Co-Equal Arts Integration: Lessons Learned in Using Visual Arts to Respond to Literature

Autor/inn/en	Van Duinen, Deborah Vriend; Mawdsley Sherwood, Beth
Titel	Co-Equal Arts Integration: Lessons Learned in Using Visual Arts to Respond to Literature
Quelle	In: Art Education, 72 (2019) 3, S.20-27 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2019.1578019
Schlagwörter	Art Education; English Instruction; Visual Arts; Literature; Interdisciplinary Approach; Integrated Curriculum; Reader Response; Art Activities; Scaffolding (Teaching Technique); Audience Awareness; High School Students; Secondary School Curriculum + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; English langauage lessons; Englischunterricht; Optische Gestaltung; Literatur; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Leserbrief; Künstlerische Tätigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	In this article, the authors reflect on their experiences of integrating visual arts, specifically painting, into an English language arts curriculum. Although each of them had previously used art as a response to literature with our students, neither of them had before collaborated with professional artists or been as intentional about scaffolding students into the processes of researching, practicing, and producing art. Their explorations with this have led to their "co-equal arts integration" framework, which considers the purposes and processes of visual arts integration by exploring ways that efferent and aesthetic responses to literature, the artistic process and the final product, and personal and communal audiences can be addressed in generative ways in the English language arts classroom. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01