INTERDISCIPLINARY ART EDUCATION: BUILDS BRIDGES TO CONNECT DISCIPLINES & CULTURES
Stokrocki, M. (2005). Interdisciplinary art education: Building bridges to connect disciplines and cultures, Reston, VA: NAEA.

The book explains the concept of interdisciplinarity and its variations, gives a short history of its use, and coverscontemporary types and future trends regarding the topic in several countries. National and international programs and their outcomes are presented. The book seeks to establish a dialogue among educators at all levels and in all places, to encourage a willingness to take risks, and to foster the responsibility to assess results.

TABLE OF CONTENTS

Acknowledgements
Preface: Enid Zimmerman (Indiana, USA)
Introduction: Mary Stokrocki (Arizona, USA)

PART I HISTORICAL AND CONCEPTUAL EXPLORATIONS

Chapter 1. Melanie Davenport (Florida, USA)
An Allegorical Essay on Interdisciplinarity: A Story about Bits

Chapter 2. Mary Stokrocki (Arizona, USA)
Models of Integration in Elementary and Secondary Schools: A Short History

Chapter 3. J. Ulbricht (Texas, USA)
Toward Transdisciplinary Programming in Higher Education

Chapter 4. Jennifer Ann Chappell (Texas)
The Efficacy of an Arts Integrated Approach to Teaching and Learning

Chapter 5. Rita Irwin, Sylvia Wilson Kind, Kit Grauer, and Alex de Cosson (Canada)
Curriculum Integration as Embodied Knowing

Chapter 6. Andrea Karpati (Hungary)
Arts Bridge: The Art-Language-Music-Mathematics Project

PART II PRACTICAL PROGRAMS

Chapter 7. Denise A. Battles and Jane Rhoades Hudak (Georgia, USA)
An Interdisciplinary Approach to Art and Science: A College Course on Art and Geology

Chapter 8. Jin-Shiow Chen (Taiwan)
Weaving Art Education into the Texture of a Community: Curriculum Integration through a Summer Art Camp for Indigenous Children in Taiwan

Chapter 9. Paul Duncum (Illinois, formerly New Zealand)
Popular Visual Culture and Ten Kinds of Integration

Chapter 10. Olcay Tekin Kirisoglu (Turkey)
An Interdisciplinary Program in the Hatay Archaeological Mosaic s Museum, Turkey

Chapter 11. Mariusz Samoraj (Poland)
The Green School Visits: Aesthetic Education, Living Cultures, and Ecological Study in Poland

Chapter 12. Deborah Smith-Shank (Illinois, USA)
The Geography of Ideas: Mapping & Journaling in The International Summer School for Art Education [in Croatia]

Chapter 13. Mary Stokrocki (Arizona, USA)
Pros and Cons of an Interdisciplinary Partnership Based on the Theme of Patriotism

PART III. FUTURE DIRECTIONS

Chapter 14. Mel Alexenberg (Israel)
From Science to Art: Integral Structure and Ecological Perspective in a Digital Age

Chapter 15. Jim Blasingame, Mary Erickson, & Larry Woodson (Arizona, USA)
Art and Writing: Interdisciplinary Inquiry, Discovery, and Meaning Making

Chapter 16. Laura Lackey (Indiana, USA)
Elementary Classroom Teachers, Arts Integration, and Socially Progressive Curricula

Chapter 17. Daniela Reimann, Thomas Winkler . Michael Herczeg, and Ingrid Höpe (Germany)
Investigating the Computer as a Medium in Creative Processes: An Interdisciplinary Approach

Chapter 18. Fatih Benzer (Arkansas, USA; formerly Turkey)
A Review of Internet Resources Promoting Interdisciplinary Arts Education

Chapter 19. Doug Boughton (Illinois, USA; formerly Australia)
Postscript

Chapter 20.
Contributing Authors

Mary Stokrocki, Editor, is Professor of Art in the School of Art, Herberger College of Fine Arts. This book is about interdisciplinary approaches to art education. The concept of interdisciplinary learning is one that should be scrutinized closely and research and practical applications are needed to inform the field of best practices. The book contains both theoretical concepts and practical suggestions for curriculum construction and assessment for interdisciplinary educations that incorporate the visual arts as good and worthwhile, while at the same time. Proposing ways in which art can be integrated holistically with other subjects. In addition, there are a variety of research methodologies found in the different chapters and a range of subjects, such as science, social studies, anthropology, and the performing arts, for which interdisciplinary concepts have been applied effectively and appear to be coherent, complete, and appropriate. Significance : This is the first major anthology on interdisciplinary art education that unified efforts of two major organizations: the National Art Education Association and the International Society for Education through Art. Authors from several countries discuss theory, practice, and future directions at all educational levels and in various contexts. Stokrocki wrote chapters on “Models of Integration in Elementary and Secondary Schools: A Short History” and “Pros and Cons of Interdisciplinary Art Education.” All those who anticipant incorporating interdisciplinary practices into their school reform efforts should consider examples found in this book, about how to keep the integrity of art education theory and practice and at the same time construct new ways of reconfiguring the field of art education.

Order No. 243
243 pages (2005) ISBN: 1-890160-31-8
Price $25;(NAEA Member Price $20)

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