Contemporary Arts Practices as a Learning Resource in Classrooms

• In Event: Arts Integration for 21st-Century Learning

Abstract

This paper is based upon research from the first year of two-year study of a subset of teaching artists, classroom teachers and students participating in an arts integration partnership. In this partnership, teachers and teaching artists co-designed and co-taught curriculum that connected rigorous learning in the arts to rigorous learning in the rest of the academic curriculum. The research explored teaching artists’ conceptions of contemporary arts practices, whether and how teachers’ content and pedagogical knowledge changed as a result of their participation in an extended contemporary arts partnership, and the potential implications for classroom instruction.

Authors

• Louanne I. Smolin, University of Illinois at Chicago

• Joseph Spilberg, Chicago Arts Partnerships in Education