Researcher(s)
- Patrick Barrett, Fine Arts, University of Delaware
Faculty Mentor(s)
- Monica Frichtel, Theatre and Dance, University of Delaware
Abstract
In recent decades, a growing basis of literature has formed around the idea of utilizing drama-rich and student-centered pedagogy in the late elementary and early middle school stages of education, a method known as arts integration. As reductive “one size fits all” educational models are becoming the norm and theatre education is neglected on a larger scale, arts integration argues for an educational framework that addresses both issues at once by allowing students to discover their own learning outcomes through theatrical means. This research project assesses key literature addressing instances of arts integration with the goal of developing lesson plans that promote student achievement in standard curricular content as well as theatre content. A literature review was constructed focusing on the methods, outcomes, and drawbacks of arts integration methods, with a specific focus on theatre techniques. Subsequently, a series of short lesson plans was developed using materials and topics provided in the Frances Harper Project as core curricular content. In the future, these lesson plans will be delivered to classrooms in collaboration with the Frances Harper Production and the Delaware Institute for Arts Education. The results of this project indicate promising benefits to various literacy skills and social development in students. Arts integration has significant potential to reshape how the modern classroom approaches student-centered education and the arts for the better.