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Interdisciplinary arts education in ...

The Claremont Graduate University.

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Interdisciplinary arts education in middle level schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Interdisciplinary arts education in middle level schools./
Author:	Lorimer, Maureen Reilly.
Description:	220 p.
Notes:	Adviser: David Drew.
Contained By:	Dissertation Abstracts International69-01A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3296078
ISBN:	9780549404712

Interdisciplinary arts education in middle level schools.
Lorimer, Maureen Reilly.

Interdisciplinary arts education in middle level schools. - 220 p.

Adviser: David Drew.

Thesis (Ph.D.)--The Claremont Graduate University, 2007.

Current trends, such as No Child Left Behind (NCLB), standardized curriculum, and high-stakes testing have impacted educational experiences for middle school youth, particularly for students who struggle due to poverty or language limitations. Moreover, the complex world in which we live relies upon individuals who are critical thinkers and problem-solvers. Proponents of social justice and middle level education, meaning education for young adolescents between 10--15, advocate teaching and learning practices that effectively meet the needs of diverse populations through culturally relevant and developmentally responsive pedagogy while simultaneously developing productive citizens for the future. Learning with, through, and about the visual and performing arts can fulfill these criteria. Although the personal, social, and academic outcomes arising from quality experiences in music, theatre, dance, and the visual arts have proven successful, particularly for marginalized populations, vast discrepancies in arts education related to minority enrollment and poverty concentration exist. Interdisciplinary arts education is one approach that may facilitate equitable exposure to arts education for all. Therefore, the focus of this study was interdisciplinary arts education in middle level schools. Through a field study including observation, interview, and document data collected from six middle schools and two K--8 schools, an investigation of various forms of interdisciplinary arts education in 13 classrooms was completed. Over the course of a three-month time span, this heuristic study examined the way learning in curricular content areas, such as language arts, math, science, and history/social studies, with and through the visual and performing arts impacts early adolescents in grades 6--8, attending public schools in southern California. Emerging themes, based upon a comparison of the findings, suggest that interdisciplinary arts education has a positive impact on early adolescent learning and teacher efficacy. Moreover, using the visual and performing arts as a pedagogical tool may prompt new thinking about learning and teaching among administrators and educational policy makers. However, it is strongly recommended that planning, teacher training, and consideration of students' backgrounds, interests, and developmental learning needs, as well as the sociocultural context of each school, be recognized as critical variables for effective interdisciplinary arts education outcomes.

ISBN: 9780549404712Subjects--Topical Terms:

1018432
Education, Art.

Interdisciplinary arts education in middle level schools.
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020 $a 9780549404712
035 $a (UMI)AAI3296078
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040 $a UMI $c UMI
100 1 $a Lorimer, Maureen Reilly. $3 1043253
245 1 0 $a Interdisciplinary arts education in middle level schools.
300 $a 220 p.
500 $a Adviser: David Drew.
500 $a Source: Dissertation Abstracts International, Volume: 69-01, Section: A, page: 0072.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2007.
520 $a Current trends, such as No Child Left Behind (NCLB), standardized curriculum, and high-stakes testing have impacted educational experiences for middle school youth, particularly for students who struggle due to poverty or language limitations. Moreover, the complex world in which we live relies upon individuals who are critical thinkers and problem-solvers. Proponents of social justice and middle level education, meaning education for young adolescents between 10--15, advocate teaching and learning practices that effectively meet the needs of diverse populations through culturally relevant and developmentally responsive pedagogy while simultaneously developing productive citizens for the future. Learning with, through, and about the visual and performing arts can fulfill these criteria. Although the personal, social, and academic outcomes arising from quality experiences in music, theatre, dance, and the visual arts have proven successful, particularly for marginalized populations, vast discrepancies in arts education related to minority enrollment and poverty concentration exist. Interdisciplinary arts education is one approach that may facilitate equitable exposure to arts education for all. Therefore, the focus of this study was interdisciplinary arts education in middle level schools. Through a field study including observation, interview, and document data collected from six middle schools and two K--8 schools, an investigation of various forms of interdisciplinary arts education in 13 classrooms was completed. Over the course of a three-month time span, this heuristic study examined the way learning in curricular content areas, such as language arts, math, science, and history/social studies, with and through the visual and performing arts impacts early adolescents in grades 6--8, attending public schools in southern California. Emerging themes, based upon a comparison of the findings, suggest that interdisciplinary arts education has a positive impact on early adolescent learning and teacher efficacy. Moreover, using the visual and performing arts as a pedagogical tool may prompt new thinking about learning and teaching among administrators and educational policy makers. However, it is strongly recommended that planning, teacher training, and consideration of students' backgrounds, interests, and developmental learning needs, as well as the sociocultural context of each school, be recognized as critical variables for effective interdisciplinary arts education outcomes.
590 $a School code: 0047.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Secondary. $3 539262
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690 $a 0533
690 $a 0727
710 2 $a The Claremont Graduate University. $3 1017403
773 0 $t Dissertation Abstracts International $g 69-01A.
790 $a 0047
790 1 0 $a Drew, David, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3296078