Since the 1970's collaborations, partnerships, and networks between schools and universities have been increasing. As Goodlad points out we no longer have to justify the value of school/university partnerships, but it is the descriptions of the processes that are lacking (Goodlad in Sirotnik & Goodlad, 1988). I have studied a partnership among a public elementary school, a university school of education, and two cultural institutions. The focus of the partnership was on the arts as the entry point to broader and deeper approaches to teaching and learning. A review of literature related to school/university partnerships and artists in the schools and the integration of the arts in the curriculum provides a foundation for this study. The case study design using in-depth and informal interviewing and participant observation was developed from a review of the nature of the phenomena to be studied. This inquiry was guided by the question: What factors, circumstances or environments within the partnership process foster the development of all participants as learners? The study examines the planning year and one year of implementation. During the planning year of this study I focused on an overview of the development of the three year art partnership plan and the efforts to lay the foundation for implementation of the plan. A description of the work with artists, university consultant, and the Cultural Education Collaborative's summer institute in the arts serves to show how that foundation was built. During the year of implementation the study focuses on the process of two pilot teachers as they interfaced with the components of the partnership program: the infusion of the arts in the curriculum, modeled by artists in residence, and experiential learning opportunities aided by interns and a consultant from the University School of Education partner. Conclusions drawn from the data indicate that the school community was energized by the involvement of community resources such as artists, consultants, interns et al. when their involvement was relevant to the interests and stated goals of the participants. This school/university (school of education) partnership provided a way for teachers and interns to reflect on their practice at their own pace. When participants come together open to ideas different from their own, and open to experiences new to them, personal and professional growth occurred. The arts were a vehicle for getting in touch with their creative potential. Recommendations for further research are presented.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8582 |
| Date | 01 January 1993 |
| Creators | Kent, Norma Perkins |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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