Integrated curricular programming for art education : a comparative study

Karen Lea Dyne
1995
This qualitative study compares an "integrated" art program with a "discipline-oriented" art program at the grade eight level in two Ontario public schools. Data were collected through ethnographic interview and observation. The comparison is based upon the intentional, curricular, structural and evaluative dimensions of schooling as outlined by Eisner (1991). The study indicates that integrative practices are complex and multi- dimensional. Integrated outcomes occur and may be cultivated
more » ... be cultivated within a discipline-oriented school structure.
doi:10.14288/1.0054810 fatcat:zfzl27sbn5hqhnz4q4fg6iszyi