Implementing a Learning Through Music Program in the Kurdistan School Curriculum (original) (raw)
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Curriculum Integration in the General Music Classroom
2015
Arts integration is a topic that has been researched and discussed by music educators and general educators alike. Some feel this is a worthwhile endeavor in both the arts classroom and the general classroom, while others feel that we should be spending what little time we have in the music classroom focusing on music goals. This article will focus on integrating music and other disciplines in a way that treats each discipline with integrity. I will offer practical ideas for integrating music across the curriculum.
Integrated Music Education: Challenges of Teaching and Teacher Training
Book Series: Mousikae Paideia (Music and Education; Musik und Bildung; Musique et Pedagogie), 2018
Contents and first Chapters for free, see: https://www.amazon.com/reader/3034303882/ref=rdr\_sb\_li\_hist\_1&state=01111 If you want to write a review, please contact reviews@peterlang.com for a free press copy. Thanks for your efforts! Edited By Markus Cslovjecsek and Madeleine Zulauf Schools are generally oriented towards discipline-based programmes and therefore students often accumulate fragmented knowledge, disconnected from real life concerns. The eighteen contributors to this work suggest that music offers a highway to developing a more appropriate integrated education. They present a range of views on Integrated Music Education rooted in various cultural traditions, based on several interdisciplinary models and integrated arts curricula, inspired by psychological concepts and referenced to recent teaching experiments as well as original research. In this innovative book, the reader is invited to go beyond the dichotomy between ‘education in music’ and ‘education through music’, exploring the opportunities put forward by Integrated Music Education thanks to a constant movement from the theoretical roots through a precise description of teaching activities to the benefits for students in terms of integration of knowledge, personal development, and social and cultural belonging. Lastly, there are some new and interesting ideas for training teachers. INCLUDING ABSTRACTS IN GERMAN Ausgehend von einer Reihe kultureller Traditionen, interdisziplinären oder integrierten künstlerischen Ansätzen, psychologischen Konzepten sowie originären Erfahrungen und Forschungen, stellen die Autoren dieses Buches den Reichtum einer ‘integrierten Musikpädagogik’ für die schulische Bildung vor und reflektieren, wie Lehrpersonen für diese Herausforderung qualifiziert werden können. Jedes Kapitel enthält eine Zusammenfassung in deutscher Sprache. INCLUDING ABSTRACTS IN FRENCH Se basant sur certaines traditions culturelles, sur des approches interdisciplinaires ou d’intégration des arts, sur des concepts issus de la psychologie ou encore sur des expériences et recherches originales, les contributeurs de cet ouvrage exposent les richesses d’une ‘éducation intégrée de la musique’ en milieu scolaire et réfléchissent à la manière de former les enseignants pour relever ce défi. Chaque chapitre dispose d’un résumé en français.
Integrated Music Education. Challenges for Teaching and Teacher Training
2011
There is growing acknowledgment of the long-term academic and cognitive, socio-cultural and economic, and physical and mental health benefits that can arise from active engagement in the arts. Nevertheless, music and the arts are still among the first subjects that schools cut so they can balance their budgets, especially during a politico-cultural swing towards a «back-to-basics» education that focuses on «core» academic subjects. Against this challenge, educators and researchers have long tried to keep the creative arts in the curriculum, for example through initiatives such as STEAM, which aims to teach concepts in science, technology, engineering and mathematics through integrated arts and creative problem-solving activities. The scope of this thought-provoking edited collection goes beyond typical initiatives, providing clearer definitions of key concepts as well as practical suggestions to improve understanding and advance the field. The book arose out of Markus Cslovjecsek’s ...
Lessons and Rubrics for Arts Integration
Teaching Exceptional Children Plus, 2006
Seven teachers, part of an Arts Integration Community of Practice, used rubrics to measure student learning and artistic skills. Examples from five sites, across a variety of academic content areas and age levels, and with students of varying disabilities, are included in this article. Results suggest that rubrics may be a useful tool for measuring the impact of arts integration, facilitating teacher planning, supporting collaboration between artists and educators, and helping students conduct self-assessments.
2015
1 Arts Integration’s New Paradigm for Learning 1 Students’ Role in Learning 1 What Is Arts Integration? 2 Implementing Arts Integration 4 Arts Integration’s Role in Promoting Personal Competencies 8 Arts Integration’s Role in Turning Around Low-Performing Schools 10 An Inner-City School Turns Itself Around 12 Lessons from Wilson Arts Integration Elementary School in Oklahoma City, Oklahoma 12 Implications and Recommendations 17 Implications 17 Recommendations 17 Appendices 19 Appendix A: Arts Integration Models 19 Appendix B: Accomplishments and Highlights for Wilson Arts Integration Elementary School 21 Appendix C: Unpacking the Kennedy Center’s Partners in Education Definition of Arts Integration 22 References 24 About the Authors 26
Arts Immersion for music teachers : How to widen the path without losing the plot.pdf
Music educators, in private studio and school contexts, are often trained exclusively in that arts discipline. Two decades ago, concerns were expressed that integrated arts programs represented generic learning and a failure to acknowledge discipline-specific understandings and skills for each arts discipline. Some of these concerns linger today, despite the introduction of a national curriculum for the Arts which formalizes the knowledge, skills and processes inherent in each arts discipline, and the development of high quality integrated arts approaches. However, music, as one of the arts disciplines, is in danger of being marginalized in the curriculum due to the predominance of high-stakes testing programs which define legitimate knowledge in the curriculum, related funding cuts to arts education in school and tertiary sectors which reduce pre-service arts education for teachers, and consequent diminished teacher capacity in delivering high quality integrated arts programs. This paper presents the benefits to music education through collaborations with other arts disciplines, and other disciplines across the curriculum. The concept of Arts Immersion is discussed in terms of a strategy in which the Arts become the home language of the class room, through a team teaching approach involving a generalist teacher and a specialist arts teacher.
From 2005-2013 the Oakland Unified School District developed, implemented and finally researched the Music Integrated Learning Environment (MILE) Project, offered as a model of support for early literacy intervention strategies to address school improvement through "Music PLUS Music Integration" (M+MI) professional development, curricular units, instructional practices, portfolio practices, and musical literacy skills tests. This project targeted high poverty schools with a high percentage of students at risk for failure in both early literacy and socialemotional development. The cross-sectional design of this project developed a parallel set of literacy-rich, music-integrated instructional program interventions in lower elementary (Grades K-2) and upper elementary (Grades 3-5) curriculum.
Integrated Teaching through the Arts
2000
The Integrated Teaching through the Arts graduate degree program offered at Lesley University in Cambridge, Massachusetts, USA, offers professional development for teachers in grades K-12. The program design includes a cohort model in which teachers study arts integration during weekend classes for 22 months. Program courses include theory and practice of arts integrated activities with an emphasis on collaboration and