Integration in the teaching of the arts : a study of the role of metaphor across four forms - music, movement, poetry and visual art
The literature on Integrated Arts Courses frequently presupposes several levels of relationship between the various forms. In this thesis we examine the concept of "Integration in the Arts" postulating three hypotheses. 1. Certain common elements intrinsic to aesthetic experiences are recurring metaphors across the arts, attracting a descriptive consensus within groups of observers. 2. These elements are related to structural and expressive characteristicsqualities of feeling and sensation, emotive import, patterns of repetition and contrast. 3. Common elements cannot be analysed merely in terms of discernible materials, but are psychological constructs, complex transformational processes. Areas of both common agreement and individual variation are investigated through the study of four art forms - Music, Dance, Poetry and Visual Art. This is not a thesis based on statistical procedures, with the exception of the limited use of the McNemar Test and scales of semantic differential to establish beyond doubt these common metaphorical elements. Rather, it is an investigation proceeding by the analysis of 1) The work of established artists. 2) opinions of artists and authorities in the field of aesthetics. 3) The creative work of children in the classroom, with particular reference to the comprehensive school. 4) Comments and opinions of children and students. In order to consider the implications for the school curriculum as a whole, integrated courses in P1nierica and England have been studied and the main points arising from these have been related to the findings in this thesis.