-- Eisner- Sense and cognition revisited is a good starter.
--So far the sources for the affect of joining the cognitive and affect
domains have been hard to find, I agree.
I have looked at the research of semiotic and Vgotsky and Bruner. They
do share the notion that understanding of symbols and creation of symbols
that are of the cultural context are vital. An art program using the DBAE
structure can draw on this literature for support of the kind of
cognitive work students are doing.
--The problem solving process used in creation of a products (for any of
the arts) does require understanding problem solving skills. For support
of the affect of the thinking that this requires, some of the work of
Jonassen, Duffy, Bednar, Martin of the constructivist can be helpful.
-Skills development in discrimination, synthesis , and analysis are
instruction goals of Gagne's for higher level thinking development.
--K. Egan"imagination and education" might be some help.
--For some traditional and name recognition Dewey's last book, (the name
escapes me at the moment) includes references to the importance of
enlivening (aesthetic) experiences to education.
--Craig Roland speaks eloquently of this on the list, hopefully he will
share he's insight with us.
---The other thing I keep in mind , is that theory can come from
application, right?, and when we observe the input of a good arts program
and the output of students, and capture the reflections of their
thoughts, we know learning has gone on. This naturalistic research
methods are quite appropriate to use as a qualitative measure/assessment.
I haven't check this out yet(maybe you have a colleague that can help)
but I think that interdisciplinary and whole language programs must have
theoretical support that we can use that addresses the affect of making
connection,requiring products, etc. of learning in any content area.
Again, this area is of great importance to me. Please keep me posted of
your efforts. If you need more or want some help crafting an approach,
please contact me directly.
Thanks so much for caring about your students learning. The mind that is
not challenged does not develop. Storage of fact and procedure is too
often accepted at the sole mission of cognitive work. These abilities
demanded by the world of standized testing are needed. The skills of
creative and critical thought demanded by the arts are the Kind of skills
that our future/present society demands( Check the SCANS report for this).
Tue, 4 Mar 1997, Edward L. Knafelc wrote:
> Please respond with comments, sources and/or research documents
> concerning brain development and strong elementary (middle school) art
> programs. I have seen bits and pieces of this on national television
> news. Our school district is in the midst of deciding the fate of art
> for younger students ---i.e. whether parent volunteers or an art
> specialist can provide these services.
> Please send mail to:
> knafel19 or responses to; artsednet
> Thank you.....!