ERIC Number: ED465660
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Bridging the Curriculum through Art: Interdisciplinary Connections.
Stephens, Pamela; Walkup, Nancy
The concept upon which this book is based is known by a variety of acronyms or terms such as Comprehensive Art Education (CAE), Discipline-Based Art Education (DBAE), or integrated curriculum. These similar educational approaches maintain art as central to the curriculum, a bridge that unites content areas in logical and meaningful ways. DBAE, CAE, or integrated curriculum provides a model for extending interdisciplinary connections across the curriculum through art. Beyond creating an educational environment that contributes to improved learning outcomes, art-based learning also addresses the National Content Standards for Visual Arts. These standards correlate directly with the four disciplines of art: (1) art production; (2) art history; (3) art criticism; and (4) aesthetics. These disciplines encourage students to create, investigate, appreciate, and question art in ways that require critical thinking skills. The book contains cross-curricular lessons developed and field-tested by art specialists and classroom teachers, each designed to explore artists and works of art, intended as a starting point for art exploration. It is divided into eight chapters: (1) "Summary: The National Content Standards"; (2) "Developing Art-Based, Interdisciplinary Units of Study"; (3) "Art and Language Arts"; (4) "Art and Mathematics"; (5) "Art and the Performing Arts"; (6) "Art and Science"; (7) "Art and Social Studies"; and (8) "Promoting the Art Program." (Contains a vocabulary, 51 print references, study prints, videos, and Web site references.) (BT)
Descriptors: Aesthetics, Art Activities, Art Criticism, Art History, Art Products, Critical Thinking, Curriculum Development, Discipline Based Art Education, Elementary Secondary Education, Integrated Curriculum, Interdisciplinary Approach, Units of Study
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Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A