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Journal for Learning Through the Arts, v4 n1 Article 8 2008

This article explores commonalties between literacy instruction and learning to understand the symbolic languages of the visual and performing arts. A detailed case study of an urban professional development program for secondary arts teachers looks at the learning initiated by writing assignments that prompted students to reflect on arts experiences. Evidence of the effectiveness of integrated arts and literacy instruction is provided by a quasi-experimental study, which showed that the expository writing skills of the students of participating teachers improved significantly.

Descriptors: Writing Instruction, Art Education, Urban Schools, Case Studies, Art Teachers, Secondary School Teachers, Faculty Development, Writing Assignments, Integrated Curriculum, Quasiexperimental Design, Expository Writing, Writing Skills, Instructional Effectiveness, Writing Improvement, Exit Examinations, Statistical Analysis, Qualitative Research, High School Students, High Schools, Essays

Center for Learning in the Arts, Sciences and Sustainability. University of California Irvine, School of Biological Sciences III, Office 2656, Irvine, CA 92697. Tel: 949-824-4317; Fax: 949-824-2965; Web site: http://sites.uci.edu/class/

Autor: Brouillette, Liane R.; Burge, Kim; Fitzgerald, William; Walker, Pamela

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2633&id=EJ1094997

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