Instruction, Learning and Assessment in Arts Education

In addition to using individual artists, visits to museums, partnerships with community-based arts organizations, and other community collaborations, state arts councils often provide directories of artists, organizations, potential services and grants for which schools and school districts are eligible (Catterall and Waldorf, 1999; President’s Committee, 1999; Annenburg Institute, 2003; Nelson, 2001).

In Ohio, educators may refer to the programs of the Ohio Arts Council, especially its Arts Learning Program. Information related to grants, professional development, research and other resources can be found at: www.oac.state.oh.us/grantsprogs/ArtsLearning.asp.

Parental and Family Involvement

Teachers and administrators for primary grades should use the arts to involve parents and family members in their children’s education. Strategies may include homework assignments that involve parents, arts-based family nights or school-wide multicultural festivals or performances. Where no ongoing arts program exists, the school may tap the knowledge and skills of parent volunteers to start a program (Catterall and Waldorf, 1999; Sikes, in press).

Differentiated Instruction

By incorporating arts components into the regular school day, teachers access methods that effectively reach students with a wide variety of learning styles and intelligences. Teachers should be alert to which artistic modes of learning students prefer and be prepared to offer these students appropriate opportunities to exercise these modes (Gardner, 1983; Levine, 2002).

The arts offer a wide range of tools for differentiating instruction to meet learners’ varied needs. They can:

Provide access to multiple channels of expression and communication;
Allow for multiple and varied interpretations of artworks, situations or ideas;
Provide channels for flexible and adaptive cognition;
Connect with many students, families and cultures.

Arts and Early Learning

As early as prekindergarten,, classrooms should be rich with a variety of visual, musical and tactile stimuli. Teachers should be open to using movement with very young children (D’Arcangelo, 1998; Hodges, 2000).