American humanities studies. A multicultural, interdisciplinary approach in the English classroom: Learning levels 11-14

This study demonstrates that art, literature, music, and composition can be integrated to facilitate a multicultural experience in the American humanities classroom, grades 11-14. More specifically, this study addresses Asian American, African American, Native American, Hispanic American, and European American cultures represented in the American humanities classroom. The study was qualitative and descriptive in nature, with the researcher assuming the role of participant-observer. As a curriculum prototype, the model is interactive, including a response component which requires students to write. The duration of the field study was one academic year, while the planning process for this project is ongoing. The findings of this study result from various instructional techniques proposed by the curriculum study. The study examines the effectiveness of the curriculum model as it is used in secondary and post-secondary mainstream humanities classrooms. The outcomes of the study are based on student response as evidenced through student writings, questionnaires, and class participation. They were recorded via teaching observation and an anecdotal record. The curriculum model directly benefitted the teaching community, fostering an extensive involvement with the Education Department of Joslyn Art Museum in Omaha, Nebraska. The curriculum was shared with educators from diverse disciplines across Nebraska as part of a state-wide outreach program, inspiring educators to create their own brand of interdisciplinary, cross-cultural instruction. The curriculum earned two grant awards and was described in detail at national presentations of the National Council of Teachers of English and the Conference on English Leadership. The positive results of the study suggest parallel comparisons and integrated approaches in future studies and other disciplines. This study should prompt more questions about education in the humanities and the multicultural classroom, while compelling educators to consider what could happen with unlimited resources and a holistic adoption of this educational approach