Ideas for Professional Artefact

Now that my inquiry tools are all set up and ready to go, my next stage will be to analyse them which will enable me to prepare my professional artefact.

After creating another discussion with my SIG, adding finishing touches to my questionnaire, interview and observation and starting to receive results from my survey it has given me time to consider my artefact.

THE IDEA

I think my artefact will reflect a scheme of work which uses Performing Arts as an interdisciplinary learning tool alongside the national curriculum guidelines for KS2.  Ideally I would have like to have enough time to workshop ideas but unfortunately my current professional practice now only consists of a private dance school where I am preparing the students for exams and so therefore would not be an ideal situation to test this out.  Of course we are now in the last term of the year and so time is not on my side, and so this is another aspect I need to consider.

THE THEME/CONCEPT

I have experience in creating lesson plans but after collecting and analysing results from my inquiry tools I think I will be able to devise a suitable concept or idea to explore for the production of  my artefact.  I would also like to consider the idea of a template of a scheme of work which could be adapted for different topics, however my worry would be that it may affect the focus on the topic.  

MY AUDIENCE

As I am aiming to make a transition in my career path from Performing Arts teacher to Primary school teacher, I would like my artefact to be accessible for both sectors of teaching.  As I am focusing on KS2 Primary, the curriculum topics will be considered in order to create a suitable integration.

THE AIM

The aim of my artefact will be to create a teaching tool which can be used not only for myself but others who may find themselves teaching a Dance or Performing Arts class within KS2 Education.  This tool will hopefully provide a guide for teachers, whether from a Performing Arts background or education, that will ensure the lessons provide an interdisciplinary learning environment for the students taking part.

** PARTICIPANTS NEEDED ** Inquiry Survey: The Value of Performing Arts in Education

After several re-drafts I have finally put together my survey which I think will give me a wide and varied opinion of what can be taken from an experience in Performing Arts.  I am looking for participants with any experience in the teaching of Performing Arts to gain their opinions of interdisciplinary learning within KS2 education.  

Please follow the link below to take part in my survey.

The Value of Performing Arts in Education

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.

Literature Review: 'Interdisciplinary Curriculum'

Within this article, Wiggins discusses the ideas of integration across different disciplines from a music educator's point of view.  Similar to other reviews I have looked at, this is from a different specialism however as music is from the field of Arts, I feel that some of the views can relate to my inquiry topic. 

Interdisciplinary Curriculum: Music Educator Concerns- Robert A Wiggins

'What is interdisciplinary learning? Does it work better than traditional subject-area learning? Who really benefits? This article offers some discussion and answers .'

'Interdisciplinary instruction is a recurring curricular trend that has once again become popular. Provoked perhaps by Howard Gardner's work on multiple intelligences or Frances Rauscher's work on what has come to be known as "The Mozart Effect,"  teachers--and music teachers in particular--are being asked to integrate their teaching across disciplines. As this approach grows in popularity, it is important to consider what it will mean to both educators and students engaged in these efforts.'

Here again, another reference to Howard Gardner and his theory on multiple intelligences.  I agree that as I have previously discussed in relation to other literature reviews, that it is important to consider the idea of integrating Performing Arts and with disciplines whilst looking at not only the teacher but the students too.  What is the student's reaction to such a type of instruction?

'There are three primary areas of concern relating to integrated instruction-- theoretical, curricular, and instructional . If we neglect these concerns, any integration efforts in schools will provide little benefit to the students, while placing teachers at a disadvantage and violating the integrity of one or more disciplines.'

When planning my own sessions, I do try to consider these points, but not in such a focussed way.  Perhaps looking at my own practice in terms of the theory, curriculum and instruction embedded it will provide a better integration of Performing Arts and the chosen subject?    

I want to explore what Wiggins discusses as the 'vision of what integration should be'.

'Conceptual connections are those in which concepts are the focus.'

'Students will better understand the content of each subject if they understand how the concepts apply to each field. In addition, they will use their understanding in one discipline to make sense of an unfamiliar, but similar construct in another discipline.'

I see concepts similar to that of a theme by using a directed part of a topic.  Ideas portrayed through pieces of Art, through religion and as part of History subjects.  These are disciplines which could be seen as a possible use of integration with Performing Arts to provide interdisciplinary learning.  

'Process connections focus on the process of students engaging with the subject matter--for example, classifying, connecting, sequencing, visualizing, organizing, reflecting, interpreting, and symbolizing. Regardless of the topic, these processes are common to the various disciplines, and being aware of how they function in one discipline can enhance students' understanding of how they function in another.'

I think it would be helpful from a teacher's point of view to consider how you can check that the student is engaging in the subject they are learning.  In what ways could I check a student is engaging in a topic?  This could be an interesting area to question current practitioners to gage how they test out new teaching tools and conclude whether it has worked or not.  

'One advantage to this form of integration is that it maintains the integrity of the individual disciplines.'

'Another advantage of process connections is that working this way does not require extensive time for teachers to plan together. Each teacher addresses process and concept connections in his or her own classroom as part of regular lessons.'

Wiggins identifies what he considers to be the advantages of this approach of integration.  With a focus on the concept, it could provide a strong basis to ensure the individual disciplines are not lost of their own learning potential.  

I do think it would be worth questioning current practitioners about whether they would consider the integration of Performing Arts and another discipline in this way, would require more planning in one respect of not having the confidence or knowledge of this art form.  However some may see this as an easier way to provide a Dance lesson within KS2.   

'The final concern is the planning of instruction in an integrated curriculum. What will integrated lessons look like?'

I am hoping to observe a lesson which could potentially show the idea of an integrated curriculum of Performing Arts and another discipline.  If possible I would also like to look at the lesson plan for this and what their learning objective is?  Is it a continuous lesson or is it a one-off lesson to help explain a particular concept from a chosen subject?

Howard Gardner, Frames of Mind: The Theory of Multiple Intelligences (New York: Basic Books, 1983); Frances H. Rauscher, "Does Music Make You Smarter?"PTA Today 20, no. 5 (1995): 8-9.

WIGGINS, R.A., 2001. Special Focus: Interdisciplinary Curriculum - Interdisciplinary Curriculum: Music Educator Concerns. Music Educators Journal, 87(5), pp. 40-44.

Literature Review: 'Using Interdisciplinary Arts Education to Enhance Learning'

Maureen Reilly Lorimer wrote this article from her own point of view as a lecturer in the College of Education at California State University.  She looks at the use of interdisciplinary arts education as a way to 'enhance learning' to suggest a better inclusion of the 'visual and performing arts' within schools.

Using Interdisciplinary Arts Education to Enhance Learning - Maureen Reilly Lorimer

Lorimer looks at the potential of the Performing Arts...

'Although electives and clubs provide arts exposure to a selected few, many students do not receive consistent and high-quality arts experiences (National Center for Education Statistics, 2001).'

This view of Lorimer relates to the U.S, however I believe this is a similar case for England.  Having worked within schools delivering Dance after-school clubs I know that there is certainly a demand for extra-curricular activities for children, even though this can sometimes be seen as a 'baby-sitting service' as discovered from my own experience.  As I am also hired to deliver dance lessons within schools during PE lessons, and also work alongside teachers to provide a 'team teaching' situation, I know that schools are sometimes looking for specialists to provide this level of 'high-quality arts' experiences as Lorimer discusses.  Does this mean that without the expertise of teachers such as myself, the dance lessons provided by the class teachers could sometimes lack in the same experience and therefore not show Dance in its full potential?

INFUSING ARTS INTO THE CURRICULUM- P10

'By weaving the visual arts, music, dance, and drama into other content areas, interdisciplinary arts experiences have the potential to enhance student learning in authentic and meaningful ways.'

This describes Lorimer's views on enhancing learning with these art forms.  The use of 'weaving' could mean that the other content areas are directed in a different way to those who may find that the generic way of teaching a subject, has less impact on the students' learning or understanding. 

Following Lorimer's views on the learning, I would also like to consider how the integration of Performing Arts could give teachers another way of teaching.

'Exploring the details of conceptual themes such as slavery, immigration, and world cultures are enriched through the visual and performing arts.'

As part of my inquiry research I would certainly like to look at suitable themes for which Performing Arts could take a role as part of interdisciplinary learning.  This also links to my review of Hanna's views in 'Partnering Dance and Education'.

BENEFITING FROM ARTS INTEGRATION- P10/11

'Teacher motivation was perceived as an added benefit, with most participants stating that the arts bring joy into the classroom.'

'When asked about the academic benefits they see resulting  from interdisciplinary arts education, several teachers stated that arts-infused learning increased attention to detail and persistence.'

As a teacher I think it is important to look at the benefits Performing Arts could bring to the role of teaching.  Here sees views from teachers after using an integrated form of teaching with the Performing Arts and describing what they feel this infusion brings to the classroom.  I think however, this would always depend on how this was brought across and the subject used to do this.  Have any teachers attempted to use Performing Arts as interdisciplinary learning and felt it hindered the teaching or learning environment?

AN ACTION PLAN FOR PRINCIPALS- P11

'Although many principals would like to infuse the visual and performing arts into classroom instruction, most are limited by lack of time or knowledge, as well as their primary concerns about meeting mandated curriculum standards.'

'Two key factors are required for arts education success: an arts-minded philosophy and strong leadership skills.'

I think it is understandable to note that one reason why Performing Arts may not be used as part of an interdisciplinary teaching or learning tool because of the reasons Lorimer notes here.  From my own experience, some teachers lack confidence in teaching Performing Arts, which is why specialists are sometimes used to deliever lessons which may be seen as a challenge to class teachers.  However this may not be the only reason and as such a realisation of the time and added knowledge to produce these lessons should be considered.

A lot of questions have emerged from this particular piece of literature which I can take through to my inquiry tools.  Hopefully the use of these questions will help me explore my current thinking and develop new ideas and understanding to which I can take through to my future career.

Lorimer, M.R. 2009, "Using Interdisciplinary Arts Education to Enhance Learning", Principal (Reston, Va.) [H.W. Wilson - EDUC], vol. 88, no. 3, pp. 8.