Literature Review: 'Interdisciplinary Curriculum - Connection, Correlation, and Integration'

As a lot of my previous reviews discussed Performing Arts as part of an integrated curriculum, I wanted to explore this area more.  My previous review which looked at 'Partnering Dance and Education', identified Hanna's views on the connection between the Arts and other subjects and how they can be seen as two types: correlation or integration.

Although Snyder looks at an interdisciplinary curriculum from more of a music background, I thought that the concepts and theories discussed her can loosely relate to Performing Arts.

Interdisciplinary Curriculum - Sue Snyder

PAGE 32

'Developing an integrated curriculum involves more than simply creating a set of related materials, activities and strategies'.

For me, I look at the idea of integrating Performing Arts with education as having a clear learning objective.  As part of my experience as lesson planning, the learning objective is always the main requirement for any lesson.  Without a clear objective there is less focus on ensuring that learning is achieved.

'Early interest was sparked by Gardner's Theory of Multiple Intelligences, which described music, movement, and visual image as discrete and specific ways of knowing, equal to and unique from lniguistic and mathematical understanding.  Gardner's work suggested that all intelligences are necessary for complete human development and communication and that education without the arts is indefensible.'

Again Howard Gardner makes an appearance in my research.  I think this is an essential theory to consider for my inquiry.

CONNECTION- P34

'A connection is the most popular, most used, and least meaningful way of linking disciplines.  In a connection, materials or concepts (usually materials) from one discipline are used to help teach or reinforce a concept in another curricular area.  Another way to say this is that the children are supposedly learning through music, but not learning in or about music.'

Visual representation of connection

This visual diagram helped me to understand the concept of connection as demonstrated from Snyder's journal.  A connection can be seen as a link from one discipline to another and although I believe that there would still be learning taking place through this type, I wonder whether it would provide enough depth as the other types described.

When I think about my current practice and the connections I use with my dance classes taught within Primary education, I would say that sometimes it is only a connection which I make between the subject and Dance.  For example I may only use a piece of music relating to the class subject as the only connection to Dance.  Therefore the music would be aiming to provide a reinforcement from the class subject.  Is this enough to gain a sufficient amount of learning for the students and do teachers feel as though this is enough to create a Dance lesson?   

CORRELATION - P35

'A correlation is made between two or more disciplines through shared materials or activities.  Two or more teachers agree to correlate by using the same materials or addressing the same topics at the same time; however, no plan is made to develop important ideas across disciplines to form generalizations.'

     

Visual representation of correlation

This visual diagram helped me to understand the concept of correlation as demonstrated from Snyder's journal.  From this description, I don't feel like I have used this within lessons I have taught, however I can imagine that this is a common teaching tool used within Education.  I would be interested to find out if this is used at schools and whether they feel that this is a beneficial way to teach.

INTEGRATION - P36

'In an integration unit, a broad theme is chosen that cuts across disciplines, so each content area or intelligence can explore the central idea in a meaningful way.  The integrity of each intelligence or discipline is maintained.  Application and synthesis of ideas from one discipline to another are encouraged, leading students to develop deeper understanding and critical thinking through the comparing and contrasting of ideas.  Examples of central ideas include topical themes, such as farm animals or rain forests, and conceptual themes, such as structures, imagination, or problem solving.'

Visual representation of integration

This visual diagram helped me to understand the concept of integration as demonstrated from Snyder's journal.  I could see how this use of teaching within education could lead to a deep understanding of a particular subject from students.  For example, within KS2 they may study the topic of History looking at the Tudors.  Within this they could look art work produced during this time, dance from this era and even poems or songs as an English study.  This could provide an all-encompassing subject.  I do think that this would be a hard task to manage with the guidelines given by the national curriculum and the amount of work and planning needed to provide such an integrated theme.  This is something which I would also like to find out, as to whether this is something explored and whether it is thought of as worthwhile teaching tool.

These concepts of interdisciplinary teaching have given more more questions to consider. If interdisciplinary learning is used within classes, in which way is it used?  If tried and tested do teachers prefer one way or another?  Or do they prefer to keep subject areas separate? As I am looking into how Performing Arts can be used alongside interdisciplinary teaching, I am wanting to know what I could take from my experience and take with me into teaching within education.

Gardner, H. 1995. Frames of Mind: The Theory of Multiple Intelligences. 10th Anniversary Edition. (New York: Basic Books)

Snyder, S., 2001. Special Focus: Interdisciplinary Curriculum - Connection, Correlation, and Integration. Music Educators Journal, 87(5), pp. 32-39, 70.