NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ810873
Record Type: Journal
Publication Date: 2008-Jan
Pages: 10
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1541-1796
Beyond the Residency Model: The Teaching Artist at Work
Treichel, Christa
Teaching Artist Journal, v6 n1 p51-60 Jan 2008
Schools that bring in teaching artists often look beyond their school walls--to other sources of funding and for collaborative partnerships--to work with teaching artists from the community. For the teaching artist with an expansive vision and a willingness to try new approaches, opportunities may be opening up beyond the typical artist-in-the-school brief residency model. Comprehensive arts integration projects--which allow artists to share expertise with teachers and which seek to sustain the arts in schools--are expanding to encompass the whole academic curriculum. Music, visual arts, theater, dance, and other arts experiences have been demonstrated to engage students unreachable in other ways and to promote academic achievement across all subjects. As large numbers of students remain disengaged from learning and continue to test poorly, landing schools on academic probation and threatening budgets further, it seems inevitable that schools will find a way to bring the power of arts directly to bear on academics. The arts integration approach has actually been around for a while, long enough to establish a promising track record. This article describes an arts integration program---Arts ABL--(the Arts Allies in Basic Learning and Excellence Program)--which partners teachers and teaching artists with the goal of sustainable arts experience for public school students.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A