INTEGRATING THE ARTS INTO CLASSROOM ACTIVITIES Source:gopher://ericr.syr.edu:70/11/Bibliographies/Extended/sumart.94 1 of 16 AN: ED366546 AU: International Bureau of Education (IBE) TI: Selected Bibliography on the Contribution of Education to Cultural Development = Bibliographie selective sur la contribution de l'education au developpement culturel. PY: 1992 NT: 14 p.; Paper presented at the United Nations Educational, scientific and Cultural Organization International Conference on Education (Geneva, Switzerland, September 14-19, 1992). Forty-third Session. For related documents, see SO 023 753-762. PR: EDRS Price - MF01/PC01 Plus Postage. AB: This selected bibliography, designed to back up a working document of the International Bureau of Education (IBE), has been prepared for the 43rd session of the International Conference on Education (September 14-19, 1992). The document has been put together with the help of the Documentation Center of the IBE and the UNESCO database. It consists only of works in English and French, written or published during recent years. The bibliography is made up of the following sections: (1) "The New Concept of Development"; (2) "Culture and Development"; (3) "Education, Culture, and Development"; (4) "Cultural Identity"; (5) "Introduction to the Cultural Heritage"; (6) "Traditional Culture and Popular Culture"; (7) "Intercultural Education"; (8) "Language and Instruction"; (9) "Aesthetic and Artistic Education"; (10) "Moral Education"; (11) "Science Education (New Paradigms)"; (12) "Environmental Education"; (13) "School, Cultural Institutions, and Community"; (14) "School and Media"; (15) "Teacher Education"; (16) "Encouragement of Research"; and (17) "Cultural and Educational Policies." (Author/SG) 2 of 16 AN: ED366539 AU: Puri,-Premlata TI: Cultural and Intercultural Aspects of Education: A New Responsibility for Teachers. Contribution of Education to Cultural Development. PY: 1992 NT: 14 p.; Paper presented at the United Nations Educational, scientific and Cultural Organization International Conference onEducation (Geneva, Switzerland, September 14-19, 1992). Forty-third Session. For related documents, see SO 023 753-762. PR: EDRS Price - MF01/PC01 Plus Postage. AB: It is possible to measure the impact of culture on education in the ways in which students react to real life situations. Only through years of education is it possible to begin to perceive how creativity and aesthetic values affect the emotional development of the youth as a whole. Modern educational concepts need to be taught using traditional methods that have in them aesthetic qualities and a message to communicate. The history of formal and nonformal education in India goes back several millennia. Education was totally merged into the cultural roots of the region. Such a mix is necessary today, as an understanding and respect of other cultures is only possible through a full awareness of one's own culture. Since there is an urgent need to link education and culture, there is a corresponding need to change preservice and inservice teacher education. Culture can be incorporated either through an integrated curriculum or as a separate discipline in teacher training. With little additional training, teachers become very aware of their role in teaching about culture. Schools should assist in such efforts through the use of printed and audiovisual educational materials that enhance teacher output. (SG) 3 of 16 AN: ED365651 TI: Educational Quality Indicators in Art and Mathematics. Calgary School District No. 19 and Calgary RCSSD No. 1. PY: 1993 NT: 157 p.; For a related document, see SP 034 936. PR: EDRS Price - MF01/PC07 Plus Postage. AB: The Calgary Board of Education and the Calgary Catholic Board of Education developed indicators of quality student performance for the assessment of school art composition and mathematical problem solving. Practicing teachers and school system specialists in art and mathematics developed and classroom-tested materials to identify and document educational quality indicators (EQIs). The resulting qualitative materials describe a performance assessment process which celebrates diversity in student responses. The process depends on informed professional judgment, shared exemplars and vocabulary, and student involvement in self-assessment. This report describes the beginning and development of the project, the rationale and literature that informed the work, and the apparent impact of the project, as it evolved from September 1989 to May 1992. The project results to date indicate that performance assessment has positive effects on learning and teaching, and that further explorations and applications of the quality indicators project would be educationally significant. Appendixes provide the names of project participants; EQI-Art Materials and Reports; EQI-Math Materials and Reports; and an evaluation of project utility, management, and impact. (Contains 53 references.) (Author/LL) 4 of 16 AN: ED365622 AU: Mahlmann,-John-J.; And-Others TI: National Standards for Arts Education: What Every Young American Should Know and Be Able To Do in the Arts. PY: 1994 NT: 174 p.; For related material, see SO 023 858. PR: EDRS Price - MF01/PC07 Plus Postage. AB: This document consists of the new national standards for arts education and a summary statement accompanying the book. The standards recommend that by the time they have completed secondary school, students should: (1) be able to communicate at a basic level in the four arts disciplines, dance, music, theater, and the visual arts; (2) be able to communicate proficiently in at least one art form, including the ability to define and solve artistic problems with insight, reason, and technical proficiency; (3) be able to develop and present basic analyses of works of art form structural, historical, and cultural perspectives; (4) have an informed acquaintance with exemplary works of art from a variety of cultures and historical periods; and (5) be able to relate various types of arts knowledge and skills within and across the arts disciplines. The book of standards is divided into four main parts. An introduction discusses the benefits, applicability, and importance of arts education. The second part describes the context and issues of arts standards such as their place in education reform, cultural diversity, appropriate technologies, student assessment, and correlation and integration of the arts disciplines. The remaining three parts discuss dance, music, theater, and visual arts for grades K-4, 5-8, and 9-12. Presented within each of the disciplines are the specific competencies that the arts education community nationwide believes are essential for every student. The standards include both content and achievement. Appendices include a glossary for each of the four art areas, outlines of sequential learning in each discipline, a summary statement, and a list of contributors and endorsers. (DK) 5 of 16 AN: ED365621 TI: The Arts and Education Reform: Ideas for Schools and Communities. PY: 1994 NT: 29 p.; For the final "National Standards for Education in the Arts," see SO 023 911. PR: EDRS Price - MF01/PC02 Plus Postage. AB: This document is a background paper for satellite town meeting on the "Goals 2000: Educate America Act." The paper discusses the importance of studying the arts for themselves, and as a means of helping students learn other subjects. It suggests that studying the arts prepares students for the workplace and helps to build the United States' ability to compete internationally. The arts are a significant part of the U.S. economy and a means of bringing parents, business, and the community into the school to participate. The arts teach about human nature and culture, encourage self-discipline and persistence, teach cultural diversity, and are basic to life. The paper describes six communities' innovative programs for helping students improve their academic performance while they learn about music, theater, dance, and the literary and visual arts. Seven keys to success that are found in successful arts education programs are: (1) the arts are integrated throughout the curriculum at all age levels; (2) regular arts classes of comparable length to the other academic disciplines are the ideal; scheduling innovations make time for the arts to be taught on their own and for arts specialists to plan with teachers of other disciplines to coordinate and enhance the various curricula; (3) effective teacher training and professional development in the arts are essential; (4) artists are involved as teachers, coordinators, or resource people; (5) arts in eduction is inclusive; (6) the community, business, and local arts organizations are actively involved; and (7) teaching and learning are regularly assessed. A list of resource organizations is included. (DK) 6 of 16 AN: ED365618 AU: Stewart,-Rohn TI: The REACH Center and Multicultural (Multi-ethnic) Art Education. PY: 1992 NT: 6 p. PR: EDRS Price - MF01/PC01 Plus Postage. AB: This paper is a summary of an awareness session on the nationally validated programs of the Respecting Ethnic and Cultural Heritage (REACH) Center for Global and Multicultural Education. The REACH curricula are designed to be infused into the K-12 programs of U.S. schools. The learner outcomes of the curricula are positive self concepts, multicultural literacy, and respect for the cultural diversity of U.S. society. The four components of the REACH Center's programs are: (1) cultural self-awareness; (2) multicultural knowledge; (3) human relation and communication skills; and (4) cross-cultural experiences. Multicultural education is defined as multi-ethnic education that deals with human diversity within the United States. It incorporates the study of ethnic, racial, and cultural similarities and differences, as well as issues related to gender, age, socioeconomic status, and physical ability. Multicultural education does not aim at eradicating cultural differences, but is based on the social theory of acculturation, intercultural exchange that blends diverse people into a socially unified culture. Multicultural art education expands students knowledge of world views, stylistic and technical options, aesthetic systems, and the symbolic meanings that may be conveyed through art. It increases students repertoire of ways of thinking and behaving, and fosters social, creative, and mental growth. Cultural institutions need to work with ethnic authors and publishers of instructional materials to develop programs and publish both print and non print multicultural art educational resources. (DK) 7 of 16 AN: ED365579 AU: Ringold,-Francine; Rugh,-Madeline TI: Making Your Own Mark: A Drawing & Writing Guide for Senior Citizens. PY: 1989 NT: 114 p.; Photographs may not copy clearly. PR: EDRS Price - MF01/PC05 Plus Postage. AB: This book is intended for use by older beginning writers and visual artists. It is not intended to be a comprehensive guide to the complexities of the creative process. The document is a guide to opening and using the creative process in the later years of life. It is arranged in chapters that take the student through a learning process. Exercises to help begin and develop the creative process are provided. The exercises are for writing and drawing, but each chapter also includes physical exercises for developing flexibility of body and mind. The first exercise is the keeping of a 'doodle diary' for jotting down words, phrases, sentences, or making a quick sketch with pencil or pastels. Guidelines for using the book include: (1) trust your perception of what is right for you; (2) respect your own creativity; (3) give yourself permission to play and even to be foolish; (4) do the suggested exercises; (5) choose your tools carefully; (6) do not be afraid of seeing the world in a new way; and (7) keep the channel open, without stopping to criticize yourself while you are in process. Chapters discuss the language of lines or selecting words to express feelings and experiences, and the development of creativity. One chapter is devoted to haiku, a form of Japanese poetry, which attempts to capture the essential, the whatness of a thing, the primary quality that expresses its uniqueness, a way of seeing as well as a way of saying and writing. Instructions for pulling together the previous suggestions show how different approaches transform the same subject. (DK) 8 of 16 AN: ED365578 AU: Stevens,-Louise-K. TI: Planning To Make the Arts Basic: A Report to the National Endowment for the Arts on the Impact and Results of the Arts in Schools Basic Education Grants Program. PY: 1991 NT: 375 p. PR: EDRS Price - MF01/PC15 Plus Postage. AB: This report is an overview of events that have taken place over the last 4 years to further efforts to make the arts part of what every schoolchild learns in every grade. The report recounts how the Arts in Schools Basic Education Grants (AISBEG), a targeted federal pilot project of the National Endowment for the Arts, has stimulated change at the state level and in classrooms around the country. A chart presents a state-by-state breakdown of program grants for fiscal years 1987 through 1990. Part 1 of the report sets out "AISBEG Goals and Response." Part 2 looks at "Defining Planning." Part 3 of the report presents "Implications for the Future: Conclusions and Recommendations." Each of the parts includes a table of contents. Profiles describing each state's participation in the program also appear in the report as does a listing of national arts and education organizations. (SG) 9 of 16 AN: ED365572 AU: Alperstein,-Cory-Ann; Weyl,-Ronnie-B. TI: Arts for Everykid: A Handbook for Change. PY: 1992 NT: 163 p.; Some illustrations may not reproduce clearly. PR: EDRS Price - MF01/PC07 Plus Postage. AB: This handbook seeks to provide advocates with the tools they need to encourage arts education in the schools, particularly in New Jersey. The document includes background material on arts education and advocacy, a set of 11 reasons why the arts are basic to education, and an explanation of what constitutes a quality arts education. Under the major heading, "The How-to of Advocacy," the handbook provides tips about getting started, publicity and promotion, working within the political and education arenas, and fundraising. Chapters dealing with "The National Scene" and "The New Jersey Scene" explain organizations and activities occurring on the national and state level in support of quality arts education. "A Call to Action," the concluding chapter of the document, offers thoughts for would-be arts advocates. The handbook also includes a foreword, an introduction, acknowledgments, details about the artwork (all produced by students), footnotes and sources, a listing of other resources, and order forms. (SG) 10 of 16 AN: ED365566 AU: Degge,-Rogena,-M., Ed. TI: The Journal of Multicultural and Cross-Cultural Research in Art Education, 1983-1990. PY: 1990 NT: 992 p. PR: EDRS Price - MF07/PC40 Plus Postage. AB: This document contains eight volumes of "The Journal of Multicultural and Cross-cultural Research in Art Education." Founded in 1981 by the United States Society for Education through Art, the journal's purpose is to promote a greater understanding of diverse cultures and to explore the role of art in multicultural education. Featured articles discuss areas such as art and social understanding, cultural identity and pride, community art education, themes from children's graphic narratives, contemporary street murals, folk art, stereotypes in art, morality of international art education, and the challenges of teaching art in a multicultural society. Some of the countries and cultures described include Korean-American, Australian, Egyptian, Finnish, Oglala Sioux, Brazilian, Canadian, French Canadian, Kenyan, Japanese, and Tibetan. Issues of race and cultural diversity in the United States and other countries are discussed. Volume 4, Number 1 is a special issue devoted to a joint conference of the Canadian and U.S. Societies for Education through Art. This issue discusses exploring cultural backgrounds and features, specific dimensions of, and roles occupied by, art in culture, and applications of a culturally mediated approach to programs, curriculum, and the pursuit of knowledge. Art's ability to explore topics that people "don't talk about" and bring to the surface images that remind people of what one group has or lacks in relation to other groups is recognized. (DK) 11 of 16 AN: ED365560 AU: Arthur,-Brian TI: Conference on Arts in Education (London, England, United Kingdom, October 8-12, 1990). General Report. PY: 1991 NT: 41 p. PR: EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. AB: This document is a report on the Council of Europe's October 1990 conference on the subject of the arts in education. Aimed at those with interests in the education of students ranging from ages 11 to 18, the conference included administrators, inspectors, advisers, teachers, and practicing artists. Planners of the event sought to foster stronger pan-European art education links, to exchange information about art education in participating countries, and to promote mutual strategies for development, collaboration, and international liaison. Through the conference, participants examined the status of art education in their nations, engaged in a comparative analysis of the problems of and possibilities for future collaboration, shared examples of excellence in art education, and offered recommendations and conclusions. The conclusions and recommendations appear in the report along with a list of participants. (SG) 12 of 16 AN: ED365039 AU: Drum,-Jean, Ed. TI: Talent Development. PY: 1993 NT: 39 p. PR: EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. AB: This theme issue on talent development in students who are gifted or have special talents contains several feature articles, editorials, and a calendar of events. Articles have the following titles and authors: "Talent Development in Education" (John F. Feldhusen) proposes four domains for fostering talent in all youth: academic-intellectual, artistic, vocation-technical, and interpersonal-social. "Schools Are Places for Talent Development: New Directions for the Schoolwide Enrichment Model" (Joseph S. Renzulli) discusses use of the total talent portfolio and integration of gifted education practices into general education. "The Development of Academic Talent" (Joyce VanTassel-Baska) urges the employment of two models of talent development--the traditional talent search model and a curriculum-based approach to upgrade the level of curriculum for all learners and reveal latent talent in academic and nonacademic areas. Other articles include: "Art Teachers, Child Art, and Abilities: Implications for the Concept of High Abilities in the Visual Arts" (Gilbert Clark); "Resolving Inequities: Discovery and Development of Talents in Student Populations Traditionally Underrepresented in Gifted and Talented Programming" (Donna Rae Clasen); and "Dealing with the Challenges of Reform and Restructuring: Will Gifted Education Survive?" (Donald J. Treffinger). (Most papers contain references.) (JDD) 13 of 16 AN: ED364459 AU: Hamblen,-Karen-A. TI: The Emergence of Neo-DBAE. PY: 1993 NT: 16 p.; Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993). PR: EDRS Price - MF01/PC01 Plus Postage. AB: This paper proposes that the original theory and practice of discipline based art education (DBAE) of the 1980s are undergoing significant changes, and that Neo-DBAE is emerging in the 1990s. Changes in original DBAE theory and practice of the 1980s are discussed, and reasons for such changes are proposed. Some identified changes are: more encompassing curriculum content, an integration of art with other subject areas, and variable forms of assessment. It is suggested that Neo-DBAE is a response to postmodern developments, reform movements, multiculturalism, and teacher proactivism. Neo-DBAE is also the result of criticisms of original DBAE theory and practice in the 1980s. This study consists of a discussion of the following: (1) DBAE theory and practice in the 1980s, (2) theory and practice in the 1990s that suggest the development of Neo-DBAE, (3) characteristics of Neo-DBAE, and (4) factors contributing to the emergence of neo-DBAE. DBAE is defined as a theory of art instruction that emphasizes the disciplinary character of art and the study of art for its own sake. DBAE proponents proposed that art study consist of studio production, art criticism, art history, and aesthetics, with written curricula, and content of the four areas sequenced within and between grades. Learning outcomes would be identifiable and assessed through formal measures. Neo-DBAE is characterized as somewhat post modern in that it incorporates aspects of multiculturalism and collective decision making. It is contextually responsive to the needs of teachers and students, and allows for variable learning outcomes. (DK) 14 of 16 AN: ED364457 AU: Mitchell,-Ruth TI: A Prelude to Performance Assessment in the Arts: Towards Arts Assessment Project (TAAP). Pre-publication Draft. PY: 1993 NT: 64 p.; A Joint Project of the History-Social Science and Visual and Performing Arts Office and the Sacramento County Office of Education. PR: EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. AB: This document summarizes the work of participants in California's Towards Arts Assessment Project (TAAP). The project participants worked on developing guidelines and plans for arts assessments. The document includes the TAAP participants' performance assessments as illustrations and as guidelines for continuing a dialogue in the feasibility and success of assessment in the arts. The participants were introduced to the concepts and terms of performance assessment. Four kinds of assessment were offered as examples: (1) enhanced multiple choice, (2) open ended problems, (3) exhibition projects, and (4) portfolios. These assessments were to contribute to the publication that would "advance dialogue in the state on assessment in the arts." Teachers were then asked to select content standards from the California visual and performing arts framework, component goals, and objectives; describe their instructional activities to teach the content standards; design an assessment of student learning; and develop rubrics or scoring guides for assessing the students' work. The prelude is built on the guidelines of the Visual and Performing Arts Framework. It not only discusses examples of assessment for the arts developed by California arts teachers in the TAAP, but it also discusses the issues underlying performance assessment. The document is divided into five chapters concerning respectively: (1) performance assessment, what it is and what it looks like, (2) assessing the arts: a challenge to teachers, (3) two examples of performance assessment in the arts, (4) the future of the TAAP, and (5) assessment in the arts, the national trend. A 19-item bibliography is included. (DK) 15 of 16 AN: ED364146 TI: Influences on Higher Education: Teaching, Research and Society. St. Catherine's Conference (Windsor, England, United Kingdom, November 1986). PY: 1986 NT: 6 p. PR: EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. AB: Amid demands for more cost-effective education and demographic changes, a conference was held in England on the role of higher education. Participants were drawn from institutions of higher education, polytechnics and universities, and included representatives of both the academic and administrative fields. Monty Finniston considered the benefits of teaching, learning, and research and the need for college teachers to be involved in all three. Edwin Kerr explored educational quality and excellence as those terms have become featured in recent government reports on higher education. Richard Harries discussed the role of higher education in reviving the economy of the nation. Denys Wilkinson traced developments in higher education and highlighted the need for an integrated system of higher and further education. Shirley Williams, in a consideration of the impact of higher education and its funding, concluded that the United Kingdom is an under-educated country beset by severe shortages of skill. Stewart Sutherland described some of the difficulties the Arts subjects were facing. The conference also considered the need for a better link between secondary and higher education. (JB) 16 of 16 AN: ED364021 TI: Visual Arts Grades Five through Eight. Black Swamp Arts Scene Course of Study: Talented and Gifted. PY: [1991] NT: 50 p.; For related documents, see EC 302 589-590. PR: EDRS Price - MF01/PC02 Plus Postage. AB: This course of study was developed for intermediate and junior high students in the Defiance (Ohio) public schools who are talented and gifted in the visual arts, providing for an in-depth and sequential development of skills and concepts. The program's philosophy stresses that, while the products of the arts are important, a need exists to emphasize the learning process as satisfying in and of itself. It focuses on sensitizing the whole person to the arts and to developing the imagination. Options in meeting the needs of gifted students in visual arts include accelerated educational experiences in cluster groups within regular classrooms or in enriched classrooms serving gifted children. A scope and sequence chart for grades 5 through 8 lists program and subject objectives for several components of a visual arts course of study, covering drawing, graphic design, painting, photography, printmaking, and sculpture. Within each component, objectives focus on enabling students to: (1) become aware of ways society expresses values and beliefs in art and responds to art; (2) develop their abilities to respond to works of art; (3) understand how artists express themselves; and (4) understand how art critics and historians respond to art. Methods of evaluating student progress are noted. (JDD)