Integrating the Arts Across the Content Areas by Lisa Donovan download in iPad, ePub, pdf
In these groups, students devised a performance task that they presented on the final day of the unit. The teachers carefully connect the activities to the standards in each discipline.
In each case, teachers have developed intriguing curriculum that pushes beyond the boundaries of traditional disciplines to produce positive results. Given our experiences at the time, both of us believed that the three approaches fit on an evolutionary continuum. In this version of the transdisciplinary approach, student questions form the basis for curriculum.
Students were engrossed both as presenters and as the audience for the half-day performance task presentations. Some differences in intent are apparent. Teachers enjoyed the process and the results. The teacher finds out what the students already know and helps them generate questions to explore. In an era of standards and accountability, no one approach seems preferable.
The disciplines are identifiable, but they assume less importance than in the multidisciplinary approach. In its simplest conception, it is about making connections. Students used a wide range of presentation products, such as video, debate, sculpture, and so on. The essential difference between the three approaches was the perceived degree of separation that existed between subject areas. Skea used the projects as evidence that students not only met, but also exceeded, the standards.
Students learn how to make connections across areas of study, and new ways to show they know what they know. Standards-based approaches further blur the boundaries of these categories. Fewer recess problems occurred during this two-week period. In these three examples, student achievement is a primary focus.
The centrality of standards and the need for accountability bring the three approaches closer together in practice. In the higher grades, students usually study a topic or theme in different classrooms. Through this integration, teachers expect students to understand the connections between the different subdisciplines and their relationship to the real world. His current curricular program is Soundings. Students also wrote poetry and prose about kites.
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