Arts Integration in the Curriculum: A Review of Research and Implications for Teaching and Learning

Art Technology Integration: Digital Storytellying as a Transformative Pedagogy in Primary Education

“…This article offers suggestions to teachers on how and why they should embrace art technology integration and more specifically how they should empower children to be critical, creative, appreciative of multiple perspectives, have a voice, and be able to collaborate and communicate. It also stresses how art technology integration can promote enjoyment and motivation in learning, and offer both cognitively and affectively different experiences (Russell & Zempylas ).…”

The Ontario Curriculum in the Arts and the Creative Economy Agenda

“…The lack of expertise in teaching the arts in the classroom often leads to student frustration, inadequacy, or discomfort (Booth and Hachiya 2004;Russell and Zembylas 2007). These factors all affect the ability of teachers to match the curriculum to the current discourses of the creative economy.…”

Creative Arts: An Essential Element in the Teacher’s Toolkit When Developing Critical Thinking in Children

“…The lack of expertise on the part of the teacher translates to markedly similar works from the student. The teacher lacks the ability to facilitate individual responses to a task and the children copy one another or simply follow instruction to result in similar outcomes for every child (Alter et al, 2009a;DarlingHammond, 2000;Dinham, 2007;Gibson & Anderson, 2008;Hudson & Hudson, 2007;Oreck, 2004;Russell & Zembylas, 2007). Emancipating students to communicate their own meaning to others in the classroom enables social construction (Fetherston, 2008).…”

“…Art fulfils the psychological need for sense, imagination, feeling, spontaneity, language judgment and self-awareness (Caldwell & Moore, 1991;Efland, 2004;Mishook & Kornhaber, 2006;Nilson, 2008;McKenna, 2012;Richmond, 2009;Russell & Zembylas, 2007). The question here is whether the current and proposed Australian Arts Curriculum structures have acknowledged this 'truth' through adequate consideration to staffing in terms of specialist Arts teachers and suitable and sufficient resources to provide for the Arts, which consists of five subject areas.…”