ERIC ED400220: Art as a Tool for Learning United States History.

36 Pages·1991·0.52 MB·English

by  ERIC

DOCUMENT RESUME
SO 026 366
ED 400 220
Corwin, Sylvia
AUTHOR
Art as a Tool for Learning United States History.
TITLE
National Arts Education Research Center, New York,
INSTITUTION
NY.
Department of Education, Washington, DC.; National
SPONS AGENCY
Art Education Association, Reston, Va.
PUB DATE
91
NOTE
35p.
National Arts Education Research Center, New York
AVAILABLE FROM
University, School of Education, Health, Nursing, and
Arts Professions, 26 Washington P1., Ste. 21, New
York, NY 10003; fax: [phone].
Descriptive (141)
PUB TYPE
Reports
MF01/PCO2 Plus Postage.
EDRS PRICE
*Art Education; *Curriculum Guides; Grade 11;
DESCRIPTORS
*Interdisciplinary Approach; Secondary Education;
Social Studies; *Visual Arts
New York (New York)
IDENTIFIERS
ABSTRACT
The purpose of this project was to design and
implement a visual art course parallel to the U.S. history course
required of all 11th grade students at the John F. Kennedy High
School in New York City, New York. The study also attempted to
determine if a non-linguistic, instructional methodology, such as
that used in visual arts instruction, could be integrated with the
traditional teaching approach in other disciplines. This project
measured the effect of this parallel approach on students, as it
determined the effect of the art instruction on the students'
comprehension and retention of the social studies concepts and
content. The same social studies curriculum was taught to three
classes, but only one class was paired with an art course. The paper
includes a description of methodology, statistical analysis, a sample
test, and student evaluations and assessments. Contains 38
references. (DOE)
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ART AS A TOOL FOR LEARNING
UNITED STATES HISTORY
Sylvia Corwin
John F. Kennedy High School
Bronx, New York
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL
IN OTHER THAN PAPER COPY
HAS BEEN GRANTED BY
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Sponsored by the National Endowment for the
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National Arts Education Research Center
The National Arts Education Research Center (NAERC), located at New
Xork University, was founded in 1987 by the National Endowment for the
Arts and the United States Department of Education.
The NAERC is studying modes of response to the arts with the intent of
applying research findings to the development of teaching strategies and
curricula in arts education. The uniqueness of the Center's structure lies
in classroom-based collaborations among teacher-researchers, university
researchers, professional artists, aestheticians and critics. The Center's
work focuses on secondary education in music, visual arts and theater
arts
with special attention paid to interdisciplinary studies involving the arts.
Currently, more than 50 practicing arts teachers from a variety of urban,
suburban and rural classroom settings in more than 20 states and
a
network of colleges and universities across the country comprise the
Center's research associates.
Director:
Jerrold Ross
Associate Dean for Academic Affairs
School of Education, Health, Nursing and Arts Professions
New York University
Deputy Director:
Ellyn Berk
Dissemination assisted in part by
The Alexander Julian Foundation For Aesthetic Understanding & Appreciation, Inc.
Copyright © 1991 by the National Arts Education Research Center
at New York University
New York University
School of Education, Health, Nursing, and Arts Professions
Suite 21
26 Washington Place
New York, NY 10003
[phone]
FAX [phone]
3
Introductions
This study is one of the most important produced by the National Arts
Education Research Center. Although it contains several problems in
research methodology it raises a number of significant questions regarding
the relationship of the arts and other academic disciplines in our secondary
schools.
The study poignantly suggests that linking art and social studies not only
improves the quality of learning historical concepts by secondary school
students, but that scores on a standardized history test increase on the part
of both mainstream and special education students. These "blips" on the
high school academic screen deserves much closer attention.
Finally, reports of both the arts teacher and the social studies teacher
indicate that the atmosphere in the classroom in which art and social
studies were taught, back to back, was significantly different than that of
other classes.
Jerrold Ross
Director of the Center
Associate Dean for Academic Affairs
School of Education, Health,
Nursing, and Arts Professions
New York University
4
Principal, and Fred
The Center would like to thank Charles Saltzman,
Assistant Principals, of John
Spinowitz, Roy Marzullo, and Marvin Orzak,
and many types of assistance
F. Kennedy High School for their support
research. Our gratitude is
throughout the implementation of this
played a leading and irreplaceable
especially extended to Judith Scott, who
role in this research.
Ellyn Berk
Deputy Director of the Center
ii
5
Acknowledgments
Arts Education Research Center,
For most of my colleagues at the National
will provide momentum for
the opportunity to undertake research
coming as it did in the year of
continuing educational adventures. For me,
NAERC project symbolizes (indeed, culminates) a
my retirement, the
decades.
secondary school career spanning three
History/U.S. Art" was laid thirty years
The theoretical foundation for "U.S.
Professor Emeritus at Harvard University and
ago, when Rudolf Arnheim,
his enthusiastic support to my
pioneering author of Visual Thinking, lent
learning"Reading Improvement
first experiment in interdisciplinary
by Dr. Mary Stockrocki of
Through Art" (RITA). An on-site observation
The Journal of Multi-cultural and
Cleveland State University and editor of
valuable. Assistance by
Cross-cultural Research in Art Education was
Glassman, Director of the Cooper
Laura Young, artist/lecturer, and Susan
priceless gift. John Ellis, author
Union Art and Aesthetics Program, was a
shared a Connecticut high school
of "U.S. History/English/Art," graciously
course outline.
Saltzman and assistant
Within Kennedy High School, principal Charles
Marzullo (Guidance) and
principals Fred Spinowitz (Administration), Roy
to the project.
Marvin Orzak (Social Studies) lent administrative support
school, not a day passed
Within the art department of this large, urban
Blum and art teachers
without a manifest gesture from aide Rosalee
Steve Feld, Bill
Rosemarie Altomarie, Bebe Hoffman, Paula Jenkins,
Shelton. Some guidance
Freeman, Ron Greenwald, John Aoss and Dennis
outcomes in a
counselors and "other-than-art" faculty contributed to our
myriad of ways.
September 1989, Carmen
When we launched "U.S. History/U.S. Art" in
Schools. Her
Varela-Russo was the Superintendent of Bronx High
I cannot help but speculate
endorsement of our research was genuine.
6
whether this insight contributed to her recent promotion to Executive
Director, New York City Division of High Schools.
The real heroine, of course, is my collaborator, an exemplary teacher of
our students to work hard and to
social studies, Judy Scott. She inspired
think independently, while setting
an awesome example for them to follow.
Both of us are deeply indebted to the Metropolitan Museum of Art for its
hospitality and for the exhibitions and media resources freely loaned to
us
from its Uris Library and Resource Center.
My deep disappointment in the aborting of the research in the 2nd semester
was balanced somewhat by warm memories of twenty-five wonderful
students. For one exhilarating semester, for eighty minutes a day, they
became my extended family.
My family, especially my husband, Leonard, merit praise and gratitude for
patience and faith far beyond the ordinary, as I struggled to achieve
NAERC's goals, and mine.
For the privilege and pleasure inherent in all the above, my heartfelt
appreciation to Drs. Ellyn Berk, David Ecker, Jerrold Ross and Sharon
Weinberg.
Sylvia Corwin
TABLE OF CONTENTS
Introductions
iii
Acknowledgments
1
BACKGROUND
Statement of Investigation
1
1
Need for Study
3
Related Literature
5
DESIGN OF STUDY
5
Setting
7
Limitations
8
Documentation
9
Methodology
11
Art Component
15
ANALYSIS OF DATA
18
CONCLUSIONS
BIBLIOGRAPHY
TABLES
16
Students Passing Regents Examination
Table 1.
Distribution of Final Social Studies Grades
17
Table 2.
APPENDICES
24
APPENDIX A: Samples from Students' Course Evaluations
Trip to
APPENDIX B: Samples from Students' Assessments of Field
25
the Metropolitan Museum of Art
with
APPENDIX C: Team Teaching American History (HU2A)
26
American Art (AAAH)
8
BACKGROUND
Statement of Investigation
The purpose of this project, Art as a Tool for Learning United States
History, was to design and implement a visual art course parallel to the
American History course required of all eleventh grade students. The
study also attempted to determine if a non-linguistic, instructional
methodology, such as that used in visual arts instruction, could be
integrated with the traditional teaching approach in other disciplines. This
project measured the effect of this parallel approach to the mandated year-
long New York State Regents American history course on a group of widely
diverse eleventh grade students in an urban high school. One of three
history classes was paired with an art class taught by the researcher to
determine the effect of the art instruction on the students' comprehension
and retention of the social studies concepts and content. An experienced
social studies teacher taught the same curriculum to three classes.
Need for Study
In most New York City high schools, fewer than half the students who take
the New York State Education Department-administered Regents
Failure to pass this
Examination in U.S. History & Government pass it.
test, following two semesters of study, contributes to an ever-accelerating
dropout, since it is impossible to earn a high school diploma without
passing this course. New York: The State of Learning (1989), a report
which assessed New York State educational progress throughout the state,
shows only 52% of the state's students passing the Regents Examination in
U.S. History & Government. The problem is particularly acute for schools
with large minority pOpulations: in schools with 41-60% minority students,
9
in schools with 61-
compared with 44%
passed the test
56% of the students
of 81-100%.
minority population
schools with a
and 40% in
80% minorities
from other large
compared to their peers
teenagers, when
New York City
8,000
In 1986 nearly
fare no better or worse.
urban school systems,
Assessment of History
First National
tested in the
seventeen year-olds were
half of the questions were
1987). More than
(Ravitch & Finn,
and Literature
141 history questions
fifteen out of the
history. Only
drawn from American
taking the test.
by 80% of those
answered correctly
were
of
level in understanding
amazingly low
pointing to an
Statistics like these,
of teaching is
that a new style
make it apparent
America's heritage,
America's high schools
graduating from
that students
necessary to ensure
Although there
their nation.
and culture of
with the history
are conversant
concepts,
and communicate
symbolize thinking
alternative ways to
are
of
used in the majority
sole, vehicle still
preferred, if not the
language is the
American History
school juniors in
situations. High
high school teaching
retain this
needed to comprehend or
the life experience
classes often lack
whose native
of students
verbiage. The presence
occasionally excessive
the students at
for, one third of
English, as is the case
languages are not
primarily
problem of teaching
compounds the
Kennedy High School,
cultural
bring to school
these students
mode. Many of
through the verbal
teachers
Social studies
traditional American ones.
values different from
understanding of
acceptance and
into account that
often fail to take
American
comprehension of
foundations for
values are
American cultural
history.
problems associated
to overcome
the arts can be one way
Teaching through
testing is less
verbal style. Yet arts
of a traditional
with teaching by means
curricula, shortage
subjects. Non-standard
other school
developed than in
all
higher-order skills are
of testing
the excessive costs
of experts, and
Assessment
that the National
Current indications are
contributing factors.
subject
and music as
longer include art
Progress will no
of Educational
initiated, art and
1960s, when NAEP was
monitoring. In the
areas for
thirteen, and
subjects tested. Nine,
the first ten
music were among
2
10