Arts Integration: Semiotic Transmediation in the Classroom.

Autor/inn/en	Betts, J. David; und weitere
Titel	Arts Integration: Semiotic Transmediation in the Classroom.
Quelle	(1995), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Art Education; Change Strategies; Creative Dramatics; Curriculum Research; Dance Education; Elementary School Curriculum; Fine Arts; Grade 4; Human Resources; Integrated Activities; Integrated Curriculum; Intermediate Grades; Mentors; Music Education; Partnerships in Education; Professional Development; Specialists; Student Attitudes; Theater Arts; Visual Arts; Arizona (Tucson) + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Lösungsstrategie; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Dance; Tanzerziehung; Bildende Kunst; School year 04; 4. Schuljahr; Schuljahr 04; Humankapital; Integrierender Unterricht; Mittelstufe; Musikerziehung; Hochschulpartnerschaft; Schülerverhalten; Theaterwissenschaft; Optische Gestaltung
Abstract	This study describes two years of research with the Arts Integration Program (AIP) of the Tucson Pima Arts Council, Tucson, AZ. AIP supports teachers in integrating fine arts activities into their classrooms. AIP provides lesson outlines and demonstration lessons by arts specialists in music, dance, theater arts, and visual arts. The initial phase of the study looked at the ability of the lesson outlines to deliver successfully curriculum content and change student attitudes and perceived self-efficacy. Fourth graders showed short term gains in core curriculum taught through AIP. Teachers were very responsive to the new lesson ideas. The second phase of the study was an in-depth look at the implementation of a year-long mentor-teacher process for promulgating AIP in theater arts and creative dramatics in the classroom. Teachers with one years's experience with AIP were teamed with teachers new to the program. Teacher journals, classroom observations, interviews, and videotapes were analyzed. These data showed how such a program can work to bring transmediational experiences for the children into the generalist teacher's classroom as they learn to make meaning in a variety of sign systems. The mentor-teacher process also was demonstrated to be an effective way to make the most of outside arts resources. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC