Curriculum Integration Positions and Practices in Art Education

Don H. Krug · Nurit Cohen Evron

76 citations0/0 files storedStudies in Art Education

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Art Education and Development Education Pedagogy and Practices Architecture, Art, Education

Abstract

Issues of school reform regarding teaching for understanding and knowledge fragmentation have influenced teachers, including art teachers, to work across curriculum divisions. This paper examines art education practices using interpretations of curriculum integration positions from the field of education. Discourse analysis1 was used as the research method to contextually situate and analyze four art curricular paradigms: using the arts as resources for other disciplines; enlarging organizing centers through the arts; interpreting subjects, ideas, or themes through the arts; and understanding life-centered issues through meaningful educational experiences.

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1977Outline of a Theory of Practice 2003Metaphors We Live By 1986Experience and Education 20005. The Practice of Everyday Life 1960The Process of Education 2007Outline of a Theory of Practice 1961The Long Revolution 1989Why Doesn't This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy

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2015Curriculum integration in arts education: connecting multiple art forms through the idea of ‘space’2010Five Ways to Integrate: Using Strategies from Contemporary Art 2002Addressing Contemporary Social Issues in Art Education: A Survey of Public School Art Educators in Georgia 2009Syntegration or Disintegration? Models of Integrating the Arts Across the Primary Curriculum 2002Why Do Good Art Teachers Find It Hard to Stay in the Public School System?2007The Relationship of Drawing and Mathematical Problem Solving:Draw for MathTasks

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