No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Enhancing Student Learning Through Arts Integration: Implications for the Profession
Abstract
The purpose of the present review of literature and research is to examine the numerous benefits the arts provide as enhancements for teaching and learning provided for both educators and students in PK-12 school settings. The relationship between exposure to the arts and student achievement within the academic disciplines such as mathematics, English/language arts, science, and social studies has, until recently, received mixed reviews (Winner & Hetland, 2000, Gullatt, 2007). Writings related to this topic have been typically theoretical in nature with little empirical support.
Over the past 10 years prominent theorists and practitioners such as Catterall, Eisner, and Gardner have begun to argue that the arts are integral to the education of the "whole child" (Catterall, 1998; Eisner, 1998; Gardner, 1999a). These noted theorists have recognized and supported the lifelong benefits that the arts have provided students as they became adults. If research and best practice identify benefits to the academic curriculum provided by the arts which can enhance academic gain, then why are the arts so often blatantly overlooked as a ready medium of assistance for teaching and learning in schools across America?
The recent slowdown noted in the U. S. economy, which among other things has been attributed to high oil prices, stagnant housing markets, taxpayer revolts, and skyrocketing costs of the operation of both public and private institutions, has resulted in educational budget cuts causing the redistribution of remaining funds. These economic conditions have both immediately and seriously impacted, in a negative way, the attentiveness of many school and school system leaders toward the arts as a means of increasing the opportunities for student learning. In spite of what is actually happening in educational circles, past and more recent research call for serious consideration about curricular offerings prior to reducing programs in the arts due to the positive teaching and learning effects provided (Goldsmith, 2003).
Presently, there is a sharpening of focus by both national and state educational policy planners to aggressively address school and school district accountability associated with student academic success. Efforts by school district officials to positively impact student academic achievement are being better coordinated with more stringent methods utilized to determine student academic success. As a result, those making curriculum decisions about ways to enhance student academic gain will find the arts to be a research-based mechanism with which to provide assistance and enhancement for achieving increased student academic success, not an area to receive either an indirect or direct cut in funding (Goldsmith, 2003; Finch, 2004). This article will provide major talking points for both educational policy and curriculum leaders either searching for rationales to (a) continue or to prepare for providing a functional, productive arts program supporting the school educational mission of student success and/or (b) address ways to enhance the present school district teaching and learning environment through the arts. Implications for PK-12 educational professionals are also provided from summarized research addressing best practice in the area of arts integration into the PK-12 curriculum.
In order to appreciate the role of the arts in the present PK-12 academic curriculum, one must note the role that the arts have played in the history of education. Darby and Catterall (1994) cite two chronological events that led to modern thinking about the arts in education. First, researchers began their perspective with Horace Mann in the late 1800s, stating that Mann demanded that visual arts and music be taught in the common schools in Massachusetts as an aid to the curriculum and an enhancement to learning. His theory and recognition as a researcher gained the first major entrance of the arts into curricular offerings within a state. Second, they noted that Dewey posited the correlation between instruction in the arts and cognition to be positive, which had a profound effect on curriculum decisions of the time in many locations.
In addition, Bresler (1995) noted that the roots of integration of the arts into the curriculum could be traced back as far as Dewey with his views on progressive education. Bresler further stated that during the 1930s and the 1940s, behaviorism was introduced and gained popularity within American school systems. Bresler...
... Only students fully understand the text the drama will successfully be performed. As Gullatt (2008) 11 mentioned in the research of Enhancing Student Learning through Arts Integration, drama gives students an opportunity to get into the deeper content of the learning materials. The drama activity is also a platform for students to learn multidisciplinary, as well as triggering critical thinking (Gullatt, 2008). ...
... As Gullatt (2008) 11 mentioned in the research of Enhancing Student Learning through Arts Integration, drama gives students an opportunity to get into the deeper content of the learning materials. The drama activity is also a platform for students to learn multidisciplinary, as well as triggering critical thinking (Gullatt, 2008). The great number of respondents applying the art method indicated that the vivid visualized and audio techniques could prompt students' memorizing ability. ...
... Gullatt, D. E. (2008). Enhancing Student Learning through Arts Integration: Implications for the Profession. ...
... Keeping fine arts in public education is of vital importance for civilizing societal traditions and improving educational growth. Studies confirm how arts education and its assimilation in a school's curriculum attend to the improvement of civic engagement, corporeal existence, cognitive consonance, and emotional dependency in students (Braund & Reiss, 2019;Chessin & Zander, 2006;Dunstan, 2016;Gullatt, 2008;Hendricks, 2016;Upitis, 2003). Further, researchers affirmed an increase in creativity and innovation among performing art students (Braund & Reiss, 2019;Cohen, 2016). ...
... Inside most public schools in the United States, funding decisions fall upon a district's board of education and their superintendent (Wan et al., 2018). However, the practice of autonomy in school decision-making and curriculum design still falls upon the principals and their school-based decision-making team (Chessin & Zander, 2006;Gullatt, 2008). As head director of the school, the principal's beliefs may affect decisions surrounding funding and curricular issues the school may have (Upitis, 2003). ...
... This qualitative multiple case study includes an aim to identify and ascertain the development of perceptions towards the fine arts in rural and urban public school principals in West Texas. The fine arts provide students the skills for civic engagement, emotional dependency, leadership skills, innovation, and creative assimilation (Chessin & Zander, 2006;Cohen, 2016;Gullatt, 2008;Upitis, 2003). However, changes in federal and state educational policies, including budget restriction, have made the fine arts less accessible to all students (Puryear & Kettler, 2017). ...
This qualitative study included an exploration of the concept of perception affecting decision- making in curriculum design and the support of school administrators toward fine art programs in West Texas School Regions 18 and 19. Research shows that the fine arts provide students the social and creative skills to become productive citizens. However, research shows that in the current realm of urban and rural public school curricula, the fine arts exist at either a limited capacity or are nonexistent. This dissertation included an attempt to answer how a school leader's fine arts perception affects a principal's ability to support, build, and sustain fine arts programs through four research questions: (a) What experiences have West Texas public school principals had with the visual and performing arts? (b) How do West Texas public school principals perceive their role in fine arts education? (c) How do West Texas public school principals perceive the meaning of the phrase "supporting the fine arts" as it applies to their schools? (d) What are the shared values among West Texas public school principals regarding the fine arts? This qualitative multiple case study included the use of semistructured interviews to collect data from principals. These participants were current principals in their schools in West Texas. Each participant received an email inviting them to complete a questionnaire for qualification and an email to schedule their interview; in vivo coding of transcripts made from video recording the interviews allowed for analysis. The results showed that principals' experiences with the fine arts as children subconsciously affected the importance and support of fine arts in their school curricula. The overall purpose of this study was to equip school principals with the knowledge needed to support existing fine art programs and provide implementation methods to higher education institutions regarding the inclusion of the arts in principal training programs.
... The John F. Kennedy Center for the Performing Arts defines art integration "as an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject area and meets evolving objectives in both" (Silverstein & Layne, 2010, p.1). Horace Mann in the 19th century was one of the first educational reformers to demand that visual arts and music should be taught in the common schools in Massachusetts as an aid to the curriculum and an enhancement to learning (Gullatt, 2008). Another prominent educational reformer in the early 20th century, John Dewey, also supported arts education and curriculum integration in an effort to aid student learning (Gullatt, 2008). ...
... Students engage in a creative process which connects an art form and another subject area and meets evolving objectives in both" (Silverstein & Layne, 2010, p.1). Horace Mann in the 19th century was one of the first educational reformers to demand that visual arts and music should be taught in the common schools in Massachusetts as an aid to the curriculum and an enhancement to learning (Gullatt, 2008). Another prominent educational reformer in the early 20th century, John Dewey, also supported arts education and curriculum integration in an effort to aid student learning (Gullatt, 2008). In the early 21st century reform documents such as Common Core State Standards (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) state, "the Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school." ...
... Overall research literature lacks a coherent understanding of the complex behavioral and cognitive processes involved in an integrated classroom. Gullatt (2008) states Recent developments in cognitive science and neuroscience help explain the power of the arts as enhancing teaching and learning in numerous ways. These developments have shown that the mind is embodied and that the brain and body make up a single, fully integrated cognitive system. ...
Arts integration in school-based curriculum has been an area of interest in the United States since formal schooling began in the 1800s. Arts integration uses art forms such as, visual arts, music, drama, or dance with a language arts, math, science, and/or social studies curriculum. This article examines nine studies that assessed the effects of school-based arts integration on urban students’ academic achievement. Findings suggest that an arts-integrated curriculum has positive effects on urban student academic achievement. Despite the positive impact of arts integration, the cumulative understanding of current research does not definitively offer an explanation for why arts integration successfully impacts student achievement. The analysis of findings suggests that improvements in core content knowledge may be a minor outcome when compared with possible developmental gains in executive function (representational knowledge, operational processes, and self-regulation) from an arts integration program. Opportunities to focus future research in arts integration programs around the construct of executive function are suggested and justified based on analysis of findings.
... Teachers have the opportunity to engage in new ways of thinking and processes that are unique to the arts. In using these arts' habits of mind, there is an opportunity for students to access core concepts and skills of the content areas in multiple ways (Fiske, 1999;Gullat, 2008;Lloyd, 2017;Mishook & Kornhaber, 2006). To integrate the arts, to move beyond standardized content like English language arts (ELA) and mathematics as a single focus, is an act of disruption. ...
... The arts provide an alternative way to express ideas and learning. In several studies, students created art products that showed their learning about a concept in core subjects (Gullat, 2007(Gullat, , 2008Seashore, Anderson, & Riedel, 2003). Students were able to use various modalities, kinesthetic, visual, and auditory to show what they understood in content. ...
... According to scientific findings, the majority of thoughts take place at levels well below conscious awareness and control, involving the processing of a continuous stream of sensory data; metaphors connected to physical experiences and emotions represent abstract thought; physical sensations and emotions are crucial to thought and learning. Therefore, it can be inferred that for some researchers, reasoning may not be conceivable without experience and emotion (Gullatt, 2008). According to Goleman (1995), who asserted that IQ and emotional intelligence work hand in hand to lead learners towards success, IQ and emotional intelligence have equal strength in pushing learners toward success. ...
... Because of this, teachers should transition from playing the role of knowledge transmitters to that of learning facilitators. Therefore, it is important to consider the pupils' specific characteristics and intelligence types when conducting the assessment (Gullatt, 2008). To determine whether or not differences in students' emotional intelligence in an EFL setting may result in an enhanced ability to lead to increased verbal intelligence, the current study set out to investigate the correlation between male and female intermediate learners' verbal intelligence and their EQ. ...
Verbal or linguistic intelligence is one of the types of intelligence that can be vital to acquiring both spoken and written language as well as using language to accomplish goals. The study can be categorized as a survey-based correlation study that sought to examine the relationship between two variables, namely, the verbal and emotional intelligence of learners, using gender as the moderator variable to demonstrate how gender differences affect the relationships between two dependent variables. 120 intermediate EFL male and female students from the Tokat Gaziosmanpasa ELT department's relevant classes held in the fall semester of 2022 were initially chosen to participate in the study. The Bar-On Emotional Intelligence Questionnaire's domestic version's items were administered to the subjects. According to the results of the present study, there was a strong positive and significant correlation between the verbal and emotional intelligence of male learners, indicating that participants with higher emotional intelligence levels appeared to be better language users and more effective communicators. Keywords : Emotional intelligence ; intelligence ; IQ ; linguistics.
... Active participation in arts education programs has produced positive learning outcomes with interdisciplinary curriculum tied to standardized testing and student academic achievement. Vygotsky recognized that arts contribute to the learning process and construction of knowledge (Gullatt, 2008). An interdisciplinary nature is evident in successful arts programs that bind together curricular themes and encourage cross-department collaboration. ...
... Case studies investigating at-risk, low-income, and struggling students enrolled in arts-integrated courses at public schools found their standardized test scores increased (Kratochvil, 2009;Gullatt, 2008;Rabkin & Redmond, 2003;Strickland, 2008). Skills gained in dramatic arts and music programs encouraged students to apply their knowledge and motivation to learn other core subjects (Gullat, 2008). ...
The purpose of this qualitative research case study was to investigate leadership and funding decisions that determine key factors responsible for sustaining arts programs in public schools. While the educational climate, financial constraints, and standardized testing continue to impact arts programs in public education, Eastland High School, the site of this case study, managed to sustain its visual and perform- ing arts program. The foundation of this research study was shaped around understanding the key factors that sustained the arts program at Eastland High School. A qualitative lens utilized three research questions that investigated arts programs at the school, leadership decisions that supported the arts program, and funding decisions made at the site. Data triangulation was used to identify several emerging themes relevant to the three research questions. The implications of this case study indicated collaborative leadership and resourceful funding decisions sustain viable arts programs in public schools.
... Roveng & Gnegg (2007) concluded that teaching geography by using folk dance put positive impact on developing interdisciplinary and multicultural subject matter. Gullatt (2008) noted that including the arts in the learning process allows students to move beyond the recall and memorization stages of learning thus, students develop a deeper understanding of content by having to complete projects or activities rather than just repeating learned information. Gullat further suggested that the incorporation of the arts into school curricula can serve as a motivating factor for students when it comes to instruction and learning. ...
... This result is due to the fact that Arts integration in classroom allows more opportunities for student interaction within the classroom and during lessons, which helps to keep students engaged in the lesson and students can think more specifically, systematically, critically and purposefully on the matters of geographical concepts. Further, Arts related activities such as drama, music, movement, and storytelling can effectively engage students in their own learning process and help them in understanding the content and concept easily Shank (2013) and Gullatt (2008). ...
... L'intégration des arts participerait de plus à l'amélioration du bien-être et du climat scolaire. Elle aiderait en effet les élèves à développer leur estime et leur confiance en eux, tout en favorisant l'apprentissage du respect et de l'acceptation des autres et de leurs idées (Lynch, 2007 ;Gullatt, 2008 ;Brouillette and Jennings, 2010 ;Bellisario and Donovan, 2012). Enfin, l'intégration des arts favoriserait également l'apprentissage notionnel des élèves et améliorerait leurs performances scolaires. ...
... De manière originale, non relevée dans la littérature, une élève a également formulé l'aspect esthétique de la démarche comme un vecteur de bien-être. Par ailleurs, certaines connaissances, capacités et attitudes mobilisées dans le cadre de notre expérience se mettent également au service du bien-être des élèves, telles que l'acceptation de soi et l'ouverture aux autres (Gullatt, 2008 ;Brouillette and Jennings, 2010 ;Bellisario and Donovan, 2012). A l'image des résultats de Bresler (2011), nous pouvons proposer que le bien-être prodigué aux élèves par l'intégration des arts ait une influence positive sur leur apprentissage, les rendant plus disponibles à l'acquisition de connaissances, capacités et attitudes. ...
L'intégration des arts est une forme d'apprentissage via laquelle les élèves construisent et démontrent leur compréhension du monde en connectant un art à une autre discipline scolaire. Bien que rarement employée, cette approche aurait une influence bénéfique sur l'apprentissage des élèves qui mobiliseraient grâce à elle de nombreuses connaissances, capacités et attitudes. Afin d'étudier quelles pourraient être les retombées de l'intégration des arts dans l'apprentissage des sciences de la vie, j'ai invité une classe de 6e à associer les arts visuels à la découverte des cellules biologiques. La réalisation de cellules imaginaires ainsi que leur partage en classe ont en effet permis la mobilisation par les élèves de connaissances, capacités et attitudes variées, tout en apportant une amélioration à leur bien-être scolaire et en facilitant leur apprentissage notionnel. Cette influence bénéfique de l'intégration des arts dans l'apprentissage des sciences de la vie a été perçue par moi-même, mais également revendiquée par les élèves. De nouvelles modalités d'intégration des arts sont proposées dans le cadre de cette étude, qui pourront être réinvesties dans d'autres contextes d'apprentissage (cf. résumé détaillé et mémoire de recherche en pièces jointes).
... Particularly useful in the development of activities using Process Drama is the work of John O'Toole which involves using the creative process of drama and dramatic elements to explore contexts, situations and themes to critically think about issues and the way meaning is constructed (O'Toole, 2003). Gullatt (2008) explores the way that integration of the arts across a number of curriculum areas can be used to enhance student learning. One simple drama technique which Gullatt (2008) and other educationalists have found useful, active and engaging is Reader's Theater. ...
... Gullatt (2008) explores the way that integration of the arts across a number of curriculum areas can be used to enhance student learning. One simple drama technique which Gullatt (2008) and other educationalists have found useful, active and engaging is Reader's Theater. Reader's Theatre probably began as a style of presenting literature in a dramatic presentational way in England during World War Two when publication of plays was limited. ...
Abstract: The skills and knowledge which university and college students will need for the 21st century are unknowable. What is known is that flexibility, conceptual thinking, empathy, critical thinking and sophisticated communication skills are just some of the areas of expertise which need to be developed for the future. The following paper was delivered at The International Conference on Language Learning and Teaching in November 2015 in Dubai. The paper was delivered to university lecturers who are teaching students in English in L1 and L2 contexts in countries in Asia, Africa, Oceania, Europe and North America. It draws on the work of Augusto Boal, Dorothy Heathcote, Keith Johnstone, Cecily O’Neill, Constantin Stanislavski and Rudolf Laban to advocate the use of drama in the development of the communication skills which university and college students need for the 21st Century. The presentation explored the ways that drama can be used to effectively engage English L1 and ESL Learners to develop effective communication skills in everything from vocabulary work to speaking Skills to developing game simulations and computer programs.
Keywords: Drama, ESL, Role-playing, Improvisation, Boal, Reader’s Theatre, Stanislavski
(1) (PDF) Using Drama to Develop Communication Skills in the 21st Century Classroom. Available from: https://www.researchgate.net/publication/328565505_Using_Drama_to_Develop_Communication_Skills_in_the_21st_Century_Classroom [accessed Dec 17 2019].
... While there is a paucity of research that has been conducted on this line of inquiry, I draw upon the few evidenced-based practices when designing my teaching and learning instruction. For example, the use of visual art projects has been shown to aid in the construction of meaning (Constantino, 2007;Gullat, 2008) and increase critical thinking (Appel, 2006;Yenawine, 2013). Additionally, research has found that incorporating visual art projects increases creative problem-solving (Diaz-Lefebvre, 2006;Marshall, 2008). ...
This teaching tip article highlights the “Open Mind Portrait” as a visual art strategy to assess middle and secondary students’ complex expressions of texts backed by research, the steps involved for implementation, and a student example to highlight the power of visual art projects. Employing visual art projects to promote reading comprehension and critical thinking offers classroom teachers an innovative reading response method to the standard constructed response. Through the combination of reading and art, teachers can assess students’ comprehension of literary characters as students analyze the role of a character in a story, as well as the larger social, historical, and cultural world occupied by the character when responding to texts.
... (8) J Davis (1999) made it clear that the arts need to be employed to make meaning of things that have already been learnt, in addition to being taken up to act as a response to already taught concepts and a synthesising factor too, where there has to be a collaboration between the regular teacher and the arts expert, so that the student is facilitated to find an amalgamation of both, in the school (Gullatt, 2008) [12]. (9) The artistic proclivity is a natural characteristic of human beings, it is a method of communication and even cements relationships. ...
Purpose: To make a case for integrating art into school education not only in primary schools but also high schools and possibly institutions of higher education by aligning such requirements with the New Education Policy 2020 (NEP 2020), which is clear that we need to change our perspective towards art, not anymore consider it an add-on to the curriculum but make it an intrinsic aspect of teaching. Methodology: An exploratory research design is used to conduct the study, which is based on content analysis and study of peer-reviewed articles, scholarly papers and online sources on the topic. The Google Scholar search engine is used to conduct a literature review in order to establish a strong conceptual framework and recommendations, which are validated by the discoveries presented in the studied papers. Findings: This research gives us ample evidence that teaching methodologies that incorporate art are successful in infusing artistic sensibilities in children, and this in turn improves the academic performance of students as well as helps them develop well-rounded personalities with increased self-esteem. Originality/Value: A study of the need to develop artistic sensibilities in children by analysing research papers and discoveries of experiments incorporating art in teaching methodologies, through SWOC analysis. Paper Type: Case Studies and Qualitative Analysis
... According to previous studies, using the arts in learning not only helps the development of students' knowledge and concepts of the subject matter (Chalmers 1998;Seeley 2015) but also helps students increase other skills that can, in turn, enhance their overall academic achievements (Seeley 2015). Particularly in learning math, the arts could not only help students visualize and conceptualize theories but also help them reflect on their problem-solving processes (Dakota 2015;Gullatt 2008;Kosky and Curtis 2008). ...
In recent years, the discussion of the addition of arts in STEM education has been prevalent, especially when rooting in as national or school curriculum. In Taiwan, changes in the national curriculum were made to emphasize the importance of STEAM education and interdisciplinary pedagogical methods. This article then moves one step beyond the curriculum and explores the adaptation of the Chicago Arts Partnership in Education (CAPE) program in a standard public school context, integrating arts and math, to understand its effects on the students, as well as the challenges and considerations to be made in classroom. Using action research, the study implemented the integrated curriculum in a third-grade classroom, collecting observations, informal interviews, journal entries, students’ works, and reflective questionnaires. The results indicated positive roles of arts in math learning that rendered improvement not only in students’ math concepts but also their learning motivation, particularly learning engagement, attitude and confidence. These roles include equipping students with artistic processes that help scaffold students’ learning through the enhancement of their cognitive and physical development, and providing conditions contributing to positive environment that can foster students’ learning, Elements in the partnership suitable in the context and challenges that emerged during the process were discussed to provide implications and suggestions for educators and for further research.
... Motivation and enjoyment are important factors to consider in the development of engaging learning opportunities. According to Shernoff, Csikszentmihalyi, Schneider, and Shernoff, (2003) promoting excitement stimulates engagement in the learning process; Gullatt (2008) argued that providing artistic opportunities created the benefits of enjoyment and motivation for studentsas cited by Athena Nichols (2015) proposed that the sense of time is transformed when individuals are transfixed by a task. When one's sense of time on task is altered, one is more focused, inspired, and determined to meet or exceed educational goals. ...
The study was conducted to determine the student's online engagement using the IDEA lesson exemplar and multi-media dance application as a basis for assessing students' cognitive and behavioral competency. The study used the descriptive quasi-experimental method of research. A teacher-made questionnaire, rubrics, pretest, and posttest, were employed to gather data and information necessary for this study. The study's respondents consist of fifty (50) grade 10 students taking performing arts at San Juan National High School. The statistical tools used were weighted mean, standard deviation, t-test, and Pearson r correlation. In line with the study's findings, it can be concluded that students are engaged in online discussion as they actively participate in introduction, development, and assimilation. It enables the use of previous experiences in new lessons, familiarizing the lesson content, recalling information through independent practices, and reflecting on own understanding through performance tasks.
On the other hand, students were proficient in remembering during the pretest and least in applying but mastered remembering and applying during the posttest. More so, students are engaged in the cognitive aspect of the learning process, such as remembering, understanding, and applying observable behavioral competencies and aspects of learning. Furthermore, there is a significant difference between the pretest and posttest after students' exposure to an online discussion using the IDEA lesson exemplar. At the same time, there is no significant relationship between Grade 10 student engagement in the performing arts and their cognitive and behavioral competency level. Based on the conclusion laid, the following suggestions are offered by the researcher: Teachers are advised to strengthen the use of IDEA lesson exemplar, pretest, and posttest, motivating strategies, range of varied learning experiences, and varied assessment methods in distance learning implementation with the application of innovated instruction and localized material for the student's holistic development and engagement.
Keywords: Students Engagement, Performing Arts,IDEA Exemplar, Cognitive and Behavioral Competency
... Oppilaan rooli laajenee ja hän osallistuu aktiivisesti oppimisprosessiin. Monialaisuus parantaa korkeamman asteen ajattelutaitoja, antaa mahdollisuuden avartaa käsityksiä oppiaineiden sisällöistä, laajentaa kulttuurisia näkökulmia, vahvistaa esteettisiä taipumuksia, kehittää visualisointitaitoja ja mielikuvitusta, rohkaisee moniaistilliseen oppimiseen, lisää vuoropuhelua, kehittää viestintätaitoja ja yhdessä työskentelyä, kehittää matemaattista avaruudellista ja loogista päättelyä, lisää luovuutta, kekseliäisyyttä ja riskinottokykyä, sekä rohkaisee monikulttuurisuuteen ja erilaisuuteen (Gullatt, 2008). ...
FInnish first - English below!
Artikkelissa kuvataan turvallisuusopetuksen vaikuttavuutta ja turvallisuusaiheeseen
liittyviä oppimisympäristöjä perusopetuksessa. Opettajien ja ulkopuolisten
turvallisuusasiantuntijoiden käsityksistä ja kokemuksista koottiin laadullinen
aineisto. Oppilaiden turvallisuusosaamisesta kerättiin määrällinen kyselyaineisto
(TUKO I n=361 ja TUKO II n=256). Laadullisen aineiston perusteella koulun
ulkopuolisten turvallisuusasiantuntijoiden käyttäminen opetuksessa motivoi
oppilaita, syvensi aiheen käsittelyä ja tarjosi toiminnallista tekemistä. Haasteina
vastaajat pitivät koulun aika- ja henkilöresurssien allokoimista turvallisuusopetukseen.
Määrällisen aineiston perusteella havaittiin tilastollisesti merkitsevä
turvallisuusosaamisen parantuminen paloturvallisuuden ja liikenneturvallisuuden
osalta. Tutkimustulokset indikoivat, että yksittäisten toimenpiteiden vaikutukset
turvallisuusosaamisen kehittymiseen ovat kuitenkin pieniä. Siksi turvallisuusopetusta
pitäisi tarjota systemaattisesti jokaisella luokka-asteella.
The article describes learning environments related to safety education, in the
situations where support for teaching is provided by the external specialists from
safety-related non-governmental organizations and rescue services. Teachers´
and safety experts´ opinions and perceptions were collected with themed interviews.
In addition, students´ safety competence was measured using a quantitative
questionnaire. It seems, that the use of external experts in teaching, motivated
the students, deepened the subject didactical approach and provided
possibilities for training the practical safety skills. As a challenge, the respondents
considered the allocation of the timely and personnel resources. On the basis of
the quantitative data, we found that in general, pupils´ safety competence was
on a good level. Statistically significant positive changes after the intervention
were discovered in the areas of fire safety and traffic safety. This study strengthens
our opinions that safety education is not effective when provided as one-time
or unique experience. A sustainable model for safety education should be created
instead.
... Oppilaan rooli laajenee ja hän osallistuu aktiivisesti oppimisprosessiin. Monialaisuus parantaa korkeamman asteen ajattelutaitoja, antaa mahdollisuuden avartaa käsityksiä oppiaineiden sisällöistä, laajentaa kulttuurisia näkökulmia, vahvistaa esteettisiä taipumuksia, kehittää visualisointitaitoja ja mielikuvitusta, rohkaisee moniaistilliseen oppimiseen, lisää vuoropuhelua, kehittää viestintätaitoja ja yhdessä työskentelyä, kehittää matemaattista avaruudellista ja loogista päättelyä, lisää luovuutta, kekseliäisyyttä ja riskinottokykyä, sekä rohkaisee monikulttuurisuuteen ja erilaisuuteen (Gullatt, 2008). ...
The Finnish abstract first and the Engliah one below
Pelastustoimen ja koulun turvallisuuskasvatuksen sisältöjä, menetelmiä ja tavoitteita ohjataan eri suunnista. Tässä tutkimuksessa tarkasteltiin millaisia turvallisuuskasvatukseen liittyviä tavoitteita on esitetty POPS 2014:ssa ja muissa perusopetuksen turvallisuuskasvatusta koskevissa normiohjausasiakirjoissa
sekä keskeisissä oppilaitosturvallisuutta käsittelevissä raporteissa (N9). Asiakirja-aineiston sisällönanalyysi toteutettiin teoriasidonnaisesti ja tuloksissa turvallisuuskasvatuksen tavoitteet jäsentyivät ennakointiin, toimintaan sekä toipumiseen ja turvallisuuden omistajuuteen liittyviin tavoitteisiin. Asiakirjojen tavoitteiden välillä ei ole sisällöllisiä ristiriitoja, mutta painotukset vaihtelevat.
Turvallisuusstrategioissa esiin nouseva kriiseistä toipuminen ei esimerkiksi löydy POPS 2014:n oppimistavoitteista. Tutkimuksen tuloksia voidaan hyödyntää perusopetuksen turvallisuuskasvatuksen suunnittelussa eri oppiaineissa sekä kehitettäessä ilmiölähtöisyyttä tukevia monialaisia oppimiskokonaisuuksia, joita toteutetaan yhteistyössä koulun ulkopuolisten tahojen kanssa.
The subjects, methods and goals of safety education implemented by school or
rescue service, come from different directions. This study considered safety education
in the context of Finnish Basic Education Curriculum (2014) and other
normative documents and reports for basic education safety education (N9).
The data were analyzed using content analysis. In the results, the goals of safety
education were structured in the context of anticipation, action, recovery and responsibility.
Recovery from the crisis mentioned in the security strategies does not
occur in the Curriculum. The results of the research can be utilized in the design
of basic education safety education in different subjects and in the development
of multi-discplinary and phenomenon-based learning. The results can be used
also in developing safety education cooperation with teachers and safety professionals.
... Oppilaan rooli laajenee ja hän osallistuu aktiivisesti oppimisprosessiin. Monialaisuus parantaa korkeamman asteen ajattelutaitoja, antaa mahdollisuuden avartaa käsityksiä oppiaineiden sisällöistä, laajentaa kulttuurisia näkökulmia, vahvistaa esteettisiä taipumuksia, kehittää visualisointitaitoja ja mielikuvitusta, rohkaisee moniaistilliseen oppimiseen, lisää vuoropuhelua, kehittää viestintätaitoja ja yhdessä työskentelyä, kehittää matemaattista avaruudellista ja loogista päättelyä, lisää luovuutta, kekseliäisyyttä ja riskinottokykyä, sekä rohkaisee monikulttuurisuuteen ja erilaisuuteen (Gullatt, 2008). ...
Artikkelissa tutkitaan vuosien 2004 ja 2014 Perusopetuksen opetussuunnitelman
perusteiden mukaisesti opetusta saaneiden kuudes- ja yhdeksäsluokkalaisten
oppilaiden (N=508) käsityksiä itsearvioinnin merkityksistä ja toteutumisesta käsityöoppiaineessa.
Itsearvioinnin tehtävänä on kehittää oppilaan oppimista. Itsearviointi on oleellinen
osa kokonaista käsityöprosessia sen kaikissa vaiheissa. Itsearviointi on
oppilaan omaa työtä ennakoivaa toimintaa, jota voidaan tarkastella näyttöön
perustuvan, vahvistavan, reflektiivisen sekä pragmaattisen itsearvioinnin osaalueiden
avulla.
Aineisto kerättiin keskisuuren kaupungin perusopetusta järjestävissä kouluissa
2017. Summamuuttujatarkasteluun perustuvassa analyysissa ilmeni, että oppilasryhmien
välillä oli tilastollisesti erittäin merkitsevää eroa. Negatiivisimmin
itsearviointiin suhtautuivat kaikissa itsearvioinnin osa-alueissa yhdeksäsluokkalaiset,
jotka eivät opiskelleet valinnaisessa käsityö-oppiaineessa. Tottuminen itsearviointiin
lisäsi selvästi oppilaiden positiivista suhtautumista ja itsearvioinnin
oppimista edistävän vaikutuksen havaitsemista. Sanalliset vastaukset tukivat
analyysin tulosta.
... Oppilaan rooli laajenee ja hän osallistuu aktiivisesti oppimisprosessiin. Monialaisuus parantaa korkeamman asteen ajattelutaitoja, antaa mahdollisuuden avartaa käsityksiä oppiaineiden sisällöistä, laajentaa kulttuurisia näkökulmia, vahvistaa esteettisiä taipumuksia, kehittää visualisointitaitoja ja mielikuvitusta, rohkaisee moniaistilliseen oppimiseen, lisää vuoropuhelua, kehittää viestintätaitoja ja yhdessä työskentelyä, kehittää matemaattista avaruudellista ja loogista päättelyä, lisää luovuutta, kekseliäisyyttä ja riskinottokykyä, sekä rohkaisee monikulttuurisuuteen ja erilaisuuteen (Gullatt, 2008). ...
In the study the research task was to consider what kind of social support immigrant pupils (N=7) meet at school as they are integrated to ordinary Finnish classes during craft, design and technology education lessons. Social support is considered through emotional, instrumental and informative support. The data consists of 7 interviews and observation data from 25 lesson hours. On the basis
of the content analysis pupils experienced social support during craft, design and technology lessons. However there was recognized shortage of emotional, instrumental and informative support. On the basis of the results teachers can consider social support during their lessons and develop it. Most important would be developing instrumental support.
... Studies that handle applying MI theory in the field of language instruction are numerous. Grow (1990) Gullatt (2008) proposed that by involving students in learning that satisfies their specific intelligence strengths, they will become more active participants in the learning process. ...
... The role of the arts in the schools in the United States dates back as far as Horace Mann in the late 1800's who insisted upon the inclusion of arts in the curriculum in his belief that learning would be enhanced. Dewey proposed that there is a positive relationship between instruction in the arts and cognition (Gullatt, 2008). ...
... The components of PBL align well with standards in arts education and with art utilization. Through the arts, students are able to express ideas, fact knowledge, and feelings without having to rely heavily on words (Gullatt, 2008;O'Hara, Alter, & Hays, 2009). There are four domains that make up the core arts standards: (a) creating, (b) performing, presenting, and producing, (c) responding, and (d) connecting (National Coalition for Core Arts Standards Three anchor standards are in the performing domain: a) analyze, interpret, and select artistic work for presentation, b) develop and refine artistic work for presentation, and c) convey meaning through the presentation of artistic work. ...
Students with challenging behaviors pose unique demands on teachers and on the process of teaching and learning in instructional settings. Students with challenging behaviors who are engaged and active in learning environments display improved academic and social outcomes. The authors propose that using the arts in conjunction with project-based learning (PBL) as a means of art utilization is an effective way to provide educational support and success for students with challenging behaviors. The authors assert that by implementing art utilization, both teachers of traditional content areas AND teachers of the arts can bolster the strengths of students with challenging behaviors while addressing their common academic and social/emotional needs. To facilitate this integration, the authors discuss pertinent research on the arts and PBL and provide suggestions for arts utilization through the intersection of the arts and PBL.
... We have personally seen this type of teaching to be a powerful way to reach students, especially those who are unengaged or behind. According to Gullatt (2008), "these [integrated] programs appear to have a more powerful effect on the achievement of struggling students than more conventional arts education programs targeting the more advanced students" (p. 14). ...
... The existence of problem-solving in arts curricula is also attested to in Glass et al.'s 2013 article on Universal Design for Learning 24 which discusses the contributions of an arts education to such engineering-critical soft skills as "the ability to respond to variability" 25 , "finding patterns and connections, drawing inferences, … solving problems" 26 , and being able to generate a multitude of ideas 27 . These claims are echoed by Louisiana Tech's Gullat who argues for the role of an arts education in making students positively disposed to dealing with ambiguity, multiple perspectives (as engineers must face in evaluating design trade-offs), and multiple solutions 28 . Gullat then provides a summary of research, listing improvements in visualization, communication, collaboration, "spatial and logical mathematical reasoning," and risk-taking as some of the benefits of arts education 29 . ...
تهدف هذه الدراسة إلى تقصي وجهات نظر المعلمين في تخصصي المهارات الموسيقية والفنون التشكيلية حول مدى العلاقة الترابطية والتكامل الذي يجب أن يتحقق بين المجالين. وترجع أهمية هذه الدراسة إلى كونها تمثل إطارا مرجعيا حول التكامل بين مادتي المهارات الموسيقية والفنون التشكيلية، بما ستسهم به نتائجها في تقديم رؤى حول مدى الارتباط في المحاور المشتركة بين التخصصين، من حيث دلالات القوة والضعف فيها. وفي سبيل ذلك قام الباحثون بتصميم أداة الاستبانة بهدف الكشف عن توجهات المعلمين نحو مدى التكامل بين المجالين، حيث اشتملت على (7) محاور بإجمالي (48) فقرة. استخدمت الدراسة المنهج الوصفي التحليلي. وتكونت عينة الدراسة من (427) معلما للموسيقية، و (260) معلما للفنون التشكيلية من اجمالي مجتمع المعلمين في التخصصين بمدارس محافظات سلطنة عُمان. اظهرت نتائج الدراسة وجود ارتباط قوي بين المادتين وكان بلغ مجموع المتوسط الحسابي (3.55)، وقد حقق محور "الأنشطة والفعاليات المشتركة" أعلى ارتباط بمتوسط حسابي بلغ (3.86)، وأخرها محور "محتوى المنهج" بمتوسط حسابي (3.30). كما أشارت النتائج إلى وجود فروق دالة احصائيا تعزى لمتغير المؤهل الدراسي لصالح حملة الماجستير، في حين كشفت النتائج عن أنه لا توجد فروق دالة إحصائية تعزى لمتغيرات النوع الاجتماعي، وعدد سنوات الخبرة. أوصت الدراسة بضرورة الاستفادة من نتائج الدراسة الحالية في تحديد أولويات واحتياجات مادتي المهارات الموسيقية، والفنون التشكيلية لتحقيق الترابط والتكامل فيما بينهم، وأهمية توظيف نتائج هذه الدراسة في الارتقاء والنمو والتطوير والتحسين في مستويات الاداء البشرية للمعلمين والطلبة في منظومة التربية الفنية بشكل عام ومنظومة الربط بين مادتي المهارات الموسيقى والفنون التشكيلية بشكل خاص.
This article argues for the need of a new, pragmatic response to claims of indoctrination in public school classrooms across the United States. While attempts at defining indoctrination and moral arguments for and against certain pedagogical practices may be worthwhile, the article maintains that claims of indoctrination, whether substantive or not, are an impediment to effective teaching, especially for educators who are primarily interested in perspective transformation. Drawing on recent scholarship regarding epiphany and transformative education, an argument is presented that teaching for epiphanic experience may be a pragmatic solution for teachers to adopt to remain effective in the classroom amid ever-increasing political polarization and professional scrutiny. After establishing this point, the article turns to arts education as a possible source for understanding the pedagogical technique that may lead to the creation of a classroom ethos for epiphany.
تهدف هذه الدراسة إلى تقصي وجهات نظر المعلمين في تخصصي المهارات الموسيقية والفنون التشكيلية حول مدى العلاقة الترابطية والتكامل الذي يجب أن يتحقق بين المجالين. وترجع أهمية هذه الدراسة إلى كونها تمثل إطارا مرجعيا حول التكامل بين مادتي المهارات الموسيقية والفنون التشكيلية، بما ستسهم به نتائجها في تقديم رؤى حول مدى الارتباط في المحاور المشتركة بين التخصصين، من حيث دلالات القوة والضعف فيها. وفي سبيل ذلك قام الباحثون بتصميم أداة الاستبانة بهدف الكشف عن توجهات المعلمين نحو مدى التكامل بين المجالين، حيث اشتملت على (7) محاور بإجمالي (48) فقرة. استخدمت الدراسة المنهج الوصفي التحليلي. وتكونت عينة الدراسة من (427) معلما للموسيقية، و (260) معلما للفنون التشكيلية من اجمالي مجتمع المعلمين في التخصصين بمدارس محافظات سلطنة عُمان. اظهرت نتائج الدراسة وجود ارتباط قوي بين المادتين وكان بلغ مجموع المتوسط الحسابي (3.55)، وقد حقق محور "الأنشطة والفعاليات المشتركة" أعلى ارتباط بمتوسط حسابي بلغ (3.86)، وأخرها محور "محتوى المنهج" بمتوسط حسابي (3.30). كما أشارت النتائج إلى وجود فروق دالة احصائيا تعزى لمتغير المؤهل الدراسي لصالح حملة الماجستير، في حين كشفت النتائج عن أنه لا توجد فروق دالة إحصائية تعزى لمتغيرات النوع الاجتماعي، وعدد سنوات الخبرة. أوصت الدراسة بضرورة الاستفادة من نتائج الدراسة الحالية في تحديد أولويات واحتياجات مادتي المهارات الموسيقية، والفنون التشكيلية لتحقيق الترابط والتكامل فيما بينهم، وأهمية توظيف نتائج هذه الدراسة في الارتقاء والنمو والتطوير والتحسين في مستويات الاداء البشرية للمعلمين والطلبة في منظومة التربية الفنية بشكل عام ومنظومة الربط بين مادتي المهارات الموسيقى والفنون التشكيلية بشكل خاص.
This study aims to investigate teachers’ perspectives in the majors of music skills and plastic arts about the extent of associative relatedness and complementarity that has to be achieved between the two specializations. The importance of this study is to the fact that it represents a reference framework on the integration between the musical skills and plastic arts, as its results will contribute to providing insights about the extent of the link between the elements of the common curriculum between the two disciplines in terms of their strengths and weaknesses. To this end, the researchers designed a questionnaire to reveal the teachers' perspectives about the complementarity between the two disciplines. It included (7) axes with a total of (48) items. The study used the descriptive analysis research method. The sample of study consisted of (427) Music teachers, and (260) Plastic Arts teachers from the total teachers’ population in both disciplines in the schools of the Sultanate of Oman. The results of the study indicated that there is a high correlation between the two disciplines with a total mean of (3.55), while the axis of "joint activities and events" scored the highest mean with an average mean of (3.86), and the lowest mean score was given to the axis of "Curriculum Content" with a mean of (3.30). The results also indicated that there were statistically significant differences due to the academic qualification variable in favor of the master's holders, while the results revealed that there were no statistically significant differences due to the variables of gender and the number of years’ experience. The study recommended the need to benefit from the results of the current study in determining the priorities and needs of the subjects of music skills and plastic arts to achieve relatedness and complementarity among them, and the importance of employing the results of this study in upgrading, growth, development and improvement in the human performance levels of teachers and students in the art education system in general and the linking system between the two subjects of music and plastic arts in particular.
Bu araştırmada matematik ve sanatın bir araya getirildiği bütüncül bir öğretimin bir denencesi olarak 4. Sınıf öğrencilerinin örüntü, simetri, geometrik şekiller ve cisimler konuları ile bu konulara ait kavramları sanat eserleri aracılığıyla işlenmesi amaçlanmıştır. Araştırmada etkinlikler Escher ve Kandinsky’nin sanat eserleri aracılığıyla uygulanmış ve incelenmiştir. Araştırma öğretim deneyi modeline uygun olarak 15 dördüncü sınıf öğrencisi ile toplam beş haftada gerçekleştirilmiştir. Veri toplama aracı olarak, tasarlanan etkinliklere dayalı öğrenci yanıt formları, araştırmacı gözlem formu ve etkinliklere yönelik hazırlanan açık uçlu sorulardan oluşan anket formu kullanılmıştır. Araştırmada ele alınan her bir konuya ilişkin etkinlikler tasarlanarak öğretim deneylerine dayalı dersler yürütülmüştür. Buna ek olarak öğretim deneyinde ele alınan kavramları pekiştirmek için somut ve sanal materyallere dayalı dersler işlenmiştir. Öğrencilerin duyuşsal durumlarını ölçmek amacıyla ise anket formu kullanılmıştır. Araştırmada matematik ve sanat etkileşimi ile yürütülen dersler sonucunda öğrencilerin motivasyonlarının arttığı, matematik dersine ilişkin tutumlarında olumlu gelişme olduğu, örüntü ve simetri konularında anlam karmaşası yaşadıkları ve geometrik cisimler konusunda zorlandıkları belirlenmiştir. Bu sonuçlar ışığında ilkokul matematik derslerinde bu araştırmada ele alınandan farklı konu ve kavramlarıfarklı sınıf düzeylerindeki öğrenciler ile çalışılması önerilmektedir.
PERCY BYSSHE SHELLEY’S REFLECTIONS ON WORDSWORTHIAN NATURE AND BUILDING HIS OWN PHILOSOPHY OF NATURE
PERCY BYSSHE SHELLEY’NİN WORDSWORTH’ÜN DOĞASI ÜZERİNE DÜŞÜNCELERİ VE KENDİ DOĞA FELSEFESİNİ İNŞASI
The term holistic in this chapter represents both systems thinking and the development of the whole person. Holistic school leaders use a variety of leadership styles and take a multidimensional view of events and situations. The successful school is a coherent school; school structures, programs, and renewal efforts are consistent with the school’s vision. Holistic curriculum content addresses students’ intellectual-cognitive, social, emotional, physical, aesthetic-artistic, moral, and spiritual development. A three-phase model of holistic curriculum development is presented. Holistic professional learning for teachers addresses their personal and professional lives; creative tensions that arise; and connections among professional learning, teaching, and student learning. Teaching to the whole student involves interesting and meaningful content; learning inside and outside of the school; a balance of individual, small-group, and large-group learning; and a combination of hands-on activity and reflection on that activity. There are several types of holistic assessment, including assessment by multiple assessors, multiple forms of assessment, assessment involving multiple aspects of student life, and assessment of student learning in relationship to the broader environment. A holistic teacher-family relationship requires capacity building on the part of teachers and families which can be facilitated in separate or joint meetings of the two groups. Holistic school-community relationships can be developed through off-hours programs at school, community service by students, and school-university partnerships.
In this study, it is aimed to examine the subjects of pattern, symmetry, geometric shapes and objects, and concepts of these subjects through artworks of Escher and Kandinsky. The research was carried out with 15 fourth grade students for five weeks in accordance with the teaching experiment method. Various activities have been designed for each topic covered in the research. The documents based on the activities, observation form and> the open-ended questionnaire form were used as a data collection tool. In addition, lessons based on concrete and virtual materials were taught to reinforce the concepts covered in the teaching experiment. A questionnaire form was used to measure the affective status of the students. It was determined that the motivation of the students increased as a result of the lessons carried out with the interaction of mathematics and arts, there was a positive development in their attitudes towards the mathematics lesson, they had meaning confusion about pattern and symmetry and they had difficulty in geometric objects. Finally it is recommended to conduct studies based on art interaction with students at different grade levels, with different subjects and concepts in elementary school mathematics lessons. Bu araştırmada matematik ve sanatın bir araya getirildiği bütüncül bir öğretimin bir denencesi olarak 4. Sınıf öğrencilerinin örüntü, simetri, geometrik şekiller ve cisimler konuları ile bu konulara ait kavramları sanat eserleri aracılığıyla işlenmesi amaçlanmıştır. Araştırmada etkinlikler Escher ve Kandinsky'nin sanat eserleri aracılığıyla uygulanmış ve incelenmiştir. Araştırma öğretim deneyi modeline uygun olarak 15 dördüncü sınıf öğrencisi ile toplam beş haftada gerçekleştirilmiştir. Veri toplama aracı olarak, tasarlanan etkinliklere dayalı öğrenci yanıt formları, araştırmacı gözlem formu ve etkinliklere yönelik hazırlanan açık uçlu sorulardan oluşan anket formu kullanılmıştır. Araştırmada ele alınan her bir konuya ilişkin etkinlikler tasarlanarak öğretim deneylerine dayalı dersler yürütülmüştür. Buna ek olarak öğretim deneyinde ele alınan kavramları pekiştirmek için somut ve sanal materyallere dayalı dersler işlenmiştir. Öğrencilerin duyuşsal durumlarını ölçmek amacıyla ise anket formu kullanılmıştır. Araştırmada matematik ve sanat etkileşimi ile yürütülen dersler sonucunda öğrencilerin motivasyonlarının arttığı, matematik dersine ilişkin tutumlarında olumlu gelişme olduğu, örüntü ve simetri konularında anlam karmaşası yaşadıkları ve geometrik cisimler konusunda zorlandıkları belirlenmiştir. Bu sonuçlar ışığında ilkokul matematik derslerinde bu araştırmada ele alınandan farklı konu ve kavramlarıfarklı sınıf düzeylerindeki öğrenciler ile çalışılması önerilmektedir.
Tento článek pojednává o pedagogickém přístupu Vzdělávání pro budoucnost (VpB) propojujícím dva vzájemně provázané podpůrné modely kompetencí: Klíčové kompetence pro udržitelnost (Rieckmann 2017) a model Kreativní návyky mysli (Lucas, Claxton, & Spencer, 2013). Uvedený přístup se týká některých problémů implementace vzdělávání pro udržitelný rozvoj tím způsobem, kdy žáci sami stanovují svou vizi a svůj závazek k provedení změny. Mezi tyto problémy patří : 1) Ekologické vzdělávání se i nadále vede v duchu scientismu, který neumožňuje studentům pochopit sociální a společenské souvislosti hlavních příčin environmentálních problémů a uvědomit si „možnosti konat“ vlastní jednotlivcům i společnosti; 2) Vzdělávání pro udržitelnost často vychází z transmisivních modelů vzdělávání. Je však třeba přejít k participativním, socio-konstruktivistickým, transformativním modelům; 3) Mnoho z kompetencí, které potřebujeme, abychom dokázali čelit problémům 21. století, se nachází mimo kognitivní oblast, především v oblasti afektivní (UNESCO, 2017); 4) Může být nedostatečné pochopení způsobu, jakým se budoucnost „přihodí“. Článek shrnuje, jak se projekt vztahuje k Akční kompetenci (Jensen & Schnack, 1997) a modelu participace (Lundy, 2007), za účelem vytvoření efektivního přístupu k rozvoji udržitelných kompetencí a rozvoji sebepojetí žáků jako aktérů změny. Popisuje implementaci pilotního projektu VpB ve čtyřech třídách základních škol (1.–9. třída) a pozitivní dopad rozvoje kompetencí u účastníků.
Memory and learning are strongly affected by the context and circum-stances in which they arise and which define the learning experience. In class, this experience is dictated by the tasks that students are asked to perform. Thus, the process of developing learning activities directly affects how learning will take place. The learning grid can be seen as a conceptual space that supports the development of learning tasks, mainly by teachers and educational content developers. The learning grid is the space that ultimately gives rise to the context and circumstances of future learning experiences. Traditional one-dimensional grids offer learning experiences that appeal to single modes of learning, generally cognitive-rational only, leaving the learner to process information solely through cognitive-rational processing path-ways. By creating multidimensional learning grids, educators can offer the learner a richer learning experience, one that includes cognitive-rational, multisensory, and affective channels through which to process content. In order to expand the learning grid concept to the fullest, we can design multidimensional grids that are also mul-tidisciplinary and integrate information processing pathways by merging different disciplines. In this chapter we introduce a three-dimensional learning grid that stems from the intersection between Chemistry, Neuropedagogy, and Art. This grid forms the core of a creative approach to teaching high-school chemistry; it was developed to facilitate the understanding and integration of content, given the abstract nature of the subject, which requires that students master visualization skills and multi-level thinking. This chapter begins with an introduction to the relevant frameworks on which the grid was designed. Then, the emergent neuropedagogy-based, arts-inte-grating methodologies for teaching chemistry are described and analyzed, including examples of activities developed by this approach and students’ relevant learning outcomes. These activities illustrate how this conceptual grid can be translated from theory to practice, and how it is being implemented in some high-school chemistry classrooms (in Israel). We think that educators from other subject areas would also benefit from adopting the idea of the multidisciplinary learning grid as a scaffold for designing meaningful learning experiences.
Owing to the COVID-19 pandemic, all teachers’ training courses scheduled for summer 2020 had to transition to online formats. For the arts-integrating course “Teaching Chemistry by a Creative Approach”, this shift jeopardized the course’s essence, since learning by this approach is based on creative, hands-on, and active learning. Here we describe how the course format and contents evolved from a planned face-to-face format to an adapted, successful online learning experience. Two main goals were considered during the adaptation process: (1) making available to teachers the theoretical and practical backgrounds necessary to internalize the arts-integrating approach through creative, active learning strategies, and (2) providing teachers with actual tools through which they can rethink and develop their own teaching materials to suit remote teaching by incorporating supporting neuropedagogical aspects. Evaluating the immediate and follow-up questionnaires, as well as the assessment of teachers’ course assignments, suggests that the online course successfully preserved the essence and the main objectives of the original course, that the course was useful for remote teaching, and that it seems to have had an impact on teachers’ practices. We attribute this impact to the well-thought-out process of adapting the course to promote creative, active online teaching and learning. In addition to modifying the course’s format, this process expanded the arts-integrating approach to acknowledge the inherent difficulties in learning chemistry, existing also while learning online. We propose this process as a model to be used by educators to rethink and adapt their own practices to improve distance chemistry teaching and learning.
http://deepblue.lib.umich.edu/bitstream/2027.42/111682/1/lamtower_1431702610.pdf
Introducing physically active academic lessons into the school routine implies a significant change in educational practice. The aim of this study is to explore the acceptability and feasibility of delivering physically active academic lessons through dance. During five training sessions, 37 teachers created a series of dance routines based on mathematical functions. At the end, all teachers participated in focus groups. The results of the thematic analysis revealed high levels of interest among the teachers in incorporating physically active academic lessons into the school routine. Teachers also identified the main barriers to implementation and constructed lesson plans.
In this chapter, the authors outline three critical professional and ethical considerations for school leaders in early childhood settings to consider when examining the importance of including play in early childhood curricula. Beginning with an exploration of the critical role play serves in the lives of young children and positing that fundamentally, play is broadly supported across the domains of early childhood through theoretical and empirical work as well as more recent scientific support from neurological research. The authors outline a broader definition of play beyond a Eurocentric vision, and the ways in which school administrators can and should view play as culturally responsive pedagogy through the use of drama-based pedagogy.
Art can often act as an entry point for conversations that can be difficult to engage in naturally and spontaneously. The National Academy of Medicine (NAM), a non-profit organization principally focused on solving pressing issues in health and medicine through traditional scientific methods, has recently begun to use art as a way to expand its impact and intentionally include underrepresented voices. Over the past 2 years, the NAM has launched two nationwide art projects aimed at sharing the lived experiences of people from across the United States and giving voice to the challenges they face. Visualize Health Equity asked communities to share their understanding and perceptions of health equity and its role in supporting the well-being of all people. Expressions of Clinician Well-Being called on artists to explore clinician well-being and its connection to quality patient care and a thriving health system. Together, these projects provide insights into the experiences of hundreds of people and contribute to a national dialogue on topics that are critical for the nation’s prosperity.
This article describes teaching science and dance together as part of a university first-year experience. This was done to address educational challenges including engagement and retention of diverse students, development of scientific literacy, and development of creative artistic expression. We describe team teaching “the Art and Science of Dance,” where students learn about asking and answering questions through multiple lenses, learn how to do science, and learn how to dance. We assessed student experiences and found that the course challenges all students, but provides a structure where they are able to actively participate in the generation of scientific knowledge and art by the end of their first semester at college. Therefore, we advocate teaching challenging, multidisciplinary courses to first-year students. Dance collaborations seem to be an especially effective way to do this.
This study investigates preliminary findings from the 2009 administration of the Strategic National Arts Alumni Project (SNAAP), comparing alumni perceptions of institutional contributions to the development of skills and competencies across high school, undergraduate, and graduate arts training programs. Responses from 4,031 arts alumni suggest significant differences between perceived skill development contributions in the areas of artistic technique, communication skills, social skills, personal growth, research skills, and technology skills. High school alumni report significantly greater perceived institutional contributions to their development of artistic technique, communication skills, social skills, and personal growth. Graduate alumni report significantly greater perceived institutional contributions to their development of research and technological skills. Potential experiential and curricular reasons for these differences are discussed. IJEA Vol. 13 No. 5-http://www.ijea.org/v13n5/ 2
In this chapter, the authors outline three critical professional and ethical considerations for school leaders in early childhood settings to consider when examining the importance of including play in early childhood curricula. Beginning with an exploration of the critical role play serves in the lives of young children and positing that fundamentally, play is broadly supported across the domains of early childhood through theoretical and empirical work as well as more recent scientific support from neurological research. The authors outline a broader definition of play beyond a Eurocentric vision, and the ways in which school administrators can and should view play as culturally responsive pedagogy through the use of drama-based pedagogy.
This article addresses how theatrical improvisation can be used as a creative teaching tool to develop English language learners’ listening and speaking skills, to create an environment that encourages them to use the target language, and to gain confidence in their own abilities and experiences to become successful English speakers. Improvisation can achieve these goals by mimicking the creativity of daily language interactions. Finally, an improvisational lesson example is provided detailing a few activities and the structure on how to implement the technique.
Arts integration is a research-based strategy that has revealed positive outcomes in student achievement (Catteral,1999). In this study student achievement is described as students acquiring knowledge, skills, attitudes, and learning behaviors that will prepare them to lead successful lives. Studies have discovered that arts integration, an interdisciplinary method of connecting two disciplines supports to transform the learning environment. Students’ attitudes towards learning particularly for students of disadvantaged backgrounds has fostered self-efficacy, student engagement, attendance, motivation to learn, and improving school culture and climate (Stevenson & Deasy, 2005; Walker, Tabone, & Weltsek, 2011). The purpose of the qualitative study was to examine the impact of arts integration as an instructional strategy on fourth-grade students at two elementary schools awarded a federal grant funded through the Arts Educational Model Development and Dissemination (AEMDD) project. The grant was supported by ArtsNow a nationally recognized leader of arts integration. ArtsNow designed and delivered the arts integration professional learning. The study also sought to investigate teachers’ perception of arts integration and the transfer of teacher professional learning to student achievement. The qualitative data surveyed teachers’ perception on the benefits of the professional learning impacting teacher practice resulting in student achievement, interviews to document experiences with arts integration and classroom observation to record the transfer of art integrated strategies to classroom practice. Results suggest that arts integration enhances the learning experience for students and teachers. Teachers credit the use of arts integration for increased student self-efficacy, motivation and critical thinking skills. Teachers also recognize arts integration as building their repertoire of instructional strategies. The finding suggests arts integration may lead to improved student learning.
State and national accountability initiatives are forcing educational administrators to seek curricular interventions that will yield the greatest improvement in students' academic performance in the least amount of time. Though volumes of documentation regarding the value of the arts in education line the shelves of professional libraries and support for the arts as part of a comprehensive educational program is the subject of articles, speeches, and symposia, when push comes to shove, when resources are precious, and when test results are published in newspapers, arts are the first to go (Tambucci 2006).Ironically, the arts—disciplines that theorists, as well as teachers in the trenches, claim to improve higher-order thinking skills—are the very programs that typically are eliminated from the school district's budget when money is limited (Berube 1999). If the arts are responsible for helping to create strong thinkers, then why are school leaders hesitant to fund programs featuring the arts?