Integrating the Arts
Title:
Integrating the arts: Renaissance and reformation in arts education. By: Dunn, Phillip C., Arts Education Policy Review, 10632913, Mar/Apr95, Vol. 96, Issue 4
Database:
Academic Search Alumni Edition
HTML Full Text
INTEGRATING THE ARTS: RENAISSANCE AND REFORMATION IN ARTS EDUCATION
Contents
1. The Arts and General Education
2. The Interdisciplinary-Arts Approach
3. Integrating-the-Arts Model
4. A Proposal
5. Putting Theory into Practice
6. Integrating the Arts with the Rest of the Curriculum
7. Notes
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Section:
SYMPOSIUM; Interdisciplinary Arts Education
For most of the past decade, the entire educational system has come under close scrutiny. Partners in the educational process--parents, teachers, administrators, school board members, and even elected officials--have called repeatedly for a revitalized educational system that makes schooling more efficient, more holistic, more relevant, and less compartmentalized.
As reforms have been implemented and assessed, educational leaders have begun to appear to be ready to entertain new and broader definitions of what constitutes intelligence and cognition and what contributes to their development in children. Many who are actively involved in educational reform movements have called for a reduction in their system's reliance on standardized tests, written examinations, and other traditional assessment strategies as the most viable way to measure such complex educational outcomes as knowledge and cognitive growth in an individual.
When broader notions of what the human intellect comprises are considered,[1] the design of the curriculum, the practice of teaching, and the training and retraining of teachers and school administrators must also be examined.[2] Opportunities to increase the role the arts play in educating our youth then become apparent. If these opportunities are to be realized, we need new approaches and strategies.[3] Change becomes the
Integrating the arts: Renaissance and reformation in arts education. By: Dunn, Phillip C., Arts Education Policy Review, 10632913, Mar/Apr95, Vol. 96, Issue 4
Database:
Academic Search Alumni Edition
HTML Full Text
INTEGRATING THE ARTS: RENAISSANCE AND REFORMATION IN ARTS EDUCATION
Contents
1. The Arts and General Education
2. The Interdisciplinary-Arts Approach
3. Integrating-the-Arts Model
4. A Proposal
5. Putting Theory into Practice
6. Integrating the Arts with the Rest of the Curriculum
7. Notes
ListenPauseStopSelect: SettingsDownload mp3?Close
Section:
SYMPOSIUM; Interdisciplinary Arts Education
For most of the past decade, the entire educational system has come under close scrutiny. Partners in the educational process--parents, teachers, administrators, school board members, and even elected officials--have called repeatedly for a revitalized educational system that makes schooling more efficient, more holistic, more relevant, and less compartmentalized.
As reforms have been implemented and assessed, educational leaders have begun to appear to be ready to entertain new and broader definitions of what constitutes intelligence and cognition and what contributes to their development in children. Many who are actively involved in educational reform movements have called for a reduction in their system's reliance on standardized tests, written examinations, and other traditional assessment strategies as the most viable way to measure such complex educational outcomes as knowledge and cognitive growth in an individual.
When broader notions of what the human intellect comprises are considered,[1] the design of the curriculum, the practice of teaching, and the training and retraining of teachers and school administrators must also be examined.[2] Opportunities to increase the role the arts play in educating our youth then become apparent. If these opportunities are to be realized, we need new approaches and strategies.[3] Change becomes the