The school curriculum is a contested arena. There are competing pressures from those who advocate that it should be constructed on a subject specific basis, whereas at the other end of the continuum is the stance taken by this book, that learning, and especially learning in the arts, can transcend artificial boundaries between subjects. This book sets out a case for cross-curricular learning involving the arts in secondary schools.
Cross-Curricular Teaching and Learning in the Secondary School...The Arts argues for the development of a new, skilful pedagogy which embeds an authentic, cross-curricular approach to teaching and learning in the work of the individual teacher. Teachers are empowered to think about creative pedagogies, and pupils are able to engage in deep learning as a result.
Key features of the text include:
- theoretical examination of key issues
- curriculum planning materials and resources
- a wide range of case studies drawn from innovative practise
- frameworks for assessment and evaluation.
Part of the Cross-Curricular Teaching and Learning in the Secondary School series, this textbook breaks the boundaries between curriculum subjects and the arts. It is timely reading for all students on Initial Teacher Training courses as well as practising teachers looking to introduce cross-curricular themes in their own subjects.
Table of Contents
Chapter 1: Introduction: The context for cross-curricular teaching and learning Chapter 2: Artistic Principles and Purposes for Cross-curricular Teaching and Learning Chapter 3: The Pedagogy and Practice of Cross-curricular Teaching and Learning within and beyond the Arts Chapter 4: The Language of Cross-Curricular Teaching and Learning in the Arts Chapter 5: The Cross-Curricular Potential of Technology within the Arts Chapter 6: Artistic Approaches to Assessment Chapter 7: Looking Forwards
Jonathan Savage is Senior Lecturer in Music Education at the Institute of Education, Manchester Metropolitan University. He is also a Visiting Research Fellow at the Royal Northern College of Music, and teaches on a range of PGCE courses and doctoral studies programmes. He is an active researcher in a wide range of areas relating to education and ICT and has research interests in curriculum development.
Martin Fautley is Professor of Education at Birmingham City University. He teaches on a range of teacher training and research programmes. His research interests lie in the areas of creativity in education and assessment, and of their role in developing teaching, learning and the curriculum.