In Their Own Words: Teachers’ Use of the Arts to Enhance Student Critical Thinking and as an Interdisciplinary Resource
Introduction <ul><li>Declining SAT scores prompted publisher of  Arts Indiana  to create a program using the magazine as a...
Program Formation <ul><li>1990-91  Arts Indiana in the Classroom  pilot (after three years of development) in four schools...
Teacher Feedback <ul><li>We often pose the question “What is Art?” and ask ourselves why certain artist’s works can or can...
Teacher Feedback <ul><li>Conversations with and between students, references to specific articles, opinions against or for...
Interdisciplinary Application <ul><li>The Western Civilization course content is drawn from the humanities:  literature, h...
Interdisciplinary Application <ul><li>This year the magazine was of particular value to my students because it provided a ...
Interdisciplinary Formation <ul><li>Arts Indiana  has proved very helpful to me in reinforcing a “Hoosier” identity in my ...
Interdisciplinary Application <ul><li>I began the unit by bringing in copies of  Arts Indiana  and some of my own books.  ...
Interdisciplinary Application <ul><li>While sustaining its focus, this interdisciplinary arts education enrichment tool al...
Program Endorsements <ul><li>In addition to providing questions to help develop students’ skills in art criticism, art his...
Program Endorsement <ul><li>The project looks at the arts through an interdisciplinary lens.  The magazine supports the de...
Program Endorsements <ul><li>Since the passage of Goals 2000:  Educate America Act, the arts are increasingly emerging as ...
Program Endorsements <ul><li>Studying fine arts motivates students to explore cultural differences, enhances their creativ...
Enhancing Arts Instructional Delivery <ul><li>The art education curriculum at Ball State is strongly based on the philosop...
Enhancing Arts Instructional Delivery <ul><li>Thank you for supporting the arts and the fostering of critical thinking ski...
Enhancing Arts Instructional Delivery <ul><li>Pedagogical Justifications to Use Arts Indiana </li></ul><ul><li>Diminished ...
Commonalities Among Programs <ul><li>Offerings </li></ul><ul><li>Repertory </li></ul><ul><li>Artist Selection/Training/Sup...
Commonalities Among Programs <ul><li>Arts Indiana Magazine in the Classroom </li></ul><ul><li>Connecticut Commission on th...
Commonalities Among Programs <ul><li>Lincoln Center Institute </li></ul><ul><li>The Music Center of Los Angeles </li></ul>...
Conclusion <ul><li>Arts Indiana  on hiatus </li></ul><ul><li>Seeking financial support to again publish and deliver the ed...
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In Their Own Words--Teachers Use of the Arts to Enhance Student Critical Thinking and as an Interdisciplinary Resource (MSC 2006)

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Presented at Midwest Scholars Conference 2006

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In Their Own Words--Teachers Use of the Arts to Enhance Student Critical Thinking and as an Interdisciplinary Resource (MSC 2006)

  1. 1. In Their Own Words: Teachers’ Use of the Arts to Enhance Student Critical Thinking and as an Interdisciplinary Resource
  2. 2. Introduction <ul><li>Declining SAT scores prompted publisher of Arts Indiana to create a program using the magazine as a supplemental resource </li></ul><ul><li>Thesis: By integrating the arts directly into classrooms critical thinking and writing skills could be enhanced </li></ul>
  3. 3. Program Formation <ul><li>1990-91 Arts Indiana in the Classroom pilot (after three years of development) in four schools </li></ul><ul><li>Provided at no cost to schools and teachers (Arts Indiana developed funds and was awarded Cinergy and Ball Foundation grants) </li></ul><ul><li>Expansion to 80 schools (1992-93) and 100 schools (1993-94) </li></ul>
  4. 4. Teacher Feedback <ul><li>We often pose the question “What is Art?” and ask ourselves why certain artist’s works can or cannot be justified as art. </li></ul><ul><li>Students have started thinking about why artists make the decisions they do. They have begun to think of art as more than just paper, pencil, and paint. </li></ul><ul><li>Michele Knecht, Yorktown Middle School </li></ul>
  5. 5. Teacher Feedback <ul><li>Conversations with and between students, references to specific articles, opinions against or for certain points of view, and comparisons of written critiques demonstrate that students’ critical thinking and writing skills developed. </li></ul><ul><li>Even the advertisements encourage students to check out new discoveries. </li></ul><ul><li>Philip Miller, Columbus East High School </li></ul>
  6. 6. Interdisciplinary Application <ul><li>The Western Civilization course content is drawn from the humanities: literature, history, philosophy, art, music, and drama. Students study what we think of as “the big picture” of Western culture. </li></ul><ul><li>Although we have excellent textbooks, they do not fully meet our needs. As a result, we have found Arts Indiana to fill a void in our curriculum, showing students there is culture in Indiana. </li></ul><ul><li>Vella Goebel, Signature School (Evansville) </li></ul>
  7. 7. Interdisciplinary Application <ul><li>This year the magazine was of particular value to my students because it provided a look at what is going on. The perspectives and controversies discussed in Arts Indiana provide a realistic view. </li></ul><ul><li>Often I share the magazines with English teachers who use them to inspire essays on current events and other writing assignments. </li></ul><ul><li>Ann Dowhie, Central High School (Evansville) </li></ul>
  8. 8. Interdisciplinary Formation <ul><li>Arts Indiana has proved very helpful to me in reinforcing a “Hoosier” identity in my students. </li></ul><ul><li>Here in Northwest Indiana, we are deluged with Chicago-based information, and its is very helpful to have such a high quality representative of the arts Indiana in the classroom. </li></ul><ul><li>Carolyn Lelek, Valparaiso High School </li></ul>
  9. 9. Interdisciplinary Application <ul><li>I began the unit by bringing in copies of Arts Indiana and some of my own books. I asked the students to select a work and describe why they liked or disliked it. This began our discussion of aesthetics. </li></ul><ul><li>Then we read some of the articles in Arts Indiana which added multiple perspectives and generated discussion and some hot debate. </li></ul><ul><li>Christopher Roe, Indiana Academy for Science, Mathematics, and Humanities </li></ul>
  10. 10. Interdisciplinary Application <ul><li>While sustaining its focus, this interdisciplinary arts education enrichment tool also introduces students to the manner in which messages are transmitted, their impact on thinking, and how the presentation of information affects their prejudices and opinions. </li></ul><ul><li>Ann M. Stack, Arts Indiana Publisher & CEO </li></ul><ul><li>Duncan Pritchett, IPS Interim Superintendent </li></ul><ul><li>Helen Ferrulli, Arts Indiana Program Director </li></ul>
  11. 11. Program Endorsements <ul><li>In addition to providing questions to help develop students’ skills in art criticism, art history, and aesthetics, this program can help open doors to integrating the arts with all subjects. </li></ul><ul><li>Additionally, Arts Indiana can be instrumental in introducing students to the artistic richness of the state. </li></ul><ul><li>N. Carlotta Parr, Fine Arts Consultant, Indiana Department of Education </li></ul>
  12. 12. Program Endorsement <ul><li>The project looks at the arts through an interdisciplinary lens. The magazine supports the development of students’ critical thinking and raises the awareness of the power of visual images to communicate. </li></ul><ul><li>There are students who find it difficult to put their feelings into words, but who can express themselves through a visual art, music, drama, and movement. We need to offer them methods by which they can communicate their feelings. </li></ul><ul><li>Dr. Sullen Reed, Superintendent of Public Instruction </li></ul>
  13. 13. Program Endorsements <ul><li>Since the passage of Goals 2000: Educate America Act, the arts are increasingly emerging as a focal point for interdisciplinary and cross-curricular educational experiences. </li></ul><ul><li>This educational program seeks to improve much needed critical and creative thinking and writing skills, while at the same time, furthering the appreciation for the arts created and displayed with the State of Indiana. </li></ul><ul><li>Constance Palmer, IPS Instructional Specialist </li></ul>
  14. 14. Program Endorsements <ul><li>Studying fine arts motivates students to explore cultural differences, enhances their creativity, encourages self-discipline and persistence, helps them to succeed in other academic disciplines, and eventually prepares them for the workplace. </li></ul><ul><li>Initiatives like yours can serve as important catalysts for fostering school reform, education excellence, and understanding of the arts community-wide. </li></ul><ul><li>Richard Riley, US Secretary of Education </li></ul>
  15. 15. Enhancing Arts Instructional Delivery <ul><li>The art education curriculum at Ball State is strongly based on the philosophy of Discipline Based Arts Education (DBAE). </li></ul><ul><li>Our students are strong in production, but need better ideas for teaching art history, art criticism, and aesthetics. Arts Indiana provides excellent material for these areas. </li></ul><ul><li>Thomas Spoerner, Ball State University Professor </li></ul>
  16. 16. Enhancing Arts Instructional Delivery <ul><li>Thank you for supporting the arts and the fostering of critical thinking skills in my students. Your magazine is a tremendous help in looking at, not only art production, but art history, art criticism, and aesthetics (the four components of DBAE). </li></ul><ul><li>It is sometimes hard for teachers to move from art production to talking and thinking about art, and Arts Indiana facilitates this pedagogical shift. </li></ul><ul><li>Cecilia Johnson, Central Catholic High School, Lafayette </li></ul>
  17. 17. Enhancing Arts Instructional Delivery <ul><li>Pedagogical Justifications to Use Arts Indiana </li></ul><ul><li>Diminished role of the arts in Indiana schools </li></ul><ul><li>Impoverished learning environments transfer arts curriculum to classroom teachers </li></ul><ul><li>Few vehicles to introduce the manner in which messages are transmitted </li></ul><ul><li>Sparks classroom discussion and debate </li></ul><ul><li>Provides knowledge of contemporary issues </li></ul><ul><li>Contributes to “principal means of understanding human experiences and transmitting human values” (the purpose of arts education as defined by the Getty Center for Education in the Arts) </li></ul>
  18. 18. Commonalities Among Programs <ul><li>Offerings </li></ul><ul><li>Repertory </li></ul><ul><li>Artist Selection/Training/Support </li></ul><ul><li>Teacher Training/Support </li></ul><ul><li>Arts Advocacy and Community Building </li></ul><ul><li>Assessment </li></ul>
  19. 19. Commonalities Among Programs <ul><li>Arts Indiana Magazine in the Classroom </li></ul><ul><li>Connecticut Commission on the Arts </li></ul><ul><li>Cultural Council of Greater Chattanooga </li></ul><ul><li>Cultural Council of Greater Jacksonville </li></ul><ul><li>Cultural Education Collaborative </li></ul><ul><li>El Museo Del Barrio </li></ul><ul><li>The Fillmore Arts Center </li></ul><ul><li>Getty Center for Education in the Arts </li></ul><ul><li>Kennedy Center for Arts Education </li></ul><ul><li>Kentucky Center for the Arts </li></ul><ul><li>LEAP: Imagination in Learning </li></ul>
  20. 20. Commonalities Among Programs <ul><li>Lincoln Center Institute </li></ul><ul><li>The Music Center of Los Angeles </li></ul><ul><li>National Dance Institute </li></ul><ul><li>New York Department of Cultural Affairs </li></ul><ul><li>Ohio Arts Council </li></ul><ul><li>Performing Tree </li></ul><ul><li>St. Augustine School of the arts </li></ul><ul><li>Studio in a School </li></ul><ul><li>Urban Gateways </li></ul><ul><li>Young Audiences of Eastern Pennsylvania </li></ul><ul><li>Youth in Arts </li></ul>
  21. 21. Conclusion <ul><li>Arts Indiana on hiatus </li></ul><ul><li>Seeking financial support to again publish and deliver the educational program </li></ul><ul><li>Likely to use electronic formats </li></ul>

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