| TEACHER: How
Arts Integration is Done |
STUDENT: Learning
from Arts Integration |
| A. Concepts Taught |
B. What Teacher Does |
C. What Student Experiences |
D. What Student Produces |
Concepts of
Knowledge Integration |
Interface
Between Disciplines |
Expressed Knowledge
about the Integration |
Integrated Product/
Degree of Learning |
| Knowledge is
invented through integrated study. Knowledge exceeds what is
presented in the separate disciplines. [Create] |
Arts and non-arts
disciplines mutually support and enhance each other. Borders
between disciplines are not apparent. [Interdependent] |
Arts and non-arts
issues/topics are indivisible; students do not distinguish between
disciplines, but can articulate disciplinary contributions if
asked. [Flow] |
Active involvement
in developmentally appropriate knowledge production results
in work that fuses arts and non-arts disciplines. [Organic] |
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| Knowledge is
represented as a synthesis of arts and non-arts disciplines.
Significant integration is evident in the presentation of concepts.
[Synthesis] |
An interactive
relationship is evident between arts and non-arts areas. Arts
and non-arts disciplines support each other. [Interact] |
Arts and non-art
disciplines intersect in student understanding. Meaning in both
disciplines is demonstrated and understood. [Relate] |
Equal and significant
attention is given to arts and non-arts techniques, skills,
or concepts. Authentic experiences and media are used. [Integrate] |
| Knowledge in
arts and non-arts areas is discrete but a relationship is evident.
[Entwine] |
One discipline
is emphasized: arts are taught primarily to promote learning
in non-arts disciplines or vice versa. [Transfer] |
Arts and non-arts
disciplines are connected in meaningful ways. Student understanding
of disciplines is uneven.[Reinforce] |
Work combines
some techniques, skills, and concepts from arts and non-arts
disciplines, but proficiency is uneven. [Combine] |
| Knowledge in
arts and non-arts areas is represented as distinct, with superficial
connections. [Connect] |
Connections are
casual, interaction with the arts is aimed primarily at social
or affective goals. [Coincidental]
|
Student understanding
of con-nections is incidental. Meaning is limited in arts and
non-artsdisciplines. [Motivate] |
Peripheral affective
goals are met through the work. Learning is demonstrated in
one discipline or the other, but not both. [Tangential] |
| Knowledge is
represented as discipline specific with no integration in evidence.[Divide] |
Arts and non-arts
disciplines are taught in parallel. [Co-exist] |
Students make
no meaningful connections between arts and non-arts areas, although
they may be conversant with both. (Separate] |
Student work
shows no evidence of integration. [Disconnect] |
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| Art concepts
are rarely, if ever taught. |
Teachers do not
expect to introduce art as part of the non-arts curriculum. |
Students are
not exposed to arts in any systematic way. |
Students are
not expected to produce art as part of their schoolwork |
