Browsing by Subject "Interdisciplinary approach in education"
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Item Developing an inter-arts course for collegiate piano majors: a professional problem(Texas Tech University, 2004-08) Zapata Lugo, EugenioThere are thousands of piano majors who are graduating every year from music schools throughout the world. What will future generations of pianists need in order to (1) survive in a highly competitive professional arena, and (2) recapture the interest of the concert going audiences of our times? Pianists immersed in artistic interdisciplinarity may discover new perspectives in pedagogy and performance not typically found in traditional approaches to education. These perspectives may develop and create new and unique areas for professional development. This dissertation designed and delivered a pilot course that explored the use of selected interdisciplinary activities from music, theatre, visual, and kinesthetic arts to enhance pianistic artistry. By exploring interrelationships among these arts, students gained new insight into structural and interpretive elements of their music. Course participants had the opportunity to experience relationships between their: (1) body movements and those involved in piano playing, (2) emotions and those present in their music, (3) imagination and its uses in making pertinent interpretive choices, and (4) ideas of sound and the actual sounds made during their performances. The course provided significant and observable changes in certain students that show evidence of the effectiveness of some of the activities in enhancing various aspects of artistry at the piano. These results may prompt further study in interdisciplinarity that can provide greater proof of its unique value in the development of artistry at the piano.Item Integrated curriculum: an approach to collegiate preservice teacher training using the fine arts in the elementary classroom(Texas Tech University, 1998-05) McCullar, Caia KentCurrent pedagogical practices, supported by recent research data, emphasize the importance of an integrated approach to curriculum in creating the optimum learning environment for students. Effective integration programs must have carefully conceived design components and must provide both discipline-based and interdisciplinary experiences. The dissertation examines five areas of relevant research: (1) the human brain and human learning, (2) individual learning preferences, (3) instructional strategies that address individual student need according to ability and interest, (4) integrated curriculum models, and (5) contributions of fine arts experts who emphasize the importance of intellectual and artistic stimulation in early childhood. Using this research, the study establishes guidelines for incorporating the fine arts in an integrated model with the core subject curriculum at the elementary level. The outcome is a college course model design used in preservice teacher training for elementary education majors that demonstrates how the fine arts enhance learning and understanding of the core subject disciplines. Four topical units from language arts, mathematics, science, and social studies, with the fine arts elements of music, art, and physical education/movement as integrating components, are introduced as examples of an integrated teaching approach at the elementary level. Each unit is accompanied by a specific individual lesson plan. Syllabi used in an integrated fine arts college course model for preservice teacher training are included. In addition, important issues emanating from the use of an integrated or interdisciplinary design are examined in detail. Many instructional models are currently being proposed, implemented, and evaluated for effectively addressing the individual and collective needs and interests of students. The fine arts, offered both as specialized courses and as integrated aspects of the general curriculum, are essential in equipping students with attitudes and skills necessary for productive living in the 21st century.Item Program evaluation of the Transition to 7th Grade Program(Texas Tech University, 2001-08) Manny, Al CullenNot availableItem Using a writing practices inventory to predict faculty willingness to adopt writing across the curriculum teaching techniques(Texas Tech University, 1999-12) Smith, Billy L.The purpose of this study was twofold: 1) to develop the Faculty Writing Practices Inventory using the theoretical underpinning of Astin's Input- Environment-Outcome Model, and 2) to create an archetype of ideal faculty for Writing Across the Curriculum (WAC) training from which administrators could create more efficient Writing Across the Curriculum (WAC) training efforts. Furthermore, this research provided insight into the dynamics of faculty involvement in Writing Across the Curriculum (WAC) programs in United States' colleges and universities. Of particular interest was whether writing program administrators can use a modified form of Astin's lEO model to assess faculty for possible inclusion in Writing Across the Curriculum (WAC) training. The Faculty Writing Practices Inventory could help writing program administrators more efficiently identify potential faculty for inclusion in such a program. An area of additional interest was whether writing program administrators can profile faculty to predict their likelihood of implementing Writing Across the Curriculum (WAC) teaching techniques and the consequential administrative policy decisions about what incentives motivated faculty to use Writing Across the Curriculum (WAC) teaching techniques. The study examined further the relationship between Writing Across the Curriculum (WAC) faculty training that is often provided by the Writing Across the Curriculum (WAC) administrator and how faculty actually chose to use the information. In September. 1998, 16 U.S. universities uere identified through their respective Writing Across the Curriculum (WAC) program administrators. Faculty were identified at each institution by virtue of their involvement in Writing Across the Curriculum (WAC) training. This research supported Astin's (1991) lEO model as it was adapted to explain faculty involvement in WAC. In doing so, it suggests that there were particular input and environmental variables that writing program administrators can analyze when selecting faculty for WAC training. It further supports the engagement of faculty into the teaching-change process through involvement in myriad Writing Across the Curriculum (WAC) efforts, much as Astin (1991) asserts about student involvement. This research should not be construed as a means by which to exclude faculty from WAC training, but, rather, a method by which to identify those faculty for whom WAC training is most likely to find a suitably enthusiastic audience.