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Reimagining Arts Integration Course Content and Instruction: A/r/tography in Search of Equity and Belonging
Mon, April 25, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Torrey Pines 2Session Type: Symposium
Abstract
In this symposium, four a/r/tographers engage in arts-based education research (ABER) that reimagines the content and instructional practices of required arts integration (AI) courses that each fulfill a course requirement for undergraduate elementary education majors. The social isolation of course instruction and instructor meetings during the Covid-19 pandemic elicited concerns among the researchers related to these courses, including: perceived student disengagement from discussions of culturally sustaining pedagogy in arts education; the need for trauma-informed education practices for both students and course instructors; the pursuit of equality in arts education; and a problematization of the implications of required AI coursework for non-arts educators on K-12 arts education, writ large.
Sub Unit
Chair
Papers
(Performing) Connection in the Classroom During COVID-19: An A/r/tographic Auto-Ethnodrama on Virtual Synchronous Education - Brittany M. Brewer, Michigan State University
Disengagement From Discussions of Race and Anti-Blackness in an Arts-Integration Course: A Narrative Inquiry - Darshana Devarajan, Michigan State University
Teaching an Online Arts-Integration Course Guided by Rancière's Aesthetic Equality - Reyila Hadeer, Michigan State University
What Are We Doing? Questioning Learning Expectations of Undergraduate Arts-Integration Courses for Preservice Teachers - Karenanna Boyle Creps, Michigan State University