Lehigh+University


 * Arts Integration Experiences Guide for Prek-4 Teachers in Training (Unapproved Draft)// Lehigh University September 14, 2009**

ABSTRACT This document defines arts integration and providing some of the logic behind using arts integration approach in teaching and learning. It describes program components specific for teacher training at Lehigh University.

Some points in the document that were helpful in adding to understandings of arts integration included: -defining of arts integration as a teaching approach that enables students and teachers to identify and research problems and issues without regard to subject-area boundaries, providing students the experience in a learning setting that will prepare them for effective teamwork in the future. -listing what students learn when working within an arts integration framework: 1) students learn how to analyze, evaluate, and draw reasoned conclusions from what they see and hear, 2) students reflect on the meaning of their perceptions and experiences, 3) students learn to convey ideas, feelings and emotions through creation in arts forms, and 4) students build capacity to expand reasoning ability, to make connections, and to think creatively. -summarizing findings of SCEA (2008, p.2), which stated that, “Teachers report that with an integrated curriculum that includes the arts, students have moments of exhilaration, personal transformation, and academic or life choice change. Teachers and artists who have successful experiences report profound changes in their approach to individual students, to learning, and to the classroom in general.” -research that included: (1) Pinciotti, Berry, Sterman, and Groton (2001) suggestion that content-area teachers who wish to integrate the arts need to have had experiences with various arts and should have done formal reflection on what they saw, heard, and felt, as well as, what it meant to them. Before teachers try out an arts integration activity with a class, they should have a chance to participate in that art form so they will be comfortable leading their students. (2) Arts integration activities Efland (2002) and Pinciotti (2001) should be problem based with a focus on students thinking about how to represent and solve real-world problems. Using arts skills and techniques to represent information in a variety of ways and forms should enhance students' understandings and help them spot patterns they might otherwise miss.

QUESTIONS: · What are the components of effective professional development for teachers who are wishing to design an arts integration experience for their students? · In what ways might the arts enhance the ways learners acquire understandings and skills in their content areas and how might content area topics and materials assist in the learning of arts concepts and skills?