"We Are Wyoming": An Arts Integrated Teaching and Inquiry Project

Autor/inn/en	Trent, Allen; Moran, Peter
Titel	"We Are Wyoming": An Arts Integrated Teaching and Inquiry Project
Quelle	In: Education 3-13, 46 (2018) 2, S.157-173 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2016.1208261
Schlagwörter	Grade 4; Elementary School Teachers; Elementary School Students; Interdisciplinary Approach; Social Studies; Language Arts; Visual Arts; Learner Engagement; Learning; Art Education; Integrated Curriculum; Academic Standards; State Programs; Units of Study; Learning Activities; Student Projects; Field Trips; History Instruction; Writing (Composition); Painting (Visual Arts); Instructional Effectiveness; Action Research; Wyoming + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Gemeinschaftskunde; Sprachkultur; Optische Gestaltung; Lernen; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Regierungsprogramm; Lerneinheit; Lernaktivität; Schulprojekt; Exkursion; History lessons; Geschichtsunterricht; Schreibübung; Malerei; Unterrichtserfolg; Projektforschung
Abstract	This article is about a year-long teaching and research project conducted with 696 4th graders (mostly 10-year olds) and their 36 teachers in Wyoming/USA. The researchers employed an action research approach. They planned and taught a two-day, Wyoming-themed, interdisciplinary unit, "We Are Wyoming", which integrated Social Studies, Language Arts, and Visual Art. The research focused on students' engagement and resultant learning. This article includes a discussion of project goals; description of methodology; an overview of unit activities; analysis of student and teacher learning; and thematic findings and recommendations. The inquiry documented high levels of engagement and standards-based learning, as well as learning and professional growth for the teacher educator/researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01