In 609 inquiry in the arts
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In 609: Inquiry in the Arts. Course Overview 2002 Virginia R. Francisco, Ph.D. Sally Rule-Gwinn, M.A.T. Kathryn Ward, M.Ed. Course Goals. Enjoyment Understanding Valuing Arts Inquiry Teaching and Learning Planning Lessons and Units. Assumptions about the Course. Honor Code The Creed.

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In 609: Inquiry in the Arts

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In 609: Inquiry in the Arts

Course Overview 2002

Virginia R. Francisco, Ph.D.

Sally Rule-Gwinn, M.A.T.

Kathryn Ward, M.Ed.

Course Goals

  • Enjoyment

  • Understanding

  • Valuing Arts

  • Inquiry

  • Teaching and Learning

  • Planning Lessons and Units

Assumptions about the Course

  • Honor Code

  • The Creed

Arts Education: A Creed

I believe that arts in education are

  • About students and their journey to learning,

  • not about teachers and their knowing.

  • Active, not passive.

  • About experiencing, not about being told.

  • About creating, not about manufacturing.

  • About process, not about product.

About what students perceive, not about what teachers tell them to perceive.

  • About how to look, not about what to see.

  • About a process of thinking, not about what to think.

  • About experiencing the risk of thinking without being told what to think.

  • About meaning constructed as the artist selects, arranges, and transforms materials.

About meanings embedded in and around the art work, not merely on the surface.

  • About perceiving and describing complex, and perhaps even contradictory, meanings,

  • not about "right" answers.

  • And about the artist’s progress, not about product.

Assumptions about Arts and Inquiry

  • Arts are valuable across the curriculum.

  • Teachers are artists and learners.

  • Artists, aspiring artists, arts processes, art work, learners, graduate students, and teachers are worthy of respect . . .

  • and professionalism.

  • Artists respond to experience and environment.

Assumptions about Process

  • Arts are some students’ most effective way to learn.

  • Arts lessons and activities require planning.

  • Appropriate assessment of arts lessons and activities is essential.

Five Approaches to Teaching Arts

  • Arts making: experience as artist and teacher

  • Arts appreciation: experience as informed audience

  • Arts analysis and aesthetics: inquiring as critic

  • Art history: inquiring as scholar

  • Arts advocacy

Course Requirements Incorporate Five Approaches

  • Participate as artist and audience.

    Assignment 1*, 3*, 5*, 7*, 8*

  • Become an informed audience member, analyst, and scholar.Assignment 5*, 7*, 8*, 10*

  • Teach a lesson in each arts area. 2*, 3*, 9*

  • Know the case for the arts in education. Assignment 4*

  • Integrate analysis, scholarship, and appreciation.10*

  • Plan for the arts in your classroom; create a usable unit. 6* and 11*

Inquiry as Arts Advocate, Critic, and Scholar

  • Write clearly and correctly .

  • Articulate the case for arts education.

  • Analyze a plays and its performance.

  • Analyze a work of (visual) art.

  • Respond analytically to music in performance.

  • Integrate learning as audience, critic, scholar, teacher in final presentation.

Incorporate Arts in Your Classroom

  • Study and teach arts works you can use!

  • Make a plan for the year that you can really implement.

  • Develop a unit keyed to your SOL’s.


  • Revise assignments.

  • See Extra Credit on the Web Site.

  • Choose assignments you can use!

  • Ask for help in adapting assignments to your classroom.

The Role of the SOL’s

  • This is the system that we have.

  • Involved in many assignments for this course.

  • Use arts to make lessons vivid, memorable.

  • Incorporate arts everywhere, everywhere.

Limits of SOL’s

  • Arts are not about right answers!


  • Assumed: clear, correct oral or written communication in APA style.

  • Assumed: academic honesty, documentation.

  • Assumed: written communications machine-processed, stapled, labeled.

  • Keep a copy of all work you submit!

  • See online Syllabus and rubrics for criteria for each assignment.

Grading Criteria

  • See Syllabus for general criteria for all assignments and specific criteria for each assignment.

  • See Preparing Assignments for helpful standards.

Artistic Errors to Avoid

  • leaving out parts of process or assignment

  • using inappropriate materials

  • purposelessness

  • lack of focus

  • inartistic presentation

  • using others’ resources or time inappropriately


  • Ourselves: Faculty, Teaching Partners, and Students

  • Textbook: MAT Office

  • Essential References

    • SOL’s

    • Schools, Communities, and the Arts: A Research Compendium

    • Dance, Music, Theatre, Visual Arts: What Every Young American Should Know

  • Library: evening hours this week

More Resources

  • Teaching Resources in Deming 05

  • CD-Rom galleries

  • The Web

    Course site


    Search engines

The Teaching Resources

  • are mostly personal, not college, property

  • check out on yellow pad

  • return within two days and check in

  • no course grade until ALL checked in

  • and bring some to share!

The Course on the Web

  • access directly at

  • or through MBC home page at

  • click academic programs

  • click Faculty and Discipline Web Sites

  • click Virginia Francisco

  • click Courses I Teach

  • click IN 609

What’s on the Web Page

  • Course Information = Syllabus

  • Course Schedules

  • Students and Faculty Information

  • Announcements You’re Responsible for Reading! Check daily!

  • Course Helps

  • Assignment Helps and Rubrics

Learning Links

  • National Standards, Research Compendium

  • SOL’s

  • Hotlinks to the Web

  • Assignment Information: units, lessons, final presentations

  • Sample work for some assignments

Syllabus, Schedule, Deadlines




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