What makes this approach simultaneously traditional and revolutionary in nature is that it proposes a wider sense of self-development and expression of being in human nature and the conception of self than is traditionally permitted in institutions focused on discipline and social control of large and diverse masses of students who must be managed efficiently and coerced into behavioral patterns. The possibility exists that the “discipline and punish” mentality operating overtly and subtly in academic institutions publicly and privately may be more related to social hierarchies, engrained power structures, systems of status, and the needs of capitalist production facilities than a genuine valuing of the human being as a unique and free individual, as the work of the French Philosopher Michel Foucault suggested. If in recognizing this deeply engrained structural bias, educators feel the need for systemic reform in education institutions, one possible methodology to implement on a theoretical basis in managing educational institutions is an Integrated Arts approach. This methodology relates also to extensive research in Humanistic and Integral psychology, which additionally posit a fundamental paradigm change in education that represents a broader and multi-dimensional conception of the human being and the respect for the essential freedom of human life found in Natural Law and Human Rights theories. Critical to the success of the Integral Arts approach is the cultivation of creativity in all aspects of life, problem solving, learning, and self-development. Encouraging Learning Styles and Multiple Perspectives Public institutions in a democratic and egalitarian society should be tasked with protecting the interests of all of society’s members equally. In education, this should fundamentally apply to serving the needs of all students equally. It can be further argued that the ranking, grading, evaluation of students, and distribution of grades operates on a standardized model that contains both cultural biases and discrimination against students who have different learning styles or forms of self-expression. Integrated Arts methodologies in education management can theoretically eradicate these engrained structural biases by eliminating or changing the way students are tested, “valued”, promoted, etc. As Gallas (1991) wrote in “Arts as epistemology: Enabling children to know what they know,” “they [the students} will show you what they know and how they learn best, and often that is not the teachers way.” (Gallas, 1991) In forcing the students to conform on a fundamental level to the authority and rules of the class, a type of bias in education may arise that teachers and educators should address through education theory. An Integral Arts approach is designed to address this bias by de-emphasizing the authority structures that are presented in traditional models of classroom
A Rationale for Integrating Arts in Education Name: Class: Date: Table of Contents Table of Contents 1 Introduction 2 Encouraging Learning Styles and Multiple Perspectives 3 Instructional Strategies based on the Principles & Practice of Integrated Arts 4 Culturally Responsive Practices, Critical Pedagogy and Issues of Diversity 5 Teaching through the Arts and Student-Centered Learning 6 Epistemology and Self Development 7 Integrated Arts and its Impact on Student Learning 8 Integrated Arts Assessment Tools and Strategies 8 Integrated Arts Instruction and State & District Standards 9 Community Discussion in Shaping of Curriculum 9 Core Curriculum for an Integrated Arts Approach 10 References 1…
According to the paper this section of the study also addresses literature discussing the value of arts in K-12 education, students’ learning through arts programs, the impact of No Child Left Behind Act on arts programs, and the perceptions of teachers, students, and public about the value of arts in education. Both theoretical and empirical studies are examined, in order to understand the thinking behind curriculum developments and the changing practices in schools over the last fifty years.
There are different educational methods and techniques that can be used to be able to achieve learning. The objective of the paper is to discuss one of these techniques based on personal perspective as an educator. To be able to achieve the said objective, an analysis of the educational technique through education philosophy will be undertaken.
Students in conventional schools remain oblivious to boring syllabus. Arts-integrated schools with low-income and struggling students go for participatory learning activities. They experience their syllabus. Students in arts-integrated schools learn through varied artistic dynamics carefully planned and paired with their syllabus and diversified subjects.
For example, Epstein (2001) refers to Smith et al. (1993) who contend that the goal of art education is “to help children increase their capacity to create meaning and make sense of themselves and the world around them” (p. 3). Allowing them free rein of their
She is a writer for Education Week and Digital Directions. She has covered subjects on educational technology, facilities, and transportation. For this article, Ash interviewed people, who are reliable and offered relevant information to the
But art is not dead and it should not be killed, especially in elementary education. State education boards should not undervalue arts in elementary education because it can improve academic achievements by enhancing critical thinking and creativity
A child starts learning language from infancy and acquires significant growth in the first few years. A rich language environment is crucial for positive language development in children and it is a vital component as a child
Your hard work is your tutors. You have to decide, you need to start and you need to finish! But one cannot agree with the sweeping statement of Charles Murray, “For Most People, College is a waste of time.” You are taught the process of learning in the college. On the
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