Renaissance in the Classroom: Arts Integration and Meaningful Learning

By Gail Burnaford; Arnold Aprill et al. | Go to book overview

Introduction
The Editors
with Charles Twichell

CHICAGO ARTS PARTNERSHIPS IN EDUCATION:
HISTORY AND CONTEXT FOR LEARNING ABOUT ARTS INTEGRATION

The ideas and practices described in this book were developed inside a school improvement network called the Chicago Arts Partnerships in Education, (CAPE). CAPE was created in response to an identified need for a more coherent model for access to the arts in Chicago Public Schools. In the early 1990s, there was a high level of interest in the arts in Chicago schools, but the system of delivery could only be described as patchwork at best. Some schools had no arts teachers; most had a music teacher or a visual arts teacher, but not both, and almost none had access to dance, drama, or media arts. Arts specialists, where they existed, were often sorely overextended, serving as many as 1,400 students weekly, often having no regular work space, little equipment, few materials, and very little contact with the rest of the faculty—certainly no shared planning time. It was art on a cart.

At the same time, professional arts organizations were providing exposure programs (like student matinees and gallery tours), and organizations dedicated specifically to arts education were vending residencies to schools. There was very little assessment of how well these programs were actually serving schools, and access was inequitable and disorganized, both at the district level and inside individual schools. Although the quality of these exposure and residency programs was often quite high, there was something missing. They didn't take as part of school culture, and they didn't catch as curriculum.

The CAPE network was formulated as a model for making culture a true part of school culture by forging a clear connection between arts learning and the rest of the academic curriculum. This was to be done by insisting on the ongoing participation of classroom teachers and arts teachers in planning the role of the arts and visiting artists in CAPE schools, and by facilitating long-term partnership relation

-xxxv-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Renaissance in the Classroom: Arts Integration and Meaningful Learning
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 265

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.