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Contours of Inclusion: Inclusive Arts Teaching and Learning

by Bill Henderson; Deborah Kronenberg; Don Glass; Kati Blair; Leah Barnum; Nicole Agois Hurel; Richard Jenkins

Jun 1, 2010
  • Arts and Culture
  • Disabilities
  • Education and Literacy

  • DESCRIPTION

The purpose of this publication is to share models and case examples of the process of inclusive arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and Universal Design for Learning). Data for the cases studies was collected from three urban sites (i.e. Los Angeles, San Francisco, and Boston) and included participant observations, student and teacher interviews, curriculum documentation, digital documentation of student learning, and transcripts from discussion forum and teleconference discussions from a professional learning community. The initial case studies by Glass and Barnum use the curricular frameworks to analyze and understand what inclusive practices look like in two case studies of arts-in-education programs that included students with disabilities. The second set of precedent case studies by Kronenberg and Blair, and Jenkins and Agois Hurel uses the frameworks to explain their process of including students by providing flexible arts learning options to support student learning of content standards. Both sets of case studies illuminate curricular design decisions and instructional strategies that supported the active engagement and learning of students with disabilities in educational settings shared with their peers. The second set of cases also illustrate the reflective process of using frameworks like Universal Design for Learning (UDL) to guide curricular design, responsive instructional differentiation, and the use of the arts as a rich, meaningful, and engaging option to support learning. Appended are curriculum design and evaluation tools. (Individual chapters contain references.)

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WHAT TO READ NEXT

  • Contours of Inclusion: Frameworks and Tools for Evaluating Arts in Education
  • VSA Universal Design Access Guide: Every Thing Benefits Every One

Published By

  • VSA

Copyright

  • Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

Document Type

  • CaseStudy
  • Evaluation

Language

  • English

Geography

  • North America / United States (Northeastern) / Massachusetts / Suffolk County / Boston
  • North America / United States (Western) / California / Los Angeles County / Los Angeles
  • North America / United States (Western) / California / San Francisco County / San Francisco
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Title: Contours of Inclusion: Inclusive Arts Teaching and Learning
Publication date 2010-06-01
Publication Year 2010
Authors Bill Henderson , Deborah Kronenberg , Don Glass , Kati Blair , Leah Barnum , Nicole Agois Hurel , Richard Jenkins
Copyright holder(s) VSA
Geographical Focus North America / United States (Northeastern) / Massachusetts / Suffolk County / Boston , North America / United States (Western) / California / Los Angeles County / Los Angeles , North America / United States (Western) / California / San Francisco County / San Francisco
Keywords teaching artist , inclusion , students , provide options , UDL
Document type CaseStudy , Evaluation
Language English
URL: https://www.issuelab.org/resource/contours-of-inclusion-inclusive-arts-teaching-and-learning.html
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