A Case Study of a National Arts Education Partnership
Chapter 4. Arts Integration
· 4 · arts integration Nature of Arts Instruction All partners described similar ways in which the projects integrated arts activities across the curriculum: multidisciplinary, interdisciplinary, and inte- grated arts (refer to appendix 2, pp. 111–115). In addition, both the artists and project coordinators described disciplinary and field-based approaches, and the teachers described parallel disciplines and multicultural arts. These approaches may be placed on an arts learning axis from disciplinary-based to integrated arts to describe a shifting emphasis from subject matter focus (i.e., learning in, within, and about the arts) to arts integration (i.e., learning with and through the arts) (refer to table 4.1). Table 4.1. Arts Learning Axis. Discipline-based Interdisciplinary Field-based Multidisciplinary Integrated Arts Learning in the arts Learning within the arts Learning about the arts Learning with the arts Learning through the arts 32 a case study of a national arts education partnership Disciplinary-based Instruction (Learning in the Arts) Discipline-based refers to instruction that focuses on the elements, concepts, and principles of an arts discipline. For example, in music the basic elements of sound are pitch, duration, volume, and timbre, and when several sounds are linked in a sequence one after another, we have the concept of melody. To create a melody that is recognizable, composers employ principles of com- position appropriate to the style of music they are composing. For example, a tonal melody would focus on the tonic (1st note), subdominant (4th), and dominant (5th) notes of the major scale and feature a resolution to the tonic....
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.