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Proceedings of the annual meeting of the Southern Anthropological Society

Abstract

This chapter discusses arts integration in K-12 education as a form of critical pedagogy, a way to create a “curriculum within the curriculum” that meets the demands of standardized testing while encouraging students to make meaningful connections to the material they are taught. Arts integration allows teachers to use a wide range of art forms to teach core subjects, including those emphasized by statewide standardized tests. Focusing on an arts integration project for fourth graders at a Title I elementary school in Richmond, Virginia, the chapter describes how the study of African American history in the former capital of the Confederacy was positioned within the required yearlong Virginia History curriculum. Through field trips and with the guidance of their teachers, an architectural historian, a photographer, and a poet, the children created their personal responses to the story of black Richmond and explored their own and their families’ relationship to this story.

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