Integrated Arts Teaching

Overland, Corin T.

doi:10.1177/0027432113497762

Cited by 14 publications

(9 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…and education through the arts (using the arts to enhance or illustrate other subject Bamford, 2009). Each can be an integral part of a whole school curriculum, but one cannot be a substitute for the other (Overland, 2013). Begin with a work that you know on a personal level.…”

Section: Why Not Integrate?mentioning

confidence: 99%

Curriculum Integration in the General Music Classroom

Munroe

2015

General Music Today

View full text Add to dashboard Cite

Arts integration is a topic that has been researched and discussed by music educators and general educators alike. Some feel this is a worthwhile endeavor in both the arts classroom and the general classroom, while others feel that we should be spending what little time we have in the music classroom focusing on music goals. This article will focus on integrating music and other disciplines in a way that treats each discipline with integrity. I will offer practical ideas for integrating music across the curriculum.

show abstract

Section: Why Not Integrate?mentioning

confidence: 99%

Curriculum Integration in the General Music Classroom

Munroe

2015

General Music Today

View full text Add to dashboard Cite

show abstract

“…The present research is inspired by the increased interest in arts-based integrative teaching practices demonstrated in the various research projects in the field of STE(A)M 2 in recent years (e.g., Wilson, 2018;Turkka, Haatainen, & Aksela, 2017;Leysath & Bronowski, 2016;Bautista, Tan, Ponnusamy, & Yau 2015;Overland 2013;Root-Bernstein & Root-Bernstein, 2013;Tani, Jutti, & Kairavuori, 2013). It is an attempt to contribute our Finnish experience to this field of research, and to satisfy the increasing need to educate multiliterate individuals, prepared to deal with the challenges of our present-day complex reality, where young learners are constantly bombarded by visual, verbal and sensory information through different media.…”

Section: Introductionmentioning

confidence: 99%

Promoting integrative teaching through interdisciplinary arts and crafts collaboration between after-school clubs

Blagoeva¹

2018

A & R

View full text Add to dashboard Cite

This article presents an art-teacher-researcher’s perspective on issues related to project-based integrative visual arts teaching to primary school students attending after-school activities. Based on the theoretical assumption that contemporary art forms are a suitable pedagogical solution for integrative visual arts teaching, the study explores the transformation and materialisation of a conceptual contemporary art installation into a performance. The described processes reveal the potential of contemporary art forms for encouraging integrative teaching through multiprofessional collaboration, which enhances the simultaneous application of the four integrative teaching styles as defined by Bresler (1995): subservient, co-equal, affective and social. The study demonstrates how artistic multiprofessional collaboration, triggered by the contemporary art expression can, in practice, extend the integrative learning opportunities by putting the students into authentic creative processes. The results of this action research confirm that after-school activities provide a favourable environment for quality integrative teaching as they give the freedom to plan educational thematic projects that allow active co-equal collaborations. Such projects unfold the possibilities for learning in collaboration through artistic expression and multidisciplinary discovery, which in turn fosters knowledge and skill transferability that go beyond the discipline-based school curriculum.

show abstract

“…This method known alternatively as integrated, interdisciplinary, blended, or collaborative teaching that combines ideas, terminology, or examples from multiple, unrelated subjects in ways that encourage a deeper understanding of the material-more than could be accomplished by presenting them separately. This type of teaching provides students with multiple access points where they can express or analyze the material and thereby enable them to construct their understanding of a topic appropriately in their own way of thinking (Overland, 2013).…”

Section: Introductionmentioning

confidence: 99%

Prospective Teachers’ Representations for Teaching Note Values: An Analysis in the Context of Mathematics and Music

Özgül¹,

İncikabı²

2017

JETS

View full text Add to dashboard Cite

In this study, the representations preferred by prospective teachers in the teaching of note values were determined and the accuracy of these representations was analyzed in the context of mathematics and music. The case study, one of the qualitative research designs, was used in the study. Study group of the research consisted of 113 pre-school teachers. According to the findings of the research, prospective teachers preferred verbal (92%), note and (80%) real life representations in defining the note values in general terms. On the other hand, geometrical and algebraic representations were preferred at lower rates. The mathematical expressions of the vast majority were found to be correct when the accuracy of representations chosen by the teacher candidates were analyzed. Problems experienced in relation to mathematical expressions in teaching note values include disproportionate fragmentation, modeling error, and algebraic error. On the other hand, representations used in the teaching of note values have generally been unsuccessful in musical expressions; the problems faced in articulation were determined as not (being able to) showing note values, incorrectly showing quarter note values and incorrectly defining note values. The accuracy rates of mathematical expressions are higher than those of musical expressions, regardless of the representation used (note, real life, geometric, verbal, algebraic). In addition, research findings show that prospective teachers who use four types of representation in the teaching of note values are more successful in mathematical and musical context than those who use two and three representations.

show abstract

Integrated Arts Teaching

Cited by 14 publications

References 6 publications

Curriculum Integration in the General Music Classroom

Curriculum Integration in the General Music Classroom

Promoting integrative teaching through interdisciplinary arts and crafts collaboration between after-school clubs

Prospective Teachers’ Representations for Teaching Note Values: An Analysis in the Context of Mathematics and Music

Contact Info

Product

Resources

About