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.