Crossing Borders: The Arts Engage Academics and Inspire Children

Towards the future: Teachers’ vision of professional development in the arts

“…Arts instruction involves open-ended learning rather than a focus on correct answers (Eisner, 1994;Gardner, 1990;Zwirn & Graham, 2005). This requires a significant shift in attitudes towards arts instruction by many teachers who generally are unfamiliar with this mode of learning (Patteson, 2002;Smithrim & Upitis, 2001).…”

“…Most arts-based professional development programs for teachers are designed to develop their arts expertise and professional practice (Fowler, 1996; Upitis, Smithrim, & Soren, 1999) not to transform them into arts specialists (McIntosh, Hanely, Verriour, & Van Gyn, 1993; Oreck, 2004). Arts instruction involves open-ended learning rather than a focus on correct answers (Eisner, 1994; Gardner, 1990; Zwirn & Graham, 2005). This requires a significant shift in attitudes towards arts instruction by many teachers who generally are unfamiliar with this mode of learning (Patteson, 2002; Smithrim & Upitis, 2001).…”

“…When teachers and artists work together, students comprehend, retain and transfer more information and skills, and they are more likely to co-operate with their peers on learning tasks (Burnaford, Aprill, & Weiss, 2001; Damm, 2006; Upitis & Smithrim, 2003). Artist–teacher collaboration has been proven effective for improving teacher expertise and increasing their confidence and willingness to teach the arts in their own classrooms, both in teacher education (Addo, 2003; Andrews, 2006; Zwirn & Graham, 2005) and professional development (Andrews, 2010; Catterall & Waldorf, 1999; Naples, 2001; Upitis, 2005; Zwirn & Graham, 2005). Further, arts organizations can broaden their community base and improve the quality of arts instruction in their communities (Andrews, 2011; Arts Education Partnership, 2001; Brophy, 2011).…”

“…Theme-based instruction and cross-curricular topics in elementary and secondary schools, respectively, offer the possibility of effectively integrating the content of the school curriculum. The arts are an effective vehicle for increasing in-depth learning of non-arts subject matter if effectively used by teachers (Kind et al, 2007; Zwirn & Graham, 2005). When elementary students dress like voyageurs, create a canoe cut-out with corrugated cardboard, and sing a cœur de bois song in French while making a paddling motion and watching a National Geographic video of the Ottawa River, they experience the thrill of exploring new lands.…”

African Mask-Making Workshop: Professional Development Experiences of Diverse Participants

“…The arts provide an avenue for educators to develop a culturally-responsive curriculum as students learn both about themselves and others (Johnson, 2002). Arts-based experiences prompt empathy, encouraging students to recognize and feel the experiences of others, but also to better understand themselves (Zwirn & Graham, 2005).…”