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An Arts Integrated Education Program
“Myths to Drama” is modulated to accommodate learning for each classroom. This is accomplished by engaging the classroom teacher in pre-planning sessions prior to implementing “Myths to Drama.” Teachers are asked to identify students and classroom content to help us select an appropriate myth for each unit. In engaging the teachers, the education team discusses goals, including planning for how to incorporate and integrate myths into the classroom.
At the conclusion of each unit, and prior to the start of the next unit, the education team re-groups with participating teachers to evaluate the unit and to address logistical as well as content questions. This year long embedded planning allows multiple opportunities to address issues as they arise and results in a program that is strongly aligned with the classroom’s learning goals. Each unit, thereby, is another form of entry for students into their curriculum. In subscribing to Howard Gardner's theory that espouses teaching through multiple intelligences, “Myths to Drama” will provide multiple entry points to learning, particularly social studies, providing greater retention of content knowledge, and promoting critical thinking and processing skills. Thus, on an annual basis, students participating in “Myths to Drama” will receive 35-hours of arts integrated curriculum based on ISBE standards that helps them find points of intersection with classroom content.
Seen through a long-term lens, one can readily anticipate the development of arts appreciation and cultural awareness in the lives of the participating students as well as positive impact on their lives, socialization, and academic performance.