The ARTPATH model for integrated arts experience
Overview: Curriculum in ARTPATH’s program is based primarily on content specific to the arts, integrated and correlated with other subject areas the scope and sequence of arts content and skills aligned with the Visual and Performing Arts Framework of the State of California and the State Standards for Visual and Performing Arts. Curriculum is developed for residencies with regard to the particular characteristics of students, schools, teachers, the artist’s special interests and skills, and other contact areas.
A system for developing curriculum has evolved over the years into a set of practices we’re found to be especially effective. These include the artist’s development of ideas, and the gathering of goals and objectives in other content areas by the teacher. An art curriculum specialist often facilitates planning. Lessons are written by the artist, with help from the teachers and ARTPATH staff.
The Model: The residency program are based on a collaboration between artist and teachers; a hallmark of ARTPATH’s program. Curriculum is individualized to meet the specific needs of each classroom, built upon a common base of knowledge of the art, the artist, the students, the school and the existing curriculum.
Each artist develops skills and concepts: list, which refers to important ideas, attitudes, skills, works of art, and student outcomes the artist, feels are important. This list is specific to the artist’s interests and experiences. Teachers also develop a list on a one-page form, which contains those things that they feel are important for their students and themselves. This list contents objectives, which will become the underpinnings of the curriculum, a structure for the arts activities and a basis for evaluating the success of the residency.
With these lists in hand, artist and teacher have a planning meeting. Together, they review their lists and find ways to combine both sets of objectives when developing activities. An ARTPATH staff member may facilitate the interaction. Artist and teacher planning takes thirty to sixty minutes. At the close of the planning session, artist and teachers have developed an overview of the residency content and a general sequence of activities.
Artist then give quite thought to the activities, try them out in their imaginations, bounce them off their experiences and approach closure on what will be dine. Next steps include actual scheduling of activities, setting up “studio space”, performance and display spaces and writing lesson plans. Lessons are written by artists on ARTPATH forms, and are grouped in units of instruction. Copies of the sequence of lessons are given to the teacher and principal. A large schedule of classroom activities for the children to see and follow is a useful tool.
Programs are evaluated by all participants. Implementation of lessons is evaluated as the residency progresses, and at the close of the residency. Informal adjustments are made based on ongoing discussion between artist and teacher. Additionally, a more formal evaluation takes place at the end of the residency. Questionnaires are filled out by the teachers, so that artist, principals and program staff can evaluate the success of the residency.