Provocation for Collaboration: The Intersection of Interdisciplinary Arts Curriculum Development and Learning Through Collaboration

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Disrupting and Expanding Curricular Boundaries: Provocations for Collaboration, Diversity, and Empowerment (Table 20)

Abstract

This paper explores the integration of theoretical frameworks in interdisciplinary arts curriculum design that enhance empowerment in K-12 education, focusing on teachers' learning through collaboration. It challenges the notion of individual curriculum development and addresses collaborative approaches to provoke teacher learning and diverse perspectives. The study proposes a deliberative curriculum theory, emphasizing collaborative team efforts. Through participatory action research, it examines a teacher design team's work on an interdisciplinary arts curriculum using qualitative data, including field notes and collaborative journals. The model presented promotes critical place-based education, enhancing the empowerment of both teachers and students in the local community. Collaboration among teachers enriches curriculum content, creating a participatory and engaging learning environment in and outside the classroom.

Author

• Minki Jeon, Florida State University