|
TEACHER: How Arts Integration is Done |
| A. Concepts Taught |
B. What Teacher Does |
Concepts of
Knowledge Integration |
Interface
Between Disciplines |
| 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] |
| |
|
| 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] |
| 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] |
| 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]
|
| Knowledge is represented
as discipline specific with no integration in evidence.[Divide] |
Arts and non-arts disciplines
are taught in parallel. [Co-exist] |
| |
|
| Art concepts are rarely,
if ever taught. |
Teachers do not expect
to introduce art as part of the non-arts curriculum. |
