top 10 things every art teacher should know about curriculum integration

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Reading Six: Top 10 Things Every Art Teacher Should Know About Curriculum Integration Your Name: Tammy Hoppe Date: Sunday, October 6, 2013 1. Learning IN art ≠ learning THROUGH art (Steward & Walker, 2005). (See also Burton, 1994, cited in Stewart & Walker, 2005, p. 106). While both are necessary in arts integration, learning through art is hindered if learning in art is inadequate. Integrated art is intended to increase knowledge in content areas other than art, with art understanding and performance being less essential. Our goal is integration with maintained integrity of the art learning experience; connecting art with Common Core and turning STEM to STEAM (Maeda, 2012). 2. Conceptual-based art curriculum used for learning IN art is a necessary way to teach art curriculum if learning THROUGH art is to be its most effective (Stewart & Walker, 2005). When applying arts integration to diverse content area learning activities, students can then use their well-developed artistic skills to accurately and purposefully communicate learning in those other content areas. Maeda calls this "critical thinking -- critical making" (2012, para 4). 3. The arts are a valuable and viable media to represent intangible things such as emotions, beliefs, and dreams, making comprehensive learning in the arts or any other content area dependent upon enduring ideas and integrated curriculum.

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Top 10 things every art teacher should know about curriculum integration.

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Page 1: Top 10 Things Every Art Teacher Should Know About Curriculum Integration

Reading Six: Top 10 Things Every Art Teacher Should Know About Curriculum

Integration

Your Name: Tammy Hoppe

Date: Sunday, October 6, 2013

1. Learning IN art ≠ learning THROUGH art (Steward & Walker, 2005). (See also

Burton, 1994, cited in Stewart & Walker, 2005, p. 106). While both are necessary in arts

integration, learning through art is hindered if learning in art is inadequate. Integrated art

is intended to increase knowledge in content areas other than art, with art

understanding and performance being less essential. Our goal is integration with

maintained integrity of the art learning experience; connecting art with Common Core

and turning STEM to STEAM (Maeda, 2012).

2. Conceptual-based art curriculum used for learning IN art is a necessary way to teach

art curriculum if learning THROUGH art is to be its most effective (Stewart & Walker,

2005).  When applying arts integration to diverse content area learning activities,

students can then use their well-developed artistic skills to accurately and purposefully

communicate learning in those other content areas.  Maeda calls this "critical thinking --

critical making" (2012, para 4).

3. The arts are a valuable and viable media to represent intangible things such as

emotions, beliefs, and dreams, making comprehensive learning in the arts or any other

content area dependent upon enduring ideas and integrated curriculum. Curriculum

developed this way will allow for the greatest personal connections and learning

success.

4. Curriculum aligned with enduring ideas cannot be encompassed in a single content

area of school; thus, it requires the use of multiple subject areas in order to be taught.

This is a key factor in the integrated curriculum approach.

5. For integrated art curriculum to be meaningful, a central focus of enduring ideas or

themes is necessary to hold the curriculum content together in alignment throughout

content areas. The strategy of selecting school-wide themes that are based on enduring

ideas and essential questions provides an effective structure for organizing integration

of content with clear connections between or among diverse dimensions of students'

learning.

Page 2: Top 10 Things Every Art Teacher Should Know About Curriculum Integration

6. Contemporary art is created with influences of multiple worldly realms, so

understanding it requires knowledge of content and contextual information that is initially

developed in school content areas other than art (Stewart & Walker, 2005, p. 108).

Integrated art curriculum pulls on diverse school content areas to come together for the

greatest understanding of contemporary art.

7. Metaphorical understanding in any school content area can be enhanced with art

integration, because art can give a visual representation to a theoretical or philosophical

concept. Being able to create artistic visual representation of an intangible concept can

demonstrate a student's depth of understanding. Equally, showing a student other

people's visual representations of an intangible concept can aid in deepening his or her

understanding of the concept.

8. Visual clues in an artwork develop sensory understandings other than visual

interpretation. The clues in artworks are able to generate understandings of the artwork

subject matter and content through responses such as emotional and physical reactions

to details that influence the artwork, itself, or the process of its making.

9. Art curriculum should provide opportunities for students to look in depth at various

interpretations of the same theme, idea, or question and then to make further

connections to other artworks or to their own work. Although,making these connections

are highly important, they should not be given more priority than in-depth analysis of

each individual artwork, itself (Coleman, 2012).

10. Teachers need to foster in students life-long learning habits in the arts. They can do

this with curriculum that takes students beyond the classroom into museums, theaters,

and galleries. They can also do this by teaching students how to develop their skills

strength in imitation of master works and giving them an awareness of careers that will

allow the arts to remain ever present in their lives (Coleman, 2012).

Resources

Coleman, D. (2012). Guiding principles for the arts, Grades K-12. Retrieved from

http://usny.nysed.gov/rttt/docs/guidingprinciples-arts.pdf

Maeda, J. (October 2, 2012). STEM to STEAM: Art in K-12 is key to building a

strong economy. Edutopia. Retrieved from http://www.edutopia.org/blog/

stem-to-steam-strengthens-economy-john-maeda.

Page 3: Top 10 Things Every Art Teacher Should Know About Curriculum Integration

Stewart, M. & Walker, S. (2005). Rethinking curriculum in art. Worcester, MA: Davis

Publications, Inc.