Janine CampbellSummer 2010

Curriculum Construction

Curriculum is:

“ a mind-altering device… a program designed to teach children what to think about.”

Elliot Eisner, 1988

As art teachers we are often left alone to develop

curriculum because others in the district usually do not

know anything about art.

Anglin, 1993

Components of curriculum include:

1.Written curriculum

2.Actual taught curriculum

3.Student Learning

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Visual Content Standards and Benchmarks

1.Performing2.Creating

3.Analyzing in Context4.Arts in Context5.Connecting to other Arts, Disciplines, and Life

1.Choice-Based Model

2. Discipline-Based Arts Education

3. Authentic Arts Integration

Types of IntegrationSubservient Interdisciplinary Co-Equal

• Superficial in Nature• Does not attempt to

make deeper connections

• Without deeper connections the project does not fulfill needs in either subject area.

Example: Doing a connect the dot project of a country.

• Arts used a starting point

• Other subjects develop around Art concepts

• Active attempts to find connections between subjects

• Usually taught in a core classroom

Example: Students view a painting as the catalyst for a writing assignment in Language Arts.

• Teacher trained in all subjects

• All subjects are taught in concert

• A Big Idea or common theme is used as the link between and among the various subjects

Example: Students study the migration of Monarchs and find connections in each subject to this study.

To begin…

As a result…

• Found many connections between and among subjects

• Became more aware of my students’ exposure in other subjects

• Aligned learning to gain the biggest impact on students

Social Studies

Greek and Roman Art

• Analyze and Discuss Artworks from Ancient Greece and Rome

• Make connections to contemporary

artists

• Create work based on our findings

Karen LaMonte

Michael Stutz

Igor Mitoraj

Red/Black Figure Pottery

By finding connections…

• We create “holistic learning experiences” (Strand, 2006)

• We are “more likely to be innovative, enjoy (our) jobs, and have good relationships with students” (Abeles, Burton, & Horowitz, 2001)

• We “create a more concise and well-rounded curriculum” (Lee, 2007)

• We create environments that allow students to be focused and engaged (Boldt & Brooks, 2006)