Part 2: Feedback

The Arts and Education Initiative of EPLC Supporting the Arts in the Schools and Communities of Pennsylvania

« Part 1: A Gathering of Concerned Citizens, Sometime in the Present
Part 3: How to Make Changes in our Schools »

Please rate your level of agreement with the following statement: The case for mandating a comprehensive arts curriculum in P-12 education is strengthened when students are required to invent and complete inquiry-based learning projects that exercise transdisciplinary creative skills.

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Please comment below about how the arts in schools can best serve an increasingly diverse student population:

10 Responses to Part 2: Feedback

  1. Imagine, a society actually able to work together, this must also be taught. As an educator, I noticed that most educators have a sense of theirs. in the classroom, in their curriculum and sharing , when I worked with 4 teachers was not easy, This also had to be learned as well as the trust issue. Believing that we all have strengths and weaknesses and God given talents that when shared advance not only the student but also the teachers. This knowledge is not easily learned by some, just as art is not just talent. It is skills to be learned and taught. Are we doing this as we educate teachers , or are they still given books, told to do but really are not give the chance to work together: English, math , science art, music, dance, and explore curriculum and practice the ideas. None of this is easy , especially since most teachers work in isolation in the classrooms. The beginning of this is grants for artist’s to come , share and work with students. This is a mutual working , not a time for the teacher to stand back and just watch. This should be collaborative, with English, art, music, photography, media, whoever you can involve and begin to work together. The state needs to support this and watch over this like a baby. That might be the beginning of allowing teachers to learn to work together. School planning time is also an issue for this and school schedule flexibility.

  2. Synergism in learning occurs when connections among various learning experiences are discovered. Learning in isolated subject-matter components makes the discovery of connections more difficult and less accessible to many learners.

  3. Trained art ed professionals are a vital part in the schools and teachers should use an approach that resonates outside the art classroom. Addressing real life in the classroom should be something that art teachers do.

  4. When physics integrates with dance and math integrates with visual arts then we will have true arts integration. As a trained educator in my field I often wonder about that relationship. Are the arts simply a part of the gen ed classroom, as a way to learn about that gen ed subject? I don’t think so, it is more than that. The arts need to be there for every child, taught by someone who knows how to teach others about it, how it works, how they can be affected by it. It is not an incidental part of education. If you look towards the 4 c’s (creativity, collaboration, communication and critical thinking)-you’ll see 4 skills or skill areas that are needed by our kids. You’ll also see a perfect (perfect) opportunity for the arts to affect change in children and the future.

  5. I feel that arts could be integrated but also when history integrates with art and physics integrates itself with dance and so forth. I always feel as a trained educator in my field that it is a hard line to draw in the sand between what I teach and what a gen ed teacher teaches. Is what I teach something that is merely part of another discipline? No. Yet what I teach and what another person teaches so often overlaps. I would like the focus of the future of PA education to be on the common core goals of creativity, critical thinking, collaboration, and communication. A person can then bring their “minor” or their “love” of physics or dance, their expertise in the area of visual arts or mathematics to their classroom, thus making that experience a special unique one for that group of children.

  6. Perhaps the question for this part should be project-based learning rather than inquiry-based learning projects…

    Schools that use project (or problem)-based learning have arts teachers (and usually math and language arts teachers, too) who become quite important as students try to complete projects or solve problems and have a more genuine need for learning than typical classes.

  7. As I read the the scenario so far, I hear a concern for how the arts should be working together to build community, yet as I read these statements below, I am reading mostly support for music and theatre and not the visual arts. I think this is a real problem and a cause of divisiveness among ourselves. All of the performing and visual arts play an important role in the education or our students and need to be addressed equally. Howard Gardner found these to be the 8 multiple intelligences: Logical-mathematical, Spatial, Linguistic, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalistic, Existential. I’m not an expert on Gardner’s work, but to the best of my knowledge, he did not prioritize any of these aspects of intelligence and yet the main thing that standardized testing, PSSAs, and upcoming Keystone Exams are addressing is Logical-mathematical and Linquistic learning. In an ideal school we should be preparing students of the 21st century to think in many more ways, by organizing schools around: abstract thinking, communication, creativity, emotional intelligence & thinking, problem solving, reasoning. Understanding, and visual processing.

  8. Arts integration is the true hope for the future of Arts in education in the next two decades. With proper funding and leadership, the chorus, band and orchestral along with general art courses will most likely survive and in some cases prosper. But, it is in the integration of arts into the classroom, tying music to history, dance to physics, acting to Language Arts that will enhance the education of the larger student population. We need to ensure that our future educators are taught, within their training years, how to utilize those resources which will make the classroom more alive and the learning more impactful. I have seen the results of standardized testing in schools that integrate art and they have always scored higher than similar school without that piece. The young person who tells the story makes the right point. Imagine that instead of watching a great musical with sets and costumes and singing, someone just made you read the text of “The Music Man.” You would get through it but would you get it. So add sound and music and art to the study of the civil war and see how it jumps off the pages.

  9. The students are ahead of many of the adults in their thinking. I believe that there are at least 5 different learning styles that have been identified. We no longer live and learn in a world where rigid compartmentalized thinking has much use. Imagine, like these students, how much richer learning could be if history were taught through movements in theatre and art, if math had a direct connection to the video game revolution, if dance and music were part of instruction in sociology. These examples just touch the surface of how different teaching should be.

  10. Music is a form of expression, involving cognitive and psycho-motor skills, which is unlike any other discipline taught in school. Because of its uniqueness, music needs to be explored and taught in our schools, in the effort to help all students reach their fullest potential, both as individuals and as members of our society.