{"id":1888,"date":"2017-06-20T18:10:58","date_gmt":"2017-06-20T18:10:58","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-music-and-the-child\/chapter\/chapter-12-music-integration-3\/"},"modified":"2017-09-12T14:55:55","modified_gmt":"2017-09-12T14:55:55","slug":"chapter-12-music-integration-3","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-music-and-the-child\/chapter\/chapter-12-music-integration-3\/","title":{"raw":"Chapter 12: Music Integration","rendered":"Chapter 12: Music Integration"},"content":{"raw":"
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Chapter Summary<\/h3>\r\n

This chapter introduces the reader to processes and vocabulary of music integration, including a general definition of arts integration, and strategies and examples for integrating music with other subject areas.<\/p>\r\n\r\n<\/div>\r\n

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Musical training is a more potent instrument than any other, because rhythm and harmony find their way into the inward places of the soul.<\/p>\r\n

\u2014Plato, Republic, Book III<\/em><\/p>\r\n<\/blockquote>\r\nArts Integration, when done correctly, transforms both the art and the subject area into a whole greater than the sum of its parts. In short, Arts Integration can be magical, inspiring learning and setting off a spark in each child. Imagine the difference in a child\u2019s learning experience if classroom teachers incorporated the arts into their lesson. From a teaching perspective, artistic experiences help teachers discover their students\u2019 enthusiasm through a new medium. They also aid in creating positive and interesting lessons that fully engage the student. For the student, music not only strengthens emotional and cognitive development, but also allows a new outlet of expression, and a new means of learning through listening and making sound. The arts provide a platform through which teachers can tap into a child\u2019s creativity and humanity while teaching content material. The arts give students an opportunity to express and explore material in a medium to which they might not otherwise have access.\r\n\r\nIncorporating music is beneficial to both teacher and student as it strengthens the bond between them through a (hopefully) mutually satisfying aesthetic experience. Teaching and learning occurs between the art forms and any number of diverse subject areas.\r\n

I. What is Arts Integration?<\/h1>\r\nLet\u2019s begin with a commonly accepted definition of arts integration from the Kennedy Center\u2019s ArtsEdge<\/a> website along with a checklist to help guide the teacher in the creation of an integrated lesson.\r\n
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\r\n\r\n[caption id=\"\" align=\"alignnone\" width=\"788\"]\"Description: \u201cWhat is Arts Integration?\u201d Courtesy of ArtsEdge, by Lynne Silverstein and Sean Layne. \u00a9 The John F. Kennedy Center for the Performing Arts A definition of arts integration[\/caption]\r\n\r\n<\/div>\r\n<\/div>\r\n

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Checklist for an Arts Integrated Lesson<\/h1>\r\n

\u201cArts Integration Checklist\u201d<\/a> Courtesy of ArtsEdge, by Lynne Silverstein and Sean Layne. \u00a9 The John F. Kennedy Center for the Performing Arts<\/em><\/p>\r\n\r\n<\/colgroup>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
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Approach to Teaching<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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  • Are learning principles of Constructivism (actively built, experiential, evolving, collaborative, problem-solving, and reflective) evident in my lesson?<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Understanding<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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  • Are the students engaged in constructing and demonstrating understanding as opposed to just memorizing and reciting knowledge?<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Art Form<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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  • Are the students constructing and demonstrating their understanding through an art form?<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Creative Process<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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  • Are the students engaged in a process of creating something original as opposed to copying or parroting?<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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  • Will the students revise their products?<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Connects<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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  • Does the art form connect to another part of the curriculum or a concern\/need?<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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  • Is the connection mutually reinforcing?<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Evolving Objectives<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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  • Are there objectives in both the art form and another part of the curriculum or a concern\/need?<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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