MAAE believes arts education is essential
Fine Arts Courses taught by certified arts educators are an integral part of education for every student in Missouri.
MAAE believes learning comes alive when the arts are involved in instruction
Using songs as a rote memory tool, such as learning to sing A-B-Cs or using Tangrams® to create figure shapes student learning is enhanced through use of the arts.
MAAE believes in integrating the arts into ANY subject:
makes learning more holistic, relevant and meaningful
provides opportunities for deeper student engagement and increased retention
enriches the experience for both teacher and learner, making learning more fun and effective
allows students to connect an art form with other subject area(s) to construct and deepen understanding.
MAAE believes the arts are a crucial and intricate part of STE(A)M education
In Missouri, you will find four distinct ways that the arts are used in education.
These approaches meet different needs and goals addressed by each.
Fine Arts Curriculum
"Arts for Arts' Sake"
Primary focus: Art & art-making
Taught by certified fine arts specialists
Fine arts standards guide learning tasks, assessment and program evaluation
Indirect corollary learning may be related to other subject areas
Only arts standards are assessed
Teacher Role: The arts teacher's primary responsibility is delivering and assessing district-approved curriculum in their area which reflects the Missouri Fine Arts standards.
Art form is used to the teach something else. (singing ABC's)
May or may not be taught using collaboration between an Arts specialist and a non-arts teacher.
Other subject areas guide selection of learning tasks, assessment and program evaluation.
Fine Arts standards may be assessed.
Teacher role: Unless requested by another teacher, the arts specialist has no formal role in this approach.
Approach to teaching incorporating the creative process connected to an art form.
Students use an art form to demonstrate learning, reflecting standards in the arts and non-arts subject area(s).
In the planning stages for an arts integration experience the standards are identified and assessments planned.
Both arts and non-arts standards are assessed.
Learning objectives may evolve throughout the process.
Instruction is often delivered collaboratively by non-arts teachers, certified arts specialists and/or teaching artists.
The presence of the arts in the learning experience is guaranteed.
Teacher role: Teachers design and deliver lessons that foster learning across the curriculum that integrate the arts with at least one other subject. The Arts Integration approach requires that teachers in all selected content areas engage in collaborative planning. They rely on the specialist experience from each content area to select instructional content and design assessments. Delivery methods vary.
Collaborative pedagogy where learners solve real-world problems
Subject areas involved may include science, technology, engineering, the arts, and mathematics.
Lesson/units are planned collaboratively involving all subject areas. POTENTIAL EDIT: It is considered best practice for STEAM schools to design their modes of instructional delivery to provide teachers with common planning time and co-teaching opportunities.
Learning standards are authentically aligned.
(CHECK WITH COMMITTEE)-Artistic elements may be reflected in the area of design, or communication of the results
the presence of the arts as a focal point in the student learning experience is not guaranteed.
Teacher role: Teachers in all STEAM content areas have a foundational understanding of STEAM and develop a group understanding of natural intersections among content areas. Teachers design and deliver lessons that center on the solving of a real-world problem. In a STEAM course, there is parity in the planning and design process but not necessarily in the instructional delivery. Teacher often becomes coach, facilitating learning as students engage in the design thinking/experimentation process to solve the real-world problem. Student voice and choice are key components, which can result in shifts of learning targets, focus and scope.