Found in Translation: Interdisciplinary Arts Integration in Project AIM

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Autor/inn/en	Pruitt, Lara; Ingram, Debra; Weiss, Cynthia
Titel	Found in Translation: Interdisciplinary Arts Integration in Project AIM
Quelle	In: Journal for Learning through the Arts, 10 (2014) 1, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-7528
Schlagwörter	Art Education; Interdisciplinary Approach; Integrated Activities; Student Surveys; Interviews; Art Teachers; Artists; Translation; Scaffolding (Teaching Technique); Thinking Skills; Teaching Methods; Elementary School Students; Middle School Students; Grade 5; Grade 6; Grade 7; Grade 8; Elementary School Teachers; Middle School Teachers; Observation; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Integrierender Unterricht; Schülerbefragung; Interviewing; Interviewtechnik; Art teacher; Kunsterzieher; Kunsterzieherin; Artiste; Artist; Künstler; Künstlerin; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Unterrichtserfolg
Abstract	This paper will share the arts-integration methodology used in Project AIM and address the question; "How is translation evident in interdisciplinary arts instruction, and how does it affect students?" Methods: The staff and researchers from Project AIM, (an arts-integration program of the Center for Community Arts Partnerships at Columbia College Chicago), have collected data through student surveys and interviews and teacher and teaching artist interviews to research arts integration as a process of translation. The evaluation team observed planning sessions and classroom instruction, reviewed unit plans, assessment rubrics, instructional handouts and artifacts of student work. Data collection was focused on six of the thirty-two residencies that took place in Project AIM during the 2010-2011 and 2011-2012 school years. Residencies were selected to ensure variability in terms of art and academic disciplines included in the residency, grade level and school. The process of translation--making meaning across languages of learning and mediums of expression--has informed our data collection and analysis. We have borrowed the terms "source language" and "target language" from the field of second language instruction. Just as a translator searches for words/phrases in a target language to express words/phrases in a source language, Project AIM students search for words/images/gestures/sounds in a target discipline to express what they know in a source discipline. These translations across mediums of expression serve to deepen understanding across content areas. Key Findings: Our research has found: (1) Teachers and teaching artists' development of three specific translation approaches: "scaffolded," "multi-representational," and "interwoven," with each methodology serving different identified needs of instruction; and (2) A statistically significant increase in student learning across four variables measuring higher order thinking skills: (1) When I am going to create something, I can make a plan; (2) I can invent a new way of doing a project; (3) I can create something that represents my ideas; and (4) I can understand many different points of view about the same subject. Supporting material: Be An Artist With Your Words. (As Provided).
Anmerkungen	Center for Learning in the Arts, Sciences and Sustainability. University of California Irvine, School of Biological Sciences III, Office 2656, Irvine, CA 92697. Tel: 949-824-4317; Fax: 949-824-2965; Web site: http://sites.uci.edu/class/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/05