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.

Literature Review: 'Partnering Dance and Education' (Part 2)

After changing my focus for my inquiry I have looked back over the literature which I previously explored.  As there is still a link between my original inquiry of transferable skills and my inquiry now of interdisciplinary learning, there will still be concepts and theories and can use for my new direction.

As my inquiry is looking into the value of Performing Arts within education, I wanted to look through this book to see if there was any more literature more specific to interdisciplinary learning.  

Partnering Dance and Education- Judith Lynne Hanna

THE POWER OF DANCE TAUGHT WELL - P47
'When students receive dance education they learn information and ways of thinking that complement other subjects.'

I think that no matter what education is being taught, a student is being given the opportunity to learn.  But the amount of learning taking place depends on many other factors including how willing that student is to learn and the way it is being taught.  The way that Hanna describes this way of learning appears to be very one sided to all students, however I do think that in some cases, the teaching of dance education could be more beneficial for some students as an easier way to absorb information and therefore learning skills which could potentially aid other subjects.

This could depend of the type of learning a student tends to learn better from.  This echos back to Module 1 when I looked at multiple intelligence's of the theories of Gardner (1983).  Perhaps the use of Performing Arts would fall into certain categories of this idea as a way of learning for some students.

INTERDISCIPLINARY LEARNING - P95
'Teachers also use dance to dramatize literature and understand vocabulary.'

Hanna starts to look into the possibility of interdisciplinary learning with Performing Arts and the subject of English.  Put into context with KS2 classes, I think this type of example could be used within poetry and performing a poem with the use of dance as a way of 'dramatizing' the literature and consequently enhancing the understanding.

'Science learning is another form of knowledge that benefits through the creative use of dance.'  
'...students created dances about water molecules heating up as they zoom, spin, boomerang and evaporate.'

This is another example that Hanna looked into from a class that used the idea of dance to show the process of molecules in an interactive way.  This is a visual learning aid as opposed to reading a piece of text which may be found as a harder way to absorb the information by some students.

HOW CAN DANCE BE A DISCIPLINE AND BE INTERDISCIPLINARY - P107/108
'Students can learn in, about and through dance.'

Here Hanna describes Dance as a subject in its own right but also as an interdisciplinary subject.  This shows her thoughts on the value of Dance.

'Beyond significant instruction in dance technique and creating dances is the goal of helping students make connections between and across subjects.'

I think 'connections' is a key word here.  To look at Performing Arts as an interdisciplinary learning tool but to identify connections between subjects could be a good way to communicate what is being taught.  

'Connections among dance and other arts or between dance and other subjects are of two types: correlation and integration.'

'Correlation approaches show specific similarities or differences.'


'Integration approaches use dance and other disciplines so that they are mutually reinforcing.'

These types of approaches that Hanna describes has opened up another theory to explore.  I think that 'integration and correlation' could prove an important area of research to help with my inquiry.  As my understanding of this is still unclear, I am going to look into this connection within the Arts and Education to expand on what is already known or cited.

'Dance is a kind of intelligence and learning that can reinforce other kinds of intelligence and dance is a means of acquiring knowledge.  It is clear that dance education has great potential.'

I agree with Hanna that dance education has a great potential but also have a realistic view to think that Performing Arts will never be a subject within its own right within Primary education.  Currently as dance is only included in the National Curriculum as a part of PE and with the only attainment target for KS2 to 'perform dances using a range of movement patterns'.  I wonder how much Dance is being used within schools.  Do teachers realise the same potential as myself that Performing Arts may provide and what are their current view on what Performing Arts has the potential to bring?

Gardner, Howard (1983) Frames of Mind the Theory of Multiple Intelligences, New York: Basic Books.

Hanna, J. (1999) Partnering Dance and Education: Intelligent Moves for Changing, United States: Human Kinetics

National Curriculum, National curriculum in England: physical education programmes of study, Key Stage 2, (Accessed 22nd November 2015) 

Inquiry Outline

After realising that I have been slightly lost with the direction of my inquiry, I have taken inspiration from Laura-May Houghton and created a new outline for my inquiry to find some clarification for my continuation.

Inquiry Title

In what ways could a KS2 school teacher use the idea of interdisciplinary learning with Performing Arts during a lesson?

Sub-Questions:

What is interdisciplinary learning and how much is it consciously used by teachers?

What do teachers report as being the effectiveness and restrictions of interdisciplinary learning with Performing Arts? 

Context 

My inquiry will look at the potential value of Performing Arts as someone who has come from a Performing Arts background and making the transition into Primary Education.  I am interested to look at what I can take from my Performing Arts experience and use as a teaching tool in the future and also whether this could be a potential tool which other teachers within KS2 education could also use.

This inquiry exploration could provide me with essential skills to take on to my next career step but also a deeper look into what would and wouldn't work within a new environment.  Although I have taught within education, it has always been from a Performing Arts foundation to ensure that a Dance class is being delivered.  My intentions have always been to teach Dance but on occasions with some interdisciplinary learning embedded, generally at the request of the school.  I sometimes look to the school teachers as a way of inspiration for a theme to incorporate into my Dance lessons but wonder whether because I am not a class teacher whether I am actually providing the interdisciplinary way of learning between Performing Arts and the chosen subject.  Could this be looked at from a teacher's perspective and really provide a different way of teaching and learning?  I would like to find out that if a teacher has the knowledge of Performing Arts and another chosen subject, could this make a successful teaching tool?

I am conscious to look at interdisciplinary learning from the view of the teacher as opposed to the learning from the students.  Therefore my hope is that the use of this tool would essentially benefit the teachers with the possibility of having a positive effect on the learning from the students.

 Aims and Objectives

The overall aim of my inquiry is to help develop my professional practice ready for a change in career.  This is still very much similar to my aims as in my previous direction of inquiry, however my focus is very much on the education sector therefore taking my processes away from private dance schools and using my Performing Arts knowledge as a set of skills to teach within Primary education.  

Literature

The literature I have previously collected is still very relevant to my current inquiry questions but I have now limited the areas this is exploring.  A few new bits of literature I have located, focus more on the idea of interdisciplinary learning so this has given me a good basis of research and theories to explore.

Inquiry Tools 

My use of tools are the same but will be used in a slightly different way.  I will still use a survey which I will share within my SIG and Facebook group, but with a different focus on the questions.  I will conduct an observation in a Primary school within a Dance class and within a lesson.  Within the dance class I will be observing what is being taught by the teacher and identify whether interdisciplinary learning is being used the same will be looked at in a classroom situation but to see if Performing Arts are used anywhere in the lesson as a way of introducing interdisciplinary learning but to also see if there would be any place for this in the lesson plan.

I will then be carrying out an interview with both of these class teachers to gain their thoughts and understanding of Performing Arts alongside interdisciplinary learning.

Ethical Practice

None of my inquiry tools will require the intentional observation of the pupils, neither the communication with pupils.  It will however, take place within Primary Schools and still require permissions from the headteacher and from the class teacher.  Relating to that, the headteacher may wish to provide the parents with some information/consent for this. 


This new outline has given me a better focus to continue on with, so my next step is to finalise my inquiry tool preparations and have clear write-up of literature. 

Inquiry Update

Having taken on an additional teaching session this week, it helped me to reflect on my current thoughts for my inquiry.  I am still very much wanting to focus on Primary education and having worked across the board of all ages in Primary, I still believe that there is a stronger ground to look at Performing Arts within KS2.  From my knowledge, I feel that there are stronger themes and subjects which I can explore within this stage of Primary, therefore giving me a wider spectrum of research and conclusions.

My inquiry question is still not finalised, however, after gathering a good combination of literature which I believe has and will give me a good basis for my inquiry there are certain areas on which I am focusing on which have developed the following questions:


Is interdisciplinary learning with Performing Arts used in KS2 lessons and if so, is it a conscious way of teaching?  

Do teachers prepare schemes of work in Dance lessons and introduce a theme to provide interdisciplinary learning?

Should it be necessary to teach Dance to KS2 with the use of themes to provide interdisciplinary learning?

I feel like I have a better focus on what I want to find out and that it is relevant to not only my current practice but my future career plans too.

My next step is to develop me literature and take a look at my inquiry tools to clarify how I will progress.