Direct Instruction vs. Arts Integration: A False Dichotomy

Aprill, Arnold

doi:10.1080/15411790903393004

Cited by 10 publications

(6 citation statements)

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“…Several misunderstandings also can present obstacles to successful AI. Aprill (2010) used his experience as the founder of the Chicago Arts Partnerships in Education (CAPE) to offer direction on arts integration. He explained that direct instruction and arts integration are often perceived as a false dichotomy.…”

Section: Obstacles To Successful Aimentioning

confidence: 99%

“…He explained that direct instruction and arts integration are often perceived as a false dichotomy. A lack of funding for public education creates a mindset of scarcity in which content areas compete with other content areas for funding, time, and importance (Aprill, 2010). The emphasis on standardized test scores causes subjects other than reading and math to be seen as less important.…”

Section: Obstacles To Successful Aimentioning

confidence: 99%

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Integrating the Arts into Science Teaching and Learning: a Literature Review

Green¹,

Trundle²,

Shaheen³

2019

Journal for Learning through the Arts

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Science is creative. Write it big, shout it loud, because the message is not getting through. (Howe, 2004, p.14) The American educational system has experienced a recent and increased focus on Science, Technology, Engineering, and Mathematics (STEM), and researchers and practitioners have argued for equal emphasis on the arts as well. According to Hartle and colleagues, incorporating the arts into learning is considered important and useful for four basic reasons (Hartle, Pinciotti, & Gorton, 2015). First, all cultures demonstrate some sort of need for aesthetic beauty and harmony, making the arts culturally universal. Second, we process sensory information through the arts, which embodies the arts into a system of learning. A third reason is that in our 21 st century multicultural world, the arts provide a language that everyone understands without need for translation. Finally, the arts "provide a natural, and intrinsically motivating medium for children to work 'in advance of themselves' to demonstrate a capacity to work 'as if' they are painters, scientists, presidents, or rock stars" (p. 294). The importance of an increased emphasis on the arts has led to broadening STEM to include the arts. The term STEAM (Science, Technology, Engineering, Arts, and Mathematics) was introduced by Yakman, who realized that, "We live in a world where you can't understand science without technology, which couches most of if its research and development in engineering, which you can't create without an understanding of the arts and mathematics" (2012, p.15). The ability of art to inspire creativity in scientific thinking, educate young learners in a holistic manner, and offer another pathway for making and communicating meaning provide important reasons for integrating the arts into science learning. Arts Integration Defined The incorporation of the arts into teaching and learning is called arts integration (AI). The arts include both visual arts (paintings, sculptures) and performing arts (music, dance, drama). Science and art can be seen as opposites, but these two subjects also share commonalities. For instance, Journal of Science Education, and Research in Science Education. Finally, the authors used a snowballing approach to gather articles that were cited by authors of articles already included in the literature review. A total of 11 additional articles resulted from this second phase of the search process, yielding a total of 65 articles for inclusion in the review. All journals and the number of articles found in each journal are listed in Table 1.

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Section: Obstacles To Successful Aimentioning

confidence: 99%

Section: Obstacles To Successful Aimentioning

confidence: 99%

Integrating the Arts into Science Teaching and Learning: a Literature Review

Green¹,

Trundle²,

Shaheen³

2019

Journal for Learning through the Arts

View full text Add to dashboard Cite

show abstract

“…Arts integration, on the other hand, is woven into the classroom curriculum, so the arts are "a natural part of how the content is presented" (Donovan & Pascale, 2004, p. 17). While each model has its own objectives, each has positive outcomes and contributes to enriching students' learning experiences (Aprill, 2010).…”

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confidence: 99%

“…Proponents of teaching art for arts' sake are concerned that connecting arts disciplines to other academic subjects relegates the study of the art forms to a secondary role (McKean, 2001, p.28) and diminishes the quality of artwork produced (Aprill, 2010). Supporters of arts integration argue that using the arts to teach academic subjects is likely to solidify the presence of the arts in the classrooms (Gadsden, 2008).…”

mentioning

confidence: 99%

“…Teaching the arts should not be confined to the art or music room, as art is everywhere and connects to all domains of knowledge. The arts are vehicles for critically expressing concepts of personal and social identity, history, science, and language (Aprill, 2010), that is, concepts of human life. This study supports Dewey's (2005Dewey's ( /1934 theory that art functions as experience, i.e.…”

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confidence: 99%

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Examining the Role of Arts Education Partnerships in Sustaining Arts Programs in California Elementary Schools

Bauguil¹

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This study investigated three arts education partnerships in California elementary schools. The research questions that guided the inquiry were exploratory in nature and intended to reveal the day-today functioning of these partnerships, the challenges they faced, and the factors that contributed to their success, through the recounted experiences of the various institutional actors involved. The participants (n=21) comprised school principals and teachers, arts organizations administrative staff, and teaching artists. Qualitative inquiry methods (in-person interviews, classroom observations, and review of relevant documents) were used to analyze the data. The findings showed that the schools' administrators and faculty appreciated the arts residencies, and they reported the programs' positive impact on students. Despite many benefits, the arts partnerships held a small place in the schools' life: the arts programs were considered supplemental to the core curriculum at one school, rather than being fundamental to student learning, and the two other partnerships reached only one grade level (second grade). The study uncovered several ongoing challenges: lack of proper facilities for the residencies, finding the right teacher-teaching artist match, and inconsistencies in the arts programs. The findings also demonstrated that the teacher-teaching artist relationship was key for the programs' success. The study concluded with a discussion of recommendations for practice and future research. v ACKNOWLEDGEMENTS This dissertation is the culmination of a long journey, through which I have grown professionally and personally. Many people have accompanied me along this path and believed in me. I am forever thankful for their support. My deepest gratitude goes to the College of Education faculty for accepting me into the program, and for trusting me to complete this journey. Thanks, also, to my professors for their help and their dedication to seeing me succeed. I appreciated the diverse opinions and perspectives they presented. There was something to take away from each and every class, and my practice was made better because of this program.

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