# data[].attributes.body
Catered

# data[].attributes.headline
Pictures (Double click on all pics to see them.)

# data[].attributes.subject
Pictures (Double click on all pics to see them.)

# data[].attributes.body
·“The interdisciplinary linkage between art and poetry. I was able to see the physical manifestation of my emotions all in the strokes of a paintbrush.”

·“I love the idea of interdisciplinary learning and I hope it continues on into the future, but it is truly beneficial to the poet.”

·“This project made me look at my own writing from a different perspective, which I very much enjoyed.  I loved seeing a visual of a poem I had written because I feel as though it gave my poem more meaning.  My overall impression of this project-based learning is that it is a unique way to develop your skills in understanding poetry and it was also enjoyable.”

·After this I have a different perspective. “The creativity required for an interdisciplinary project is quite large and with students in particular, it requires a large level of organization and work.  Working with a large group of people and artistic material taught me a lot about enduring through creativity and the differing interpretations of the same materials.”

· “I absolutely loved the project.  There is nothing more beautiful that connecting students who love to express themselves in different ways by allowing them to do what they love. This project has given me a taste of what the real world is like and has connected what I am learning in AP Lit to a real life example of how to create beauty and support an amazing cause.  I hope this project will continue to be done every year.”

# data[].attributes.body
This study was steeped in Bandura's social cognitive theory, Friere's theory of learning, Gardner's multiple inteligences, Vygotsky's social learning theory, interactionally-situated cognition, and project-based learning. All of these are a part of the larger interdisciplinary approach to learning.

# data[].attributes.headline
Statement of Problem and Assessment Questions

# data[].attributes.subject
Statement of Problem and Assessment Questions

# data[].attributes.body
The sole purpose of this study is to examine the behaviors of English Language Arts students who will be studying poetry within an interdisciplinary approach that involves visual art, graphic art, and media productions. Reactions of students, across all four curriculums, will be noted to confirm or refute how interdisciplinary, social learning creates or does not create richer critical thinking skills. Assessment questions include the following:
1.  Is there a significant difference in knowledge before and after students have designed and             implemented their own unit of teaching poetry?

2.  Is there a significant difference in pre-knowledge of students of poetry and visual art and post-knowledge of poetry and visual art after poetry and visual art are created?
3.  Does conversation (interactional textual structures) contribute to situated cognition?

# data[].attributes.body
The vast majority of courses taken by students in our public educational system are taught from a traditional stance where each class is treated as an isolated body of knowledge without being connected to other disciplines. In essence, connections between subject areas need to be instituted, and common meanings and significances need to be discovered by our students across disciplines in order for students to become better critical thinkers and for teachers to become better educators. In addition to crossing curriculum boundaries, we must be teaching our students from a life-learning aspect.  Students need to see their learning goes beyond the academic setting; learning must involve connections to the students’ community also.

# data[].attributes.body
My proposed study would be exemplary of interdisciplinary, community-based, and project-based  pedagogy by having my AP English Literature students along with the AP Visual Art students, the Graphic Art students, and some of the Media Productions students co-produce and publish a poetry and art book and a poetry booklet in conjunction with an art and poetry exhibition open to the community at the culmination of the production of the book.  In addition to teachers and students being involved, members of the community, the Principal’s Leadership Committee, businesses of the community, and the charity organizer from the community will be involved in making the fundraiser a reality. This interdisciplinary and project-based method is an instructional endeavor that will consist of various teachers who must interact with each other and the students in a direct and indirect way by constantly discussing course content.  Teachers must create an arena of interpretations that cause students to synthesize, connect, and integrate multiple levels of information and intelligences in an openly communicative environment.