to be unrecognizable?"

2. Connects to Established Standards

Regardless of whether teachers starting time with standards or return to them after creating an integrated learning opportunity, it is important that the multiple priorities connect back to established standards. In an integrated lesson/unit what we teach in terms of content and skills straight relates back to the established curriculum standards, objectives, and indicators for our form level and educational activity area.

3. Instructional Purpose Directs Focus and Priority

Many teachers approach integration assertive that in social club for a lesson/unit to be considered integrated the multiple big ideas or skills must receive equal priority. There are multiple approaches and labels associated with integration. The of import thing to remember is that the content areas or skills Do NOT take to be given equal number of standards or equal time. Near lessons have a content surface area that takes the lead or is the focus of the lesson. The purpose of the lesson should determine the focus. The disposition and grooming of the teacher as well as the needs of the student can also determine the priority.

4. Meaningful, Accurate and Seamless

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

Definition of Arts Integration

Click here to return to "Arts Integration" menu.

In an try to synthesize the diverse definitions within the context of the BYU ARTS Partnership, a committee of professors, specialists, and teachers gathered to synthesize their thinking about arts integration.

BYU ARTS Partnership Framework

The BYU ARTS Partnership believes that arts integration in schools is essential to the human experience. The degree to which teachers implement the arts will vary depending on teacher background, student needs, and curricular needs. There are multiple entry points along a continuum towards arts integration. We support and brainwash teachers as they provide arts experiences (infusion, enhancement, enrichment, etc.) in their instruction and apply arts integration towards exceptional learning outcomes. We encourage, advocate, and facilitate improved practice in arts integrated pedagogy leading to student growth.

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 knowledge of specific objectives in multiple content areas. Integration occurs when learned and practical skills in multiple content areas synergistically and authentically connect to each other. Accurate integration reflects students' life feel and prepares them to contribute positively to order.

More DEFINITIONS OF ARTS INTEGRATION

In an try to establish the essential characteristics of effective arts integration, it is helpful to examine how diverse professional entities define integration. In reviewing the various definitions, look for the elements of arts integration: integrity of the subject, connects to established standards, instructional purpose directs focus and priority, and is meaningful, accurate, and seamless.

ARTS EVERY DAY

Arts integration is instruction that integrates content and skills from the arts - dance, 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 fine art course and a co-curricular bailiwick. Read more hither.

KENNEDY Centre

Arts integration is an approach to education in which students construct and demonstrate understanding through an art class. Students engage in a artistic process which connects an art course and some other subject area and meets evolving objectives in both. Read more here.

MARSHALL

Integration resists simply depicting field of study matter outside art, addressing social issues through art, or placing art in its sociocultural context. It is a educational activity 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 noun, integrative style not only reveals the foundations of each bailiwick, simply also makes for sound didactics because it is coinciding with the manner the mind works- how we call back and learn; highlights and promotes learning, especially learning for agreement and transfer; and catalyzes inventiveness.

Marshall, J. (2005). Connecting Art, Learning, and Creativity: A Case for Curriculum Integration. Art Education, 46(3), Academic Research Library.

RUSSELL-BOWIE

In a non-integrated environment, children motility from one subject to another, making no links or connections amidst them and learning the skills, knowledge, and understandings of each subject field within the closed doors of that particular subject. A nonexample of integration includes programs that lose all integrity inside the private subjects. These programs end up existence superficial activities loosely based on a theme, but with little depth or meaningful outcomes in whatsoever subject. Each of the subjects across the curriculum may lose their integrity and significant outcomes may be sacrificed to integrate for the sake of integration. nnected, and meaningful learning experiences. Children are achieving discrete indicators and outcomes in each of the subjects and/or art forms but are besides engaging in authentic learning within a meaningful, holistic context and existence given the opportunity to develop generic skills as well. This type of integration provides students with multi-faceted, in-depth learning experiences that claiming them both emotionally and intellectually. Russell-Bowie, D. (2009). Syntegration or disintegration? Models of integrating the arts beyond the primary curriculum.

International Journal of Education & the Arts, ten(28). Retrieved [appointment] from http://world wide web.ijea.org/v10n28/.

CHICAGO PUBLIC SCHOOLS

Arts integration is didactics that blends content and skills from i arts subject area-music, visual arts, trip the light fantastic toe, and theater-with another arts subject or academic subject field. The most successful arts integration is more than than academics with arts activities added on. Successful arts integration stands on a foundation of carefully planned learning goals. Read more than here.

EDUTOPIA

Integration is not only combining two or more than contents together. It is an approach to instruction 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 than hither.

A+ SCHOOLS PROGRAM

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

CORNETT

Integration involves combining diverse elements into harmonious wholes with a synergistic upshot. Synergisms are valued because, while individual elements maintain their integrity, the "sum is more than 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 educational activity. Students are afforded the opportunity to learn subject thing with arts as an entry point. Teachers may use music, visual arts, or drama to introduce or strengthen an bookish subject field.

Caterrall, J. (1998). Does Experience in the Arts Heave Academic Accomplishment? A Response to Eisner. Art Education, 51(4).

Models of Integration

More than Than One Style to Do It

Click here to return to "Arts Integration" carte du jour.

"To the immature mind everything is individual, stands by itself.  By and by, it finds how to join two things and see in them i nature; and then three, so three thousand . . . discovering roots running underground whereby opposite and remote things cohere and bloom from 1 stalk (Emerson, 1906, n.p.)."

INTRODUCTION

The concept of curriculum integration can be confusing for administrators and teachers equally there are multiple definitions and models that vary from source to source.  The words surrounding integration are sometimes used inconsistently and interchangeably depending on the source (Fogarty, 1991; Hall-Kenyon & Smith, 2013; Wall & Leckie, 2017).  Then, what is an integrated curriculum?  The definition needs to remain broad because at that place are different types and models of integration.  Drake and Burns (2004) stated that "in its simplest conception, information technology is almost making connections" (n.p.) across disciplines.  It helps learners observe the roots running betwixt the disciplines.  The depth of these connections depends on the educator's goals every bit they design an integrated curriculum to best meet the needs of their learners.  Once a teacher identifies these goals, they tin utilize the concepts backside the various models of integration to create engaging and authentic learning experiences.

MODELS OF INTEGRATION

Drake (2014) created categories for understanding the different levels of integration to help teachers make informed decisions when designing a curriculum.  They include (a) multidisciplinary integration, (b) interdisciplinary integration, and (c) transdisciplinary integration. Each of these categories differs in its organizing center and is influenced by a different conception of how knowledge is best acquired.  These conceptions of knowledge acquisition besides impact the degree of integration (east.g., balmy, moderate, intense) and the function of the subject in the pattern.

MULTIDISCIPLINARY

This mild category of integration connects with the idea that "knowledge [is] best learned through the construction of the [private] disciplines" (Drake & Burns, n.p.) while making connections betwixt them.  In multidisciplinary integration the content areas are organized around a unifying theme but remain singled-out (meet Figure ane). In science, the children are engaged in scientific practices; in math, they are learning mathematical concepts; in music, they are creating, performing, or responding to compositions. Notwithstanding, a unifying "theme guides the selection of learning activities and texts in the multiple content areas" (Hall & Smith, 2013).

In elementary schools, this type of integration is sometimes seen when children visit dissimilar learning centers focusing on a common theme.  Each learning eye provides learning activities fatigued from the standards of the disciplines. For example, one kindergarten instructor organized her multidisciplinary curriculum around the theme All About Me.  At the math center, the students created graphs representing the number of people in their families; at the literacy center, they wrote stance pieces almost their favorite things; at the social studies center they made lists of their friends forth with ways to be a good friend; and at the fine art center, they created self-portraits.
Multidisciplinary integration is sometimes seen in secondary schools.  Students might written report the universal law of gravitation in their science grade, read an Isaac Newton biography in English language form, and acquire about the impact of the scientific revolution in history class.

Adapted from: Drake, S.M., & Burns, R.C. (2004)

A sub-category of multidisciplinary integration is intradisciplinary integration seen when a teacher integrates the subdisciplines of one content area effectually a unifying theme (meet Effigy 2).  For example, using Autumn every bit a theme, a teacher could create an intradisciplinary study focusing the subdisciplines of the fine arts.  In music, students could listen to Vivaldi'southward Autumn identifying elements of the slice that create images of the flavour; in trip the light fantastic, they could explore movement inspired past the music.  In visual arts, students could create fine art pieces for a fall-themed art showroom and in drama, they could perform poems from Autumnblings (Florian, 2003) using vocalization to communicate meaning.

Adapted from: Drake, South.M., & Burns, R.C. (2004)

1 claiming of multidisciplinary integration is maintaining the integrity of the disciplines.  Themes should provide rich opportunities for authentic and rigorous learning experiences in various disciplines. Insignificant or "cute" themes should be avoided. Before creating the written report, teachers should place several core understandings surrounding the theme that will guide the development of the curriculum.  For instance, a study based on the theme Our Community might have the following core understandings: (a) We have responsibilities as members of a community, (b) People in our community have similarities and differences, and (c) All members of our customs contribute to its success.  Once identifying the core understandings, the instructor determines which disciplines best back up them. If at that place is not an authentic connection with relevant learning standards, the content expanse should non exist included in the study. In the above case, it may be difficult to find a relevant science connection. If that is the instance, information technology should exist omitted from the multidisciplinary model.

INTERDISCIPLINARY

This moderate category of integration supports the concept that "disciplines are connected by common concepts and skills" (Drake & Burns, n.p.).  1 of these concepts or skills becomes the organizing eye of an interdisciplinary study (meet Figure iii).  For instance, the skill of comparing and contrasting is utilized in multiple disciplines including literacy, science, social studies, mathematics, and the arts.  Considering information technology is common beyond disciplines, this skill might get the eye of an interdisciplinary study.  In literacy, students could learn the vocabulary used in compare/contrast texts (i.e., similar, dissimilar, alike, in comparing, in common, in contrast); in science, they could use the vocabulary to record their scientific observations; in drama, they could describe the similarities and differences between two versions of the same scene.  The skill is intentionally taught, reinforced, and assessed within the context of each field of study (Hall & Smith, 2013).  Again, teachers should but make authentic curriculum connections.  If a skill or concept is non an element of a discipline, that content-area should non be included in interdisciplinary integration model.

Adapted from: Drake, S.M., & Burns, R.C. (2004)

TRANSDISCIPLINARY

This intense category of integration is based on the concept that "all noesis is interconnected and interdependent" (Drake & Burns, 2013, n.p.).  The organizing center is a existent-life problem or context and/or pupil questions (see Figure 4) that sally from students rather than the teacher. The disciplines utilized may identified, but the focus is on solving the trouble and/or answering the questions.  In transdisciplinary integration, the instructor plays the role of co-learner and co-planner. These studies can be long- or short-term as the length is dedicated by interest of the students and almost e'er include on-site research work outside of the classroom.

One manner a teacher could implement a transdisciplinary study is past using project- or trouble-based learning where students seek to observe solutions to a relevant issue.  Projects can be long-term or curt-term depending on problem or questions.  Katz (2014) and Drake and Burns (2004) suggest using the post-obit three phases for projection-based learning:

1. Stage 1 - "Teachers and students select a topic of study based on student interests, curriculum standards, and local resources" (Drake & Fire, 2004, due north.p.).
2. Phase 2 - Teachers access students' prior cognition and experience and assist them in generating questions that will lead to exploration and new understandings.
3. Phase 3 - "[S]tudents share their piece of work with others in a culminating activity . . . [and] display the results of their exploration" (Drake & Burns, 2004, n.p.), review the learning experience, and appraise their new understandings.

After her students institute a wasp'southward nest nether the slide on the playground, 1 kindergarten instructor designed a project based on her students' questions well-nigh animals that build nests.  The students drew pictures of animals nests they previously experienced in their local environment and generated a list of questions to guide their explorations.  The teacher invited an entomologist to visit the classroom to explicate how wasps build their nests, provided books and websites with information about animal nests, and arranged a field visit to a local museum with a large collection of nests.  While at the museum, the students fabricated observational drawings of the animals and their nests, used string to measure the size of the nests, and interviewed museum docents.  For their culminating activity, the students each created an animal nest using natural and synthetic materials. They also drew a film of their creature accompanied past a brusk informational text.  Using their nests, pictures, and texts equally exhibits, they created a classroom museum inviting peers and families to visit.  The instructor documented their learning journeying using photographs, artifacts, and narratives displayed on a classroom wall.  Though the focus of this project was answering their questions about nest-building animals, students did meet standards in multiple disciplines including science, literacy, mathematics, and visual arts.

Adapted from: Drake, Southward.M., & Burns, R.C. (2004)

Determination

Though there are meaning differences between the different types of integration, they should share the following common characteristics (California Connect, north.d.):

1. Bookish rigor - Blueprint studies to accost identified learning standards.
2. Authenticity - Use real-world contexts (i.e., home, school, community).
3. Active Exploration - Include learning activities that promote active construction of noesis.

As teachers attend to each of these characteristics as they design integrated studies, children's engagement and learning will increase as they discover "roots running underground whereby reverse and remote things cohere and flower from one stem" (Emerson, 1904, n.p)

REFERENCES

Connect California (n.d.).  What is multidisciplinary integrated curriculum? Retrieved from: https://connectednational.org/wp-content/uploads/2019/03/LL_What_is_Multidisciplinary_Integrated_Curriculum_v2.pdf.

Drake, S. One thousand. (2012). Creating standards-based integrated curriculum.  Thousands Oaks, CA:  Corwin.

Drake, Southward.M., & Burns, R.C. (2004). Coming together standards through integrated curriculum. Retrieved from:  http://www.ascd.org/Publications/Books/Overview/Meeting-Standards-Through-Integrated-Curriculum.aspx.

Emerson, R.W. (1906). The American scholar. In W. J. Bryan and F. W. Halsey’s (Eds.) The World’s Famous Orations (1781-1837).  Retrieved from:  https://world wide web.historic period-of-the-sage.org/transcendentalism/emerson/american_scholar.html.

Florian, D. (2003). Autumnblings.  New York, NY:  Greenwillow.

Fogarty, R. (1991).  Ten ways to integrate curriculum.  Educational Leadership, 49(2), 61-65.

Hall-Kenyon, K., & Smith, 50.1000. 2013).  Negotiating a shared definition of curriculum integration:  A self-study of two teacher educators from different disciplines, Teacher Instruction Quarterly, (twoscore)2, 89-108.

Wall, A., & Leckie, A. (2017). Curriculum integration:  An overview, Current Bug in Middle Level Education 22(one), 36-40.

Dr. Kathryn Lake MacKay, Assistant Professor, Department of Instructor Teaching, Brigham Immature University

kelleybabodest.blogspot.com

Source: https://advancingartsleadership.com/node/43

Share this post