Toward a signature pedagogy for arts integration in educator preparation

ABSTRACT

The introduction of arts integration as an approach of teaching and learning adds a layer of complexity to the preparation of pre-service teachers and administrators. We must explore the differences and similarities between and among arts-related signature pedagogies and the “default pedagogy” in our preparation programs that remains dominated by a standards agenda that limits our notions of excellence by measuring progress against narrow sets of measurable indicators. How then do we develop effective ways of preparing teachers with the knowledge, skills and dispositions to implement arts integrated instruction in their classrooms and schools? This paper will explore the question about the surface, deep, and implicit structures of a pedagogical approach or signature pedagogies for arts integration in educator preparation might comprise. Are our current pedagogical models sufficient? To what extent might signature pedagogy map onto or reflect those we can identify in current practice in educator preparation and in the arts? What is necessary to enable us to equip the next generation of educational professionals to understand, value, and employ arts integration?

KEYWORDS:

• Arts integration
• signature pedagogies
• teacher preparation

Disclosure statement

No potential conflict of interest was reported by the authors.