Critical Pedagogy and Arts-integrated Curriculum in K-12 Schools

Miriam DuVall, Oberlin CollegeFollow

Location

King Building 327

Document Type

Presentation

Start Date

4-29-2016 1:30 PM

End Date

4-29-2016 2:30 PM

Abstract

Focusing on K-12 schooling, this capstone paper discusses critical pedagogical theories in conjunction with arts-integrated and interdisciplinary curriculum. Studies have shown that arts-integrated and interdisciplinary curriculum can increase teacher awareness, help students make connections, and foster a healthier school culture. Arts-integrated and interdisciplinary studies have the potential to help restructure institutionalized power dynamics to incorporate more student voices and create a more responsive educational process. This paper hones in on the role of music education within the context of restructuring power dynamics in educational systems.

Notes

Session I, Panel 3 - Being, Becoming, and Beats: Meditations On Musical Meanings
Moderator: Ben Geyer, Visiting Instructor of Music Theory

Major

Musical Studies

Advisor(s)

David Kelly, History; East Asian Studies
Jan Miyake, Music Theory

Project Mentor(s)

Ben Geyer, Music Theory

April 2016

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Apr 29th, 1:30 PM Apr 29th, 2:30 PM

Critical Pedagogy and Arts-integrated Curriculum in K-12 Schools

King Building 327

Focusing on K-12 schooling, this capstone paper discusses critical pedagogical theories in conjunction with arts-integrated and interdisciplinary curriculum. Studies have shown that arts-integrated and interdisciplinary curriculum can increase teacher awareness, help students make connections, and foster a healthier school culture. Arts-integrated and interdisciplinary studies have the potential to help restructure institutionalized power dynamics to incorporate more student voices and create a more responsive educational process. This paper hones in on the role of music education within the context of restructuring power dynamics in educational systems.