MARC 主機 00000nam  2200373   4500 
001    AAI3442800 
005    20110914100019.5 
008    110914s2011    ||||||||||||||||| ||eng d 
020    9781124468846 
035    (UMI)AAI3442800 
040    UMI|cUMI 
100 1  Hallmark, Elizabeth 
245 10 Arts as Collaborative Inquiry: Re-Defining and Re-
       Centering Quality Arts Practice in Schools 
300    231 p 
500    Source: Dissertation Abstracts International, Volume: 72-
       04, Section: A, page:  
500    Adviser: Joanne Larson 
502    Thesis (Ph.D.)--University of Rochester, 2011 
520    Arts educators have long been concerned about the 
       marginalization of arts in schools. The author posits that
       the deepest roots of this problem come from implicit 
       curricular assumptions and explicit operational structures
       surrounding the arts that obstruct their use as tools for 
       inquiry in schools. Such curricular assumptions and 
       structures can be transformed through school design and 
       communities of practice that encourage a high-quality arts
       teaching approach she calls arts as collaborative inquiry 
520    The study investigates a K-6 charter school with a whole-
       school integrated curriculum development practice that 
       blends together curriculum from a local river project, 
       Expeditionary Learning, Responsive Classroom, and an arts 
       as collaborative inquiry approach to learning. It focuses 
       on the curriculum development process of seven teams of 
       grade level and arts teachers who designed and implemented
       arts as collaborative inquiry over the course of 12 weeks.
       The author seeks to understand these teachers' formative 
       perspectives on inquiry pedagogy, traces the processes by 
       which they developed cross-curricular connections, and 
       marks operational structures that were central to 
       establishing a professional learning community where the 
       arts play a significant role 
520    The author uses grounded theory to develop a triadic model
       that extends Bresler's 1993 and 1995 language describing 
       arts teaching practices in most schools. She urges 
       consistent language and analysis of teaching that will 
       align the arts with the rest of the academic curriculum. 
       Her detailed qualitative research furthers understanding 
       of high quality arts integration, and provides a model for
       professional development in teaching, designing and 
       practicing this kind of inquiry at the primary, secondary 
       and higher education level. The study challenges 
       practitioners and scholars to explore a new balance of 
       arts teaching approaches in schools that would de-
       emphasize competitive exclusivity and increase democratic 
       participation and shared leadership in the arts. It 
       highlights the vital role that collaboration with teachers
       outside of the arts can play in re-centering expanded ways
       of learning through and with the arts in schools 
590    School code: 0188 
650  4 Education, Art 
650  4 Education, Instructional Design 
650  4 Education, Curriculum and Instruction 
690    0273 
690    0447 
690    0727 
710 2  University of Rochester 
773 0  |tDissertation Abstracts International|g72-04A 
856 40 |u