![]() Art as Curriculum If a school has a music, art, drama, or dance teacher, their approach is most likely and primarily Arts as Curriculum. Understanding the differences in the approaches can help teachers and schools make informed choices about the programs they offer. Figure 1.1 Arts in Schools While the three variations naturally link and support each other, there are reasons why teachers and schools target one or more approaches. All benefit from being supported by arts experienceswhere students attend performances and exhibits by professional artists to engage in authentic experiences that deepen and broaden their arts understandings. The variations can be distilled into three mainĬategories: Arts as Curriculum Arts-Enhanced Curriculum Arts-Integrated Curriculum All three variations are important, needed, and valid. Ultimately, students are best served when all three variations-Arts as Curriculum, ArtsEnhanced Curriculum, and Arts-Integrated Curriculum-are part of their education (Figure 11) The arts find their way in to elementary, middle, and high school classrooms every day in a variety of ways. Making a distinction among the approaches can help narrow or focus objectives as well as help educators select the most appropriate approach based on their objectives. Without making a distinction, opportunities can be missed, programs can lack clarity, or the arts can seem like something too unwieldy to incorporate. 123 6 CHAPTER ONE ARTS INTEGRATION SELECTED READING Background: Arts in Schools Many teachers, schools, and arts programs benefit from knowing the different ways the arts can be present in schools. 105 CHAPTER SEVEN P.E/MOVEMENT 107 SELECTED READING. 12 CHAPTER TWO ARTS INTEGRATION AND THREE RS. 5 TABLE OF CONTENTS CHAPTER ONE ARTS INTEGRATION. doi 101186/s1296-9 Retrieved from A big “Thank You” to Educ3214 students for permission to include their work examples and art work in this textbook. International Journal of Behavioral Nutrition and Physical Activity, 14, 114-127. (nd) Retrieved from 4 Chapter Seven Source: Watson, A., Timperio, A, Brown, H, Keren Best, K, & Hesketh, K D (2017) Effect of classroom-based physical activity interventions on academic and physical activity outcomes: A systematic ![]() (nd) Retrieved from arts Public speaking. (nd) Retrieved from (illusion) Mime artist. (nd) Retrieved from of circus skills Magic. ![]() (nd) Retrieved from Children’s Theater (2018, March 15). (nd) Retrieved from Chapter Six Sources: Acrobatics. (nd) Retrieved from arts Chapter Five Sources: Cinquain. (2016) Music integration In N Sarahzon, (2016), Music and the Child, Chapter 12 Open SUNY Textbooks. Open SUNY Textbooks Retrieved from Sarrazin, N. (2016) Fundamentals and educational roots in the US In N Sarahzon, (2016), Music and the Child, Chapter 2. B, & Layne, S (nd) Why arts integration? Retrieved from Chapter Three Sources: Music. B (nd) Creating a rationale for arts integration Retrieved from Silverstein, L. B, & Layne, S (nd) What is arts integration? Retrieved from Chapter Two Sources: Isenberg, J., McCreadie, J, Dunham, J, & Pearson, B (nd) What are some sources for research and current thinking about arts integration? Cite the source: Zhou, M., Brown, D (2018) Arts integration in elementary curriculum Retrieved from (URL) 3 Permission for Use Acknowledgements Grateful acknowledgement is made to the following sources for permission to use through creative commons licenses, author(s) or proper copyright holder(s): Chapter One Source: Silverstein, L. Arts Integration in Elementary Curriculum Molly Zhou David Brown 2 Arts Integration in Elementary Curriculum edited by Molly Zhou Dalton State College David Brown Dalton State College May 2018 Dalton, GA This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license (CC BY-NC-SA).
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