This book invites readers to consider the possibilities for learning and growth when artists and arts educators come into a classroom and work with teachers to engage students in drama, dance, visual art, music, and media arts. It is a nuts-and-bolts guide to arts integration, across the curriculum in grades K-12, describing how students, teachers, and artists get started with arts integration, work through classroom curriculum involving the arts, and go beyond the typical "unit" to engage in the arts throughout the school year. The framework is based on six years of arts integration in the Chicago Arts Partnerships in Education (CAPE).
Renaissance in the Classroom:
*fully explains the planning, implementation, and assessment processes in arts integration;
*frames arts integration in the larger context of curriculum integration, problem-based learning, and the multiple intelligences;
*provides the theoretical frameworks that connect standards-based instruction to innovative teaching and learning, and embeds arts education in the larger issue of whole school improvement;
*blends a description of the arts integration process with personal stories, anecdotes, and impressions of those involved, with a wealth of examples from diverse cultural backgrounds;
*tells the stories of arts integration from the classroom to the school level and introduces the dynamics of arts partnerships in communities that connect arts organizations, schools, and neighborhoods;
*offers a variety of resources for engaging the arts--either as an individual teacher or within a partnership; and
*includes a color insert that illustrates the work teachers, students, and artists have done in arts integration schools and an extensive appendix of tools, instruments, Web site, contacts, and curriculum ideas for immediate use.
Of primary interest to K-12 classroom teachers, arts specialists, and visiting artists who work with young people in schools or community arts organizations, this book is also highly relevant and useful for policymakers, arts partnerships, administrators, and parents.
Table of Contents
Contents: Foreword. Preface. G. Burnaford, C. Weiss, A. Aprill, With C. Twichell, Introduction. Arts Integration: What Is It and Why Do It? Getting Started With Arts Integration: Finding the Elegant Fit. D. Diehl, Arts Integration Snapshot: School Is Cool: Integrated Arts Programs and the High-Risk Child. A. LeMoine, Arts Integration Snapshot: Art Is Not a Reward: Pitfalls and Promises of Arts Integration. Moving Through the Curriculum: Doing the Work in Arts Integration. Beyond the Unit: Assessment and the Learning Cycle. D. Deckert, Science and Art: Lessons From Leonardo da Vinci? Arts Integration Snapshot: Telpochcalli School: Mexican Culture at the Heart of Curriculum. C. Amon, Arts Integration Snapshot: Recognizing Culture as Curriculum: Orozco School Presents Student Artwork in a Digital Age. You Don't Have to Do It Alone: Initiating and Sustaining Collaboration. Appendices.
"With their commitment to sharing ideas, resources, suggestions, struggles and successes, Burnaford, Aprill, and Weiss have written their remarkably comprehensive book with a refreshing spirit that manages to share their experience and expertise without ever giving the ipression that they have it all figured out....This book should be required reading for anyone who participates, or wishes to participate, in an arts education partnership.
—Harvard Educational Review
"Throughout the book are many concrete illustrations of ways artists and classroom teachers have successfully worked together....this is a very useful additional to the professional library of classroom teachers, arts specialists, and educational policymakers."
"...Not only looks at the arts as a way to make meaning, but provides engaging examples from the classroom that show what it can look like when thoughtfully applied....Renaissance in the Classroom is written in a strong teacher-to-teacher voice....The theoretical framework is timely....The relationship of this work to democracy in action in the classroom is argued in a clear and compelling way."
—Ruth Shagoury Hubbard
Lewis and Clark College