Академический Документы
Профессиональный Документы
Культура Документы
Lara Porte
13 June 2019
Abstract
This literature review explores the research conducted by authors Paige Vitulli, Susan Pitts
Santoli and Jeannette Fresne at the University of South Alabama in Mobile, AL. As part of a
nine year study, teachers and faculty from elementary, secondary and higher education
institutions in a south eastern United States metropolitan area investigate integration of the Arts
into all content areas, in particular the use of dance, music, theatre and visual arts to enhance
teaching styles and approaches for students to absorb the material through a logical, innovative
modality. This is done through a professional development grant program founded in 2004,
known as the Arts in Education (AiE) with the goal in mind to train and mentor teachers and
other educators to collaborate across content areas and implement structured activities using the
arts into their own classrooms. Such professional development opportunities like this can
increase strategy and educational strength between teacher departments and I hope to attend
Arts and Collaborating with Schools and Community” explores the idea of integrating the visual
and performing arts into general curriculum and collaboration with colleagues throughout the
process. Arts in Education’s (AiE) “primary goal is to train teachers to more effectively
integrate the Arts in the classroom by using dance, music, theater and visual arts to teach
English-language arts, mathematics, science and social studies” (Vitulli, P. et al, 2013, p.45).
From a differentiation or Shakespearean standpoint in English Language Arts, one would think
this has already been done. However, this training means teachers are being asked to “move from
their traditional role of teacher to a student role which demands that they engage, collaborate,
and take risks with colleagues” (Vitulli, P. et al, 2013, p.45). Not only is this activity for the
betterment of student curriculum and lesson design, but it challenges staff in new ways that
stretches their perspective and point of view on the matter. In the training, they are asked to
“describe an artwork of their choice . . . [and their] engagement with the artworks deepens, the
teachers begin to consider meaning, design elements and principles, and feelings evoked by the
broader gallery experience” (Vitulli, P. et al, 2013, p.45). According to the program details, the
lectures. Participants work with artists, artist-teachers, and content specialists who provide all-
encompassing training where knowledge in the Arts is married to content knowledge taught in
the classroom” (Vitulli, P. et al, 2013, p.49) What is amazing about this experience is the
connection teachers make by switching places with their students in this training to understand
the importance and significance of this art integration concept. Teachers also grow by realizing
LITERATURE REVIEW DOMAIN F 4
the theoretical framework and purpose of implementing these strategies and how it benefits
The authors mention students being integrated and complex individuals, and therefore
“pedagogy and curriculum must adapt to this complexity rather than seeking to compel students
to engage with two dimensional schooling environments” (Vitulli, P. et al, 2013, p.46).
Ultimately, this furthers the idea of repetition of applied practice in multiple different ways and
student’s need to make sense of a concept do it is ‘theirs’ before they can truly learn and save the
information in their brain. In fact, the brain of students, who participate in diverse approaches to
learning, “grows and develops more in an interactive environment” (Vitulli, P. et al, 2013, p.46).
Students usually have higher success rates when they have expressed themselves visually,
artistically, kinesthetically and verbally and their imaginations are stimulated. When students
have written about something, drawn about something, talked about something and watched a
visual about something, they are more prepared for assessment and more knowledgeable about
the topic. The Arts “have the potential to deepen [student] learning experiences, foster creativity
and enhance [their] ability to make meaning in diverse ways through understanding . . . the world
and our role within it” (Vitulli, P. et al, 2013, p. 46). This technique can be very effective for
students of diverse cultures, at-risk or those who struggle with the traditional classroom
method of providing ways for students to access the material. Teachers in this study were quoted
having completely changed their teaching styles and practices for the better and feeling more
energized. Additionally, they felt more empowered and comfortable to seek professional
development. Unfortunately, “when curricula have been narrowed in many schools, the Arts are
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frequently omitted or greatly reduced,” but they “should not be seen as an optional extra to an
already crowded curriculum, but a logical addition” (Vitulli, P. et al, 2013, p. 48). Students
should be supported by a team of teachers rather than the one in the front of their classroom, a
team who takes the time to develop curricula with the Arts, share lesson plans and analyze
student progress together. AiE mentors provide “functional and personal adaptation for teachers
and their context through co-teaching, demonstration lesson working directly with their students
and other staff collaboratively presenting ways to foster potential content-rich lessons and on-
References
Vitulli, P., Santoli, S. P. and Fresne, J. International Journal of Pedagogies and Learning (2013).
Arts in Education: Professional Development Integrating the Arts and Collaborating with
http://web.a.ebscohost.com.nuls.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=8&sid=e4d
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