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Framework for Aesthetic Literacy. the Montana Arts and English Curriculum. Instructional Guide

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Framework for Aesthetic Literacy. the Montana Arts and English Curriculum. Instructional Guide DOCUMENT RESUME ED 375 430 CS 214 583 AUTHOR Hahn, Jan Cladouhos TITLE Framework for Aesthetic Literacy. The Montana Arts and English Curriculum. Instructional Guide. First Edition. INSTITUTION Montana. State Dept. of Public Instruction, Helena. SPONS AGENCY Fund for the Improvement and Reform of Schools and Teaching (ED/OERI), Washington, DC. PUB DATE 94 CONTRACT R215G30044 NOTE 237p. PUB TYPE Reports Descriptive (141) Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *Art Activities; *Art Education; Class Activities; Creative Expression; Curriculum Development; Elementary Secondary Education; *Integrated Curriculum; *Language Arts; Program Descriptions IDENTIFIERS Aesthetic Reading; *Montana ABSTRACT This document presents materials related to the Framework for Aesthetic Literacy, which provides a model for integrating the study of the arts and English/language arts in kindergarten through high school. The instructional guide included in the document describes the philosophy, purposes, and curriculum design of the framework, suggests ways the curriculum can be implemented, provides content and delivery standards, and offers suggestions for assessment. A pamphlet also included in the document provides an overview of the Framework, discusses how aesthetic literacy pays dividends and how the Framework bridges standards and practice, summarizes content standards for aesthetic literacy, discusses how the Framework emphasizes learning and makes real world connections, and addresses how the Framework broadens the traditional concept of literacy. The document concludes with 27 "curriculum cycles" that model experiences through which students learn by encountering the arts and making works of art. Each cycle in the document is accompanied by suggested assessment techniques, activities, and/or resources. (RS) *********************************************************************** Reproductions suppliedy EDRS are the best that can be made from the original document. *********************************************************************** for Clestketetz Litteracv The Montana Arts and English Curriculum INSTRUCTIONAL GUIDE U.S. DEPARTMENT OF EDUCATION office of Educational Research and IMprOVOment ED ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality. Points of ..low or opinions stated in l'as L\I document do not neceri....irey official OERI position or policy 'PERMISSION TO REPRODUCE THIS '5 MATERIAL HAS BEEN GRANTED BY Office of Public Instruction First Edition 1994 THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." BEST COPY An!! Framework for Aesthetic Literacy Montana Arts and English Curriculum Instructional Guide Montana Office of Public Instruction Nancy Keenan, Superintendent Jan Cladouhos Hahn, Project Director and Primary Author 1994 The Framework for Aesthetic Literacy was underwritten by a grant from the U.S. Department of Education FIRST Office (Fund for Improvement and Reform of Schools and Teaching) under the Secretary's Fund for Innovation in Education Program.Fourteen of these grants, called State Curriculum Frameworks, were awarded. The purpose of the Montana Arts and English Curricular Framework was to provide outstanding models of integrated, arts-focused schools in Montana. The curriculum team discussed and wrote for a total of 12 days in Helena and then met with the Advisory Committee for final revisions and approval in June of 1994. This guide and the curriculum packets should be considered working drafts. They are designed to help begin school reform in the direction of aesthetic education, integration, and creative inquiry.For schools and teachers interested in implementing this curriculum, packets containing the cycles are available from the Office of Public Instruction. Call Jan Hahn at 444-3714. This document was printed entirely with federal funds from the United States Department of Education Secretary's Fund for Innovation in Education, Grant Award Number R215G30044. 4 Grant Writers Jan Cladouhos Hahn Language Arts Specialist, OPI Christine Pena Arts Education Specialist, OPI Project Directors Jan Cladouhos Hahn Language Arts Specialist, OPI Julie Smith Arts Education Specialist, OPI Editor/Consultant Mary Sheehy Moe English Teacher, Helena VoTech Administrative Assistant Marilyn Craft Office of Public Instruction Curriculum Team Members George Bewick Superintendent, Roy Janet K. Boisvert English and Journalism Teacher, Harlem High School Marilyn De !ger Principal, Hawthorne Elementary Schoo!, Bozeman Sherrill Dolezilek Teacher and Music Specialist, Townsend Elementary Ed Harris Music Specialist, Composer, Billings Wes Hines Art Teacher, Flathead High School, Kalispell Brandy Howey Librarian and English Teacher, Hinsdale Schools Ellin lift Art Specialist, Arlee Schools Margaret F. Johnson Drama and English Teacher, Sentinel High School, Missoula Karen Kaufmann Dancer and Drama/Dance Faculty, University of Montana, Missoula Tom Mollgaard English Teacher, Choteau High School Bob Rennick, Jr. Drama and English Teacher, Winifred Margaret Grant Scott Teacher, Lewis and Clark Elementary, Missoula Pete Shea Music Teacher, Douglas Gold Elementary, Browning Harry Smith Professor in Communication Studies, Carroll College, Helena J. Malcolm Swan English Teacher, Poison High School Brenda Ueland Art Teacher, Castle Rock Middle School, Billings Susanne Woyciechowicz Art Teacher, Rattlesnake Middle School, Missoula A special thanks to Office of Public Instruction Coordinating Committee members Mike Chapman, Don Freshour, Michael Hall, and Kathleen Mollohan for advice and support. Advisory Committee Members Randy Bolton Theater Department Chair, University of Montana, Missoula Chris Brewer Teacher, Kalispell Raymond Campeau Teacher, Bozeman Corwin Clairmont Salish Kootenai Tribal College, Ronan Rebecca Davis Teacher, Billings Central Catholic High School Ann de Onis Department of Education, Montana State University, Bozeman Beverly Fox Actress and Retired Teacher, Helena Harold E. Gray Spirit Talk Press, Browning Lynette Zuroff Education Department, Carroll College, Helena Jim Kriley Dean, School of Fine Arts, University of Montana, Missoula Joe Malletta Superintendent, Bigfork Schools Eva Mastandrea Professor of Art, Western Montana College, Dillon Beck McLaughlin Helena Presents, Helena Fran Morrow Montana Arts Council, Helena Claudette Morton Montana Arts Alliance and Western Montana College, Dillon Garth Petrie Department of Education, University of Montana, Missoula Lynda Sexson Professor of Humanities, Montana State University, Bozeman Bill Thackeray Professor of English, Northern Montana College, Havre Project Timelines 1993 Grant Award, Initial Framework Writing 1994 Compie.tion of Draft Framework July Printing of Draft Framework Aug-Dec Curriculum Team and Advisory Committee Workshops andInformation Sessions; Distribution of Framework Model School Applications Available 1995 January 30 Applications Due for Model School Grants February Selection of Model Schools June-Aug Professional Development, Training for Model SchoolStaff Sept-Dec Model Schools Operating, Implementing CurriculumFramework 1996 Jan-June Model Schools Open to Visitations and Training Update of Curricular Materials and Framework July Printing of Revised Framework Table of Contents INTRODUCTION 1 Philosophy 1 Purposes 3 COMPONENTS OF THE FRAMEWORK 5 Curriculum Design 7 Content Standards and the Learn Column 7 Encounter Column 8 Create Column 9 Focus Questions 10 Curriculum Cycle Inserts 11 Implementation 12 Instructional Methods 12 Scheduling 20 Technology and the Library Media Center 21 Community Resources 21 Delivery Standards . ... 22 Assessment 26 Certification and Accreditation 28 REFERENCES 30 APPENDICES Framework for Aesthetic Literacy INTRODUCTION Philosophy "Great nations write their autobiographies in three manuscripts: the book of their deeds, the book of their words, and the book of their art.Not one of these books can be understood unless we read the two others." (John Ruskin, 1985) Because art serves both as a commentary on society and an embodiment of its values, the arts--whether visual, musical, dramatic, or literary--open a book in which to study our world and our lives. Through the arts, we can explore societal issues, from the conflict between responsibility and freedom to the struggle to preserve individuality in a crowded, interdependent society. The arts also invite us to wrestle with academic and personal issues, as we discover what the arts have to say about creativity, intellectual freedom, and the nature of truth. Yet, in spite of the power of the arts to teach, aesthetic literacy is rarely emphasized in schools. This framework attempts to bring beauty to learning, by exploring the languages of the visual, performing, and literary arts. What is aesthetic literacy? Traditionally, "aesthetics" has meant the attempt within a culture to define truth and beauty as perceptions that may or may not involve what we label "art."Throughout time, all peoples have recognized an aesthetic dimension to life, have pursued it, nurtured it, and given it a central place in their societies.In the presence of those things we perceive to be aesthetically pleasing, we are lifted above the mundane to catch a glimpse of something higher, something timeless. Aesthetics is the study of these culturally- based responses to and human feelings
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