Paige Vitulli

Arts in education: Professional development integrating the arts and collaborating with schools and community

Abstract Teachers and faculty from elementary, secondary and higher education institutions in a south eastern United States metropolitan area are in their ninth year of a collaborative investigation into the integration of the Arts into content areas via a professional development grant program known as the Arts in Education (AiE). In this paper, the authors examine AiE’s goal of training teachers to more effectively integrate the Arts in the classroom by using dance, music, theater and visual arts to teach English-language arts, mathematics, science and social studies. Through extensive and intensive professional development and individual mentoring classroom teachers have the opportunity to collaborate with educators across key learning areas. The analysis of outcomes and description of this program may assist those seeking to pursue university–community collaborations through professional development and grants and thereby provide insight into the characteristics of a long-term, successful, and collaborative endeavor.

Ireland's National Induction Programme for Teachers

Abstract Based on first-hand observations and conversations with educators in Dublin, the authors describe the origins of Irelands National Induction Programme, how it has evolved, and the way the program functions today, as well as draw comparisons to induction programs in other countries.

The Effects of Knowledge Maps on Acquisition and Retention of Visual Arts Concepts in Teacher Education

This study examined the use of knowledge maps as a tool for teacher education students to increase knowledge acquisition and retention of concepts related to the visual arts design elements: line, color, and shape. Participants were randomly assigned to either the no map or knowledge map group. Three instruments—Student Autobiography, Elements of Design Tests (EDT), and Knowledge Map Questionnaire—were used to collect data. Results revealed significantly higher means on the immediately administered posttest for the elements line and color and the delayed posttest for line map group. Questionnaire responses indicated positive attitudes toward knowledge map use as a study strategy. Specifically, endorsement was reported toward maps’ clarity, effectiveness for learning concepts, and enjoyment of use.

Picturing Equality: Exploring Civil Rights’ Marches through Photographs

Exploring controversial and difficult events and issues with young children can be challenging. The Civil Rights Movement is an abstract, perhaps remote, issue for young children today. However, it is an important part of our countrys history and a theme worthy of study. This article suggests ways to use photographs to explore this mature subject matter that allow children to observe, discuss, and relate to pictures as a means of developing language along with concepts. Furthermore, discussions inspired by viewing the photographic documentation of the historic events surrounding the struggle for civil liberties allow students to share their insights about basic human rights and relate them to their lived experiences. The essential question guiding this lesson plan is: How can photographs provide insight into historical events? Scaffolded questions, based on the photographs, guide the students from observing and understanding to reflecting and analyzing. In addition to the lesson plan, the article contains historical background on the marches and related picture books and teaching resources based on the marches.