The Consortium of National Arts Education Associations - PDF document

1 1 The Consortium of National Arts Educat
1 The Consortium of National Arts Education Associations Authentic Connections: 2 This document was developed by a interdisciplinary committeeArizona State UniversityBox 872002Permission is granted toreproduce this brochure,but not for sale.Contributing members of the committee:AATE 3Authentic ConnectionsThe purposethe interdisciplinary content standards. It has been prepared for teachers in all disciplines, teaching artists, administrators, teacher educators at the collegeclassrooms and in their work with other teachers in schools.DefinitionDance Content Standard #7:Music Content Stan

2 dard #8:other arts, and disciplines outs
dard #8:other arts, and disciplines outside the arts. Content Standard # 6: 4The Consortium of National Arts Education Associations supports quality interdisciplinary learning in all disciplines that¥ maintains the integrity of each discipline¥ increases depth of understanding and student achievement¥aligns with established learning standards¥provides a balance among the disciplines being studied¥incorporates multiple intelligences and learning modalities¥sets clear expectations for student work¥encourages formative and summative assessment¥develops higher order thinking

3 skills and problem solving¥involves co
skills and problem solving¥involves community resources in and out of school¥respects and encourages multiple solutions to problems¥¥ involvement of students in processes that are authentic to the arts (creating, performing, and responding) ÒDisciplinary integration inart is educationally desir-in which artists and arts-related professionals experi-and reinforce what isimportant.ÓStephen Mark Dobbs, 1998 5CriteriaThe following criteria can be used by teachers toguide the creation of new interdisciplinary units or toevaluate plans or units designed by others. Thecriteria draw

4 attention to the nature of learning in
attention to the nature of learning in thecriteria can help teachers identify elements that areessential for interdisciplinary learning with the arts.¥ flexible scheduling¥ curriculum development¥ community support and involvementOpportunity to Learn Standards for recommendations that also enable interdisciplinary work in the arts.Opportunity to Learn Standards for Arts Education Checklist:Are meaningful connections made between or among the disciplines?_______Is in-depth learning promoted?_______Are high quality examples from the art(s) and other discipline(s)used?_______Is appropr

5 iate terminology used?_______Are the art
iate terminology used?_______Are the artistic processes of creating, performing, and responding incorporated?_______Is assessment ongoing throughout the project?_______Is there a final evaluation of student learning? 6Models of Instruction forInterdisciplinary Curriculum¥¥an interdisciplinary unit of study¥a school-wide project involving many classrooms, students, and teachers¥an entire curricular framework.¥the process inherent in the art form such as creating, responding, or performing¥a particular work in the art form¥aesthetic principles¥broad, generative themes¥standards i

6 n one or more disciplines¥key concepts
n one or more disciplines¥key concepts and principles in other disciplines¥shared elements, functions, or contexts across disciplines.Although there are many models and types of interdisciplinary instruction, weprovide on the following pages three models with illustrations of classroom 7Parallel InstructionThe first of these models, parallel instruction, involves agreement between two teachers tohowever, focuses on the content and processes that are representative of each distinct disci-Many times teachers adopt this model as a starting point for further interdisciplinary work.reactio

7 ns. In science class, students focus on
ns. In science class, students focus on laws of motion and mechanical energy that explain how chain reactions work. They build Rube Goldberg-type devices to apply and test these laws. At the same time, the dance teacher leads students through a process in which a theme is transformed throughsuccessive variations. The dance teacher suggests specific movements to add, delete, or alter, as well as families of movements (turns, jumps, falls, ges- 8Crossdisciplinary InstructionA second model, crossdisciplinary instruction, explicit if teachers choose to demonstrate their expertise and the in

8 terplay of crossdisciplinary ideas throu
terplay of crossdisciplinary ideas through team teaching.ÒconnectiveÓ understanding through projects and demonstrations. One of the consortium members compared this approach to a seesawÑalthough thediscipline outside of that discipline. They may also see that there are similarities in processes across disciplines. One important outcome ofconflicttion of these ideas through presentations of the works that they selected, accompanied by oral critiques of the symbolism in the works. to illustrate how the artist used abstracted forms and symbols to depict the bombing andother artists tha

9 t related to the theme of conflict. In t
t related to the theme of conflict. In their oral presentations, students demonstrated their abilities to critique the work and to uncover theGoose. Several times throughout the unit and at its conclusion, students and teachers from both classes met together to relate how texts and images can serve aspowerful symbols of conflict in art works and the societal contexts in which they are created. Processes and strategies for critique across disciplines were 9A Journey of Hope Ð Immigration - Music and HistoryImmigration Classroom teachers introduced the project by reading stories of immig

10 rants who came to Ellis Island in the 18
rants who came to Ellis Island in the 1800s as well as the experiences of more recentA Journey of Hope, InfusionInfusion able to teach in this infused manner, but most often a collaborative team will need to be involved.show studentsÕ learning in both areas since the relationship is so integral to both. Students accustomed to a classroom without artificial partitions of timeTheme Exploration: A Senior Seminar Ð Visual Arts and Literature 10ice, animals, and humans. The students create and enact scenes personifying the forces of nature and the land forms as characters. The character