Introduction

Dance Drama Animation/ICT

Arts Across the Curriculum was a project championed by East Ayrshire and the Scottish Arts Council, which involved the partnership of teachers and artists in delivering the Science curriculum through the medium of the arts. The Integrated Curricular Lessons (ICLs) used art and culture to motivate students and deepen their understanding of a content area while exposing them to an art form. The AAC project spanned 3 years and involved 7 different classes receiving a 10 week block based on the curricular work being conducted in class. The pupils received teaching using traditional methods two periods out of three. On the third period, the teacher and artist would deliver an ICL which reinforced the curricular content (More detailed information can be seen below).

The key aims of AAC are:

• To increase pupils achievement, particularly in understanding identified subject areas across the curriculum
• To increase pupils motivation to learn
• To support and develop the skills of teacher to work collaboratively and creatively
• To encourage links between different areas of learning and erode subject barriers
• To enhance the ethos of the school
• To explore the efficiency of the expressive arts as a delivery mechanism across the curriculum

Evaluation of Arts Across the Curriculum

The methods used to evaluate the programme were:
Questionnaires, Focus groups, Videos, DVDs, Academic results and Staff and Artist evaluations.

Based on the experience Doon Academy pupils, the conlusions can be made:

• Most pupils enjoyed their experience of Arts Across the Curriculum
• Previously disengaged pupils seemed enthusiastic about Science.
• Previously settled class struggled to cope with the change in class structure.
• Pupils with different learning styles started to improve in confidence and ability
• Pupils learned new skills (especially in the ICT / animation lessons).
• Pupils worked well in groups throughout.
• Pupils confidence grew throughout the programme.
• Pupils learned from each other as well as from the teacher and artist.
• There was no significant change in the results of class test / exams.
• The time restrictions were an issue - primary schools could bring in artists for full days.

Pupil Quotes:

'I can put a presentation together now, we can edit it to make a DVD'.

'We were interested in what we were doing so it made it easier to get on and do it – to understand it'.

'You find out how you learn best'.

'You remember it better, because you’re doing it'.

Project Summary

The proposal posits the nation that: by using arts as an interventionist partenership with, and methodology for other subjects areas; by building working relationships between teachers, pupils, artists, art organisations and community; and by threading the creative process throughout the school and community ethos and communication, attainment achievement and school attendence, along with raised awarness of, and improved practice of the arts themselves. The proposal is based on a study we have been making for themselves. The proposal is baced on a study we have been making for several years of thr Chicago ‘ Arts impacting Achievement’ project.

Project outline

“This program will build upon the research base that has been created over the past decade demonstrating that using the arts as a catalyst in the classroom significantly affects students achievement across the curriculum while providing arts education… The schools in which they have worked have been profoundly affected through their emphasis on arts and how inner city student respond to an opportunity to explore self expression within the learning process Research has also shown that low income, racially diverse populations especially benefit from arts integrated instruction because of different learning styles the emphasis on authentic.

What happens at planning meetings?

Introductory meeting Teacher and artist exchange phone numbers and schedule in all visits and further planning sessions. The teacher should share basic curriculum information and if possible provide artist with materials to read/review for next meeting. The artists should share his/her discipline and general artistic ideas.

First planning meeting (usually held within two weeks of introductory meeting) A third party should facilitate this meeting if possible, for example the creative links officer or project manager. Teacher/artist plan their ICL using planning sheet as a guide. At this meeting teacher/artist team should share their working styles and other information about how they will work together. The teacher should have specific curricular objectives identified, information about the class structure, information about any special needs, the artist should be prepared to develop content and specific artistic objectives for the ICL. If possible the artists should visit the classroom, meet the pupils and observe a lesson.

Middle planning meeting Teacher/ artist team for an extended period to review plans, update the planning sheet and make changes as needed. This is also a good time to look at plans for documentations and assessment. This meeting separate from brief check ins or phone calls needed over the course of the ICL. This meeting may not be needed for a mini ICL.

Final session This meeting is important to access the project as a whole. Documentation materials and assessment samples should be organised to best share the learning from the ICL. After the session the artists and teacher should each answer the reflection/ write up questions on their own and submit them to the creative links officer.