Kindler,+Anna+M

//A Review of Rationales for Integrated Arts Programs.// Anna M. Kindler. Studies in Art Education: A Journal of Issues and Research. 1987. Volume 29 No 1 p 52-60 ABSTRACT The fundamental assumptions of integrated and multi-arts programs can be summarized as follows: (a) there is a similarity across the arts; (b) incorporating the arts into other subject areas accelerates and facilitates the learning process, (c) the arts promote creativity; (d) integrated arts programs are more economical than separate instruction in each area. Integrated and multi-that have been introduced into elementary and secondary schools within the past ten years have been based on one or more of these assumptions. The purpose of this paper was to review the rationales for, and examples of, unified arts programs and art programs that are integrated into the general curriculum. Programs in Wyoming, New York City, Colorado, North Carolina, and Pittsburgh were reviewed and the assumptions were addressed. Conclusions from Kindler’s research demonstrated that the fundamental assumptions on which most integrated and multi-arts programs have been based has not been confirmed in practice. She concluded that either: (1) the assumptions themselves do not have inherent strength; or (2) the programs developed around them have lacked necessary and sufficient qualities to fulfill the objectives. Her caveat was that educators and others concerned with integrated and unified arts curriculum planning should not be satisfied with intuition based evaluations of their programs and direct their efforts toward the implementation of more scientific methods for evaluation and further development of integrated and multi-arts curricula. QUESTIONS/IMPLICATIONS
 * **What will be the most useful documentation of the Lakes Country arts integration project? What elements should become part of the data collection? Evaluation?**