First, arts integration requires teachers to set objectives in both the art form and the other subject area. The dual objectives are balanced; students are accountable for significant learning in both the art form and the other subject.
Second, just as objectives evolve and challenge students to deepen their understandings in science, math, or language arts, objectives in the art form must also evolve if students are to remain challenged.
A student does not learn to express ideas through dance in one session. As students master each objective, they are ready to take on the next, more challenging ones. Teachers monitor student progress and adjust objectives to keep students challenged and interested within a unit or across a year. As students' mastery grows, so do their feelings of self-efficacy—the belief in oneself and one's ability to achieve.
Teachers are familiar with the evolving nature of objectives in math, language arts and other subject areas. They are less familiar with evolving objectives in the arts.
Here is an example in dance:. This carefully curated collection is intended to provide educators, caregivers, and learners with ideas and strategies for addressing the needs of students who need to study and learn online.
We will be adding more lists and updating them regularly. You can also view all collections by visiting our Wakelet Page. This collection of resources and articles is designed to help educators devise an approach for supporting individual needs in the classroom: from English Language Learners or students with disabilities, to conflict resolution and giving feedback.
This collection of articles provides tips on involving and engaging parents in their students's arts education. Generous support for educational programs at the Kennedy Center is provided by the U.
Department of Education. Gifts and grants to educational programs at the Kennedy Center are provided by A. Kenan, Jr.
Gary Mather and Ms. Christina Co Mather; Dr. Additional support is provided by the National Committee for the Performing Arts. The content of these programs may have been developed under a grant from the U. Department of Education but does not necessarily represent the policy of the U.
You should not assume endorsement by the federal government. You have 0 items in your cart. As a non-profit organization, the Kennedy Center is reliant upon our generous donors to fulfill our mission. Your tax-deductible gift will help keep our vital arts and education initiatives accessible to more communities across the nation! To join or renew as a Member, please visit our Membership page.
To make a donation in memory of someone, please visit our Memorial Donation page. The Arts in Schools: Three Variations The arts find their way in to elementary, middle, and high school classrooms every day in a variety of ways. Art as Curriculum If a school has a music, art, drama, or dance teacher, their approach is most likely and primarily Arts as Curriculum.
Arts-Enhanced Curriculum When the arts are used as a device or strategy to support other curriculum areas, but no objectives in the art form are explicit, then the approach is called Arts-Enhanced Curriculum. Arts-Integrated Curriculum In Arts-Integrated Curriculum, the arts become the approach to teaching and the vehicle for learning. Conclusion Many teachers, schools, and arts programs benefit from knowing the different ways the arts can be present in schools.
Historical Context Our ideas about teaching have shifted over the last century and this shift has had implications for arts integration. Inside the Definition The definition includes terms that have deep connections to the arts and education. Constructivist practices that align with arts integration practices include: Drawing on students prior knowledge Providing active hands-on learning with authentic problems for students to solve in divergent ways Arranging opportunities for students to learn from each other to enrich their understandings Engaging students in reflection about what they learned, how they learned it, and what it means to them Using student assessment of their own and peers' work as part of the learning experience Providing opportunities for students to revise and improve their work and share it with others.
Building a positive classroom environment where students are encouraged and supported to take risks, explore possibilities, and where a social, cooperative learning community is created and nurtured. Writers Lynne B. Silverstein Sean Layne. Lauren M. Kennedy Center Education. Reserve Tickets. Review Cart You have 0 items in your cart. Donate Today Support the performing arts with your donation As a non-profit organization, the Kennedy Center is reliant upon our generous donors to fulfill our mission.
Choose a designation All Kennedy Center Programs. Projects should strive to integrate an arts discipline into non-arts content areas; help interpret an exhibition, performance or presentation; and support community development goals and objectives. Integrated Arts Education supports new or expanded educational programming that integrates arts learning into non-arts curriculum and content areas to address emerging technologies, areas of skills shortages, STEM curricula, workforce readiness and increase student performance.
Arts organizations are encouraged to partner with other community entities hospitals, prisons, etc. A Letter of Intent is required prior to submission of the full application in this category. The total project cost must be at least twice the amount of the grant request. There is a match requirement for this program.
Innovative Partnerships applications require submitting a Letter of Intent in advance of the full application. LOI forms will be reviewed after Friday, February 25 th , Jasso ks.
VanSteenhuyse ks. Arts Integration Program Using the arts to enhance student success and community development. Arts Integration Program grants are awarded in three categories:.
Integrated Arts Education. Innovative Partnerships. The Baltimore-Washington metropolitan area is home to countless arts organizations, from large and established to small startups—not to mention government agencies like the National Endowment for the Arts.
Work with artists to understand and contribute to the culture, and gain the knowledge and skills to help artists and arts organizations thrive in a market-driven society—all while pursuing your own artistic endeavors. Ian Power program director email: ipower ubalt. Power's faculty profile. Deidre Ferron academic adviser email: dferron ubalt.
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