Arts and the Curriculum for the 80sLearning factors that are improved by K-12 arts programs include perception, awareness, concentration, uniqueness of thought style, expression, inventiveness and problem solving, confidence and self worth, and motivation. The arts have been taught as an addition to the basic curriculum, not as part of the basic curriculum. This will continue unless we dispel the notion that the cognitive and affective domains are entirely separate from one another. Essential to the development of arts-integrated curricula is each teacher's ability to understand, feel comfortable with, and hence implement program change. Arts programs should be provided for all students, not only the highly talented. Community resources should be a vital component in the developing of arts programming. The development of the arts in Ontario in the past 15 years has been paralleled by an outstanding growth of "artists in the schools" programs. Appendices contain statistics on the growth of the arts in Ontario, examples from curriculum guides showing how the arts can be integrated into the core curriculum, a professional development plan, and descriptions of museum programs. A bibliography is also provided. (RM) |
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ability activity administrators aesthetic affective domains APPENDIX applied arts programs Art Museum arts are frills arts education arts in Ontario arts-integrated curricula arts-integrated curriculum programming awareness basic skills camera Canadian Indian class trip classroom teachers cognitive and affective colour and mood concepts core curriculum courses Courtney and Paul cultural curricula development of arts-integrated discipline Discovery Program docent elementary school teachers enormous exhibition experience expression feel galleries goal grade half days hand his/her importance improved in-school in-service training individual integrating the arts involved Jeanne Bamberger knowledge Learning about Environment Lynda Dynes motivation museum visit musicians Ontario Arts Council painting parents participate Paul Park perception performance or demonstration personal curriculum guide play porcelains problems professional artists reproductions Richard Courtney school board schools programs secondary level secondary school Sounds specialists STANFORD UNIVERSITY strategies Stratford take picture taken e.g. texture unique solutions utilitarian visiting artists visual arts workshop writing young