Integrated Arts-based Teaching (IAT) Model for Brain-based Learning

This study analyzes teaching strategies among the eight books in Principles and Methods of Teaching recommended for use in the College of Teacher Education in the Philippines. It seeks to answer the following objectives: (1) identify the most commonly used teaching strategies congruent with the integrated arts-based teaching (IAT) and (2) design an IAT Modelling for brain-based learning. This study employed a content analysis among the eight selected books in the study. Coding of the identified teaching strategies from 1 to 7 was matched into any of the four designated learning quadrants as illustrated in the flow chart (see chart instrument in the appendix). With grounded theory as framework, a critical analysis of the coded arts-based teaching strategies is interpolated to Hermann’s Brain Quadrants. C1VAL is the first code for Visual Art for Learning; C2LAL is the second code for Art for Learning; C3TAL is the third code for Theater Art for Learning; C4MAL is the fourth code for Musical Art for Learning; C5LAL is the fifth code for Locomotor Art for Learning; C6CAL is the sixth code for Communication Art for Learning; and C7NAL is the seventh code for Naturalistic Art for Learning. To guarantee inter-coder consistency, internal and external validators are requested to ensure objectivity of results. After the analysis of these books, a documentation of an integrated arts-based teaching for brain-based learning was juxtaposed for modelling. The analyzed books in Principles and Methods of Teaching used in College of Teacher Education in the Philippines exhibited a lopsided distribution of communicative, theater, and musical arts-based teaching strategies, which conformed to the Filipinos’ vivacious, chatty, and flamboyant traits of being Quadrants B and C, who are self-conscious, systems-focused, people-oriented, sentimental, and entertaining. Though the use of visual and literary arts was frequently reflected; but naturalistic and locomotor arts for dancing was infrequently codified, indicative that the outcomes for artistic creations and scientific inventions in Quadrants A and D were less likely met, evident to have shown a limited number of Filipino analysts, writers, composers, inventors, designers, and creative teachers the country has produced. With this, it is recommended that authors on Principles and Methods of Teaching may explore revising their books, to ensure an equitable balance of arts-based teaching, addressing Brain-based Ambiguity Theory of Learning (BAT-L) in the 21 century.


Introduction
Serving for more than two decades in full-time teaching has been a personal commitment to life's efficacy.The nobility of teaching is not only measured with how much accomplishment is achieved; but how many lives are touched by it, in order to become successful.The science of teaching follows the universal standards that measure the quantifiable outcomes in the aspects of its empirical processes.Its results are customized to extrapolate objective truth.In achieving this, learners find learning tedious, process rigorous, and lesson contents rigid.They are choked, infuriated: gasping out their learning frustration, which may affect the increasing number of school drop outs or truancy, and other forms of apathetic behavior, indicative of a teacher and learner's cognitive mismatch.If not intervened, this condition leads to suicide as shown in the '3 Idiots, where Dr. Viru Sahastrabuddhe (Mr. Virus) screwed students to pass a certain course requirement in engineering, which those who could not make it, feeling trapped, and aggravated by their parents' pressure, never hesitated to surrender life'.This movie is no difference to what happens in the Philippines lately, when two adolescent learners, who are cousins, in Daan Bantayan, Cebu, commit suicide, when a parent complains for money contribution for projects required in school, feeling bad, his ward ended his life.Knowing such fate, the other cousin, whose clearance was not also signed by the teacher, because of no requirements in a certain subject, has also ended his life, a day after (Sunstar Daily News, 2015).This misunderstanding between parents and their children, or any teacher in school, can lead to violence, just like the case of "Neil", a poignant character in the "Dead Poet Society".Neil committed suicide after feeling dismayed when his father prevented him from following his literary passion.These mentioned scenarios, obviously show that our teachers and parents need to rekindle the finer aspects of their teaching or guidance to preserve the balance of life, through the art of teaching as shown in the character of "Mr.Keating" (Robin Williams).Teaching as an art, demands teachers to be fully human, loving and compassionate to the learners, rather than the subjects they teach.They are expected to mold them and be successful in achieving their dreams, as exemplified by "Miss Gruelle" (Hillary Swank), a teacher who exudes a humanistic character, in "Freedom Writers".We know that teaching is not a lost art, teachers need a constant reminder that: 'success of our professions depends on the amount of love, grit, patience, and humility we model inside the classroom'.Promoting a harmonious learning environment can only be singled out; once the teachers maintain a happy classroom, where there is: joy and fun learning, freedom and maximum tolerance for everyone, and self-responsibility.Reminding this noble duty, US President Barack Obama, for Arts and Humanities month celebration this October, wishes that "we rely on the arts and humanities to broaden our views and remind us of the truths that connect us".All these become possible through an incessant use of an integrated arts-based teaching, thus, this study is conducted.
Several theories in brain-based learning support the use of the arts as a vehicle to stabilize human emotions that eventually circuit neural connections responsible to retrieve prior knowledge and connect to present experiences, in order to construct meanings.Ned Hermann's theory on Four Quadrants of the brain supports this context and offer opportunities for curriculum designers to fit quadrant modelling in the teaching and learning process (Hermann, 1999).Quadrant Model of Teaching is more meaningful, if it is done through the use of aesthetics, to increase the production of endorphins, in a most relaxed state of alertness, so that learning reaches its maximum potential.To Rinne, Gregory, Yarmolinskyaya, and Hardiman (2011), "placing information in some sort of context requiring learners to process information at a deeper level aids memory because it establishes a more elaborate memory trace".This is a loop from the amygdala (seat of emotions) to the hippocampus (memory storage), when several dendrites are expanding, learning takes place in a satisfying experience.To Rooney (2004), arts-based teaching and learning practices raise students' interest and motivation levels and, according to some reports, have improved cognitive skills for gains in academic achievement.
Based on the previous study, participants of the K to 12 training for Grade 10 social studies teachers have insufficient skills in the integration of creativity under the Quadrant D, which needs utmost attention (Inocian, 2015).This means that while most teachers are really found good in teaching memory and analyses of knowledge, giving exercises to enhance learners' skills, indicate that they are proficient in Quadrants A and B. These are all indicators that teachers only give preference to the left brain perspectives.Thus, the side for Quadrants C and D for developing the right side of the brain is left unchallenged.In response to this finding, a follow up study venturing on arts integration in teaching has been prioritized.Integrated Arts-based Teaching (IAT) is the synchronized blending of the different arts in actual teaching, to promote brain-based learning.This primarily comprises the use of the visual arts, literary arts, theater arts, musical arts, locomotor arts, communicative, and naturalistic or the manual arts in the instructional process, as an implemented phase of the school curriculum, which are categorized into logical arts for Quadrant A, rhetorical arts for Quadrant B, dialectical arts for Quadrant C, and creative arts for Quadrant D.
MacLean's Brain-based theory is one of the most prominent brain-based theories in the learning process, which every educator deserves to lean on.Kane (2013) concludes that one of the educator's benefits is getting into constant research to update new methods, learning activities and strategies that create an environment for effective brain-based learning.She further expounds that, "if we stop researching and enhancing the field of education, we fail to contribute to the success and future progression of the human race".This compels educators to plan instruction addressing the construction of meanings in a relaxed and non-stressful learning environment.To Jensen (2000), brain-based learning is a way of thinking about the learning process, and addressing a set of principles, knowledge and skills, which propels to make a better decision in the learning process.
Brain-based learning theory presupposes the interlinking connection between the use of traditional and modern philosophical theories in education that provide a meaningful experience in the learning process.Brain-based learning is espoused to have connection with other learning theories of Skinner's Operant Conditioning, Dewey's Progressivism, Vygotsky's Social Development, Bruner's Discovery Learning, Flavell's Metacognition, Kohler's Insightful Learning, and other learning theories that provide a formidable legacy in a never-ending quest for quality learning.

Objectives of the Study
This study analyzes teaching strategies among the eight books in Principles and Methods of Teaching recommended for use in the College of Teacher Education in the Philippines.It seeks to answer the following objectives: (1) identify the most commonly used teaching strategies congruent with the integrated arts-based teaching (IAT) and (2) design an IAT Modelling for brain-based learning.

Research Design
This study employed a content analysis among the eight selected books in the study.Coding of the identified teaching strategies from 1 to 7 was matched into any of the four designated learning quadrants as illustrated in the flow chart (see chart instrument in the appendix).With grounded theory as framework, a critical analysis of the coded arts-based teaching strategies is interpolated to Hermann's Brain Quadrants.Quadrant A accesses the development of critical thinking skills; Quadrant B facilitates the development of communication and survival skills; Quadrant C nurtures the enhancement collaboration skills; and Quadrant D enables the promotion of creative thinking skills.C1VAL is the first code for Visual Art for Learning; C2LAL is the second code for Art for Learning; C3TAL is the third code for Theater Art for Learning; C4MAL is the fourth code for Musical Art for Learning; C5LAL is the fifth code for Locomotor Art for Learning; C6CAL is the sixth code for Communication Art for Learning; and C7NAL is the seventh code for Naturalistic Art for Learning.To guarantee inter-coder consistency, internal and external validators are requested to ensure objectivity of results, by providing them the eight copies of the analyzed sample books with pages flipped that serve as their review guide.After the analysis of these books, a documentation of an integrated arts-based teaching for brain-based learning was juxtaposed for modelling.

Code 1 Visual Art for Learning
Of the 13 listed visual arts strategies, 53.85% of these arts; charts, pictures, posters, graphs, cartoons, timelines, and models are recognized by Aquino (1988) and Heinich, Molenda and Russell (1985), enhancing learning.Six or 46.15% are not recognized among the other 6 authors: collage, graffiti, comic strips, painting, graphic organizer and scrapbook-making (See Table 1).The use of charts, pictures, and graphs provide analyses of information ideal for Quadrant A, which can be enhanced with the use of cartoons and timelines evident for Quadrant B. Though posters and models allow students to enhance their creativity under Quadrant D, these are inadequate.To Rosier (2010), visual art stirs the learners' emotion, once used in teaching; it enhances speed and efficiency of the cerebral cortexa region involved in higher level functions most especially in the long-term memory.McClean (2012) also supports Rosier, when the limbic system of the brain converts human emotions from the amygdala to meaningful information in the short-term and long-term memory through the hippocampus.Once the learners are exposed to color and texture, these can create rich and stimulating environments for learning (Lackney, 1998).

Code 3 Theater Art for Learning
The seven identified theater arts strategies in Table 3 enhance Quadrant C attributes.The analyzed books exhibit 71.43% of these arts for games, pantomimes, simulations, role plays, and dramatizations.The remaining 28.57% for comical and chamber theater are not mentioned among the 8 writers.According to Philipps (2013) theater arts benefit to build learners' confidence and take command on stage in front of large audiences, where they make mistakes and learn from them during practices or rehearsals.This supports the finding of American Alliance for Theatre and Education (2014) that drama improves academic performance, attendance, reading comprehension, and builds self-esteem, compared to non-drama performing learners.Acero, Javier, and Castro (2000) and Inocian (2010).This includes the actual singing, humming, jingle, rap, chanting, suggestopedia, and musical instrument manipulation, which allow them to think creatively and develop perseverance and focus (Philipps, 2013).Lyrical analysis, beat-box, lyrical compositions are not mentioned by the eight authors.

Code 5 Locomotor Art for Learning
Table 5 shows a no indication among the 8 books studied, as regards in the list of the 4 locomotor or performance arts teaching.The lack of knowledge about these arts is the reason why these are not recognized among 8 authors.Once known, these enhance the kinesthetic intelligence for Quadrant C learners.Interpretative dance, dance drama, creative and silhouette dancing need to be given an epitome in the teaching and learning process.In the performing arts, the reward for dedication is the warm feeling of an audience's applause, making students' efforts worthwhile (Philipps, 2013).Through movements in a certain space either indoor or outdoor, students can provide oxygenation in the cerebral cortex to make active learning possible (Lackney, 1998) in Hasliza and Emilin (2012).Calderon (1998), Acero, et al (2000), Inocian (2010), and Garcia (1989).There are 13.33% of the communicative art strategies such as: literature circles and learning together, which the 8 authors have missed out, as potential teaching strategies for cooperative learning.Learners' real life experiences can also enhance effective communication (Ozden and Gultekin, 2008) Galvante, Udan, and Salvador (1958), no one mentions among the other 7 authors about the need for naturalistic art in learning.).This proves that teaching and learning is a social and interactive process.Theater Arts for Learning follows the second in rank (71.43%), reveals that teaching and learning is a demonstrable, oral, and kinesthetic process of doing and acting.Both these verbal and non-verbal interactions validate those Quadrants B and C potentials, which are anticipated as a primary intention among the 8 book writers.These anticipations enhance the interpersonal and intrapersonal traits of the Filipinos to socialize and survive.This is supported with the findings of Inocian, de los Reyes, Lasala, Pacaña and Dawa (2015) that professionals who shifted their degrees for teaching show a greater propensity to teach for Quadrants B and C. The Musical Arts for Learning is the third in rank (70.00%), constitutes the learners' Quadrant B and D potentials.The Visual Art for Learning ranks 4 th (53.85%), which means that Aquino, (1998), Heinich, Molenda and Russell (1985) recognize the importance of the visual arts in learning compared than the other 6 writers.
Least integration of arts in teaching is shown in locomotor aspect that receives the lowest rank, naturalistic in 6 th rank, literary in 5 th rank.These arts are less likely emphasized among the analyzed books.This means that the Quadrant D potentials are not given so much emphasis in Philippine educational system.Corollary with this when prospective social studies teachers have shown with lowest rank in terms of value judgement toward their exposure to achieve certain outcomes in Quadrant D in different contexts of the Social Sciences (Inocian and Lasala, 2014).Table 9 shows the IAT modelling for brain-based learning.This is a juxtaposition of the art strategies, which enhances humanistic learning that addresses the development of the 21 st century skills, desirable attitudes and values that Eisner (2002) has advocated.Once these IAT strategies are used in almost all subjects in the curriculum, learners avoid committing any form of violence that imperils the quality of life, which supports the Brain-based Ambiguity Theory of Learning (BAT-L).BAT-L states that when lessons are presented through a ridiculous association in an IAT strategy, then learning is enjoyable and enhances better retention.

Conclusion and Recommendation
The analyzed books in Principles and Methods of Teaching used in College of Teacher Education in the Philippines, exhibited a lopsided distribution of communicative, theater, and musical arts-based teaching strategies, which conformed to the Filipinos' vivacious, chatty, and flamboyant traits of being Quadrants B and C, who are self-conscious, systems-focused, people-oriented, sentimental, and entertaining.Though the use of visual and literary arts was less emphasized; but naturalistic and locomotor arts for dancing was rarely cited, indicative that the outcomes for artistic creations and scientific inventions in Quadrants A and D were less likely met, evident to have shown a limited number of Filipino analysts, writers, composers, inventors, designers, and creative teachers, the country has produced.With this, it is recommended that authors on Principles and Methods of Teaching may explore -revising their books, to ensure an equitable balance of arts-based teaching, addressing Brain-based Ambiguity Theory of Learning (BAT-L) in the 21 st century.

Table 1 .
Calderon (1998)011)f literary arts strategies (See Table2) exhibits 63.64% potentiality for developing the Quadrant D attributes for products and performances.Shah, et al (2013)rejoins when creative writing is combined with cognitive writing processes: the use of the literary arts can enhance memory, by integrating information from various sources, writing compositions eventually become spontaneous.Through literary arts, learners think deeply.Rinne et al. (2011)suggest teachers call upon students to write a story, a poem, and a song or create a piece of art incorporating the information they want students to learn.But of the 11 identified arts, only 30% journal writing, storytelling, and oral reading; are identified byCalderon (1998)andCorpus & Salandanan (2003).70% of poetry-writing, editorial writing, essay writing, interpretative reading, oration, declamation, and news casting are not found among the other five other books.
P. 487 These are drawings with exaggerated features or symbols which provide humor or satire.B Published by Sciedu Press 133 ISSN 1927-2677 E-ISSN 1927-2685 Published by Sciedu Press 134 ISSN 1927-2677 E-ISSN 1927-2685

Table 2 .
Literary Arts

Table 3 .
Theater Arts

Table 4 .
Musical Art

Table 5 .
Locomotor /Performing Arts Table6shows 86.67% on the use of communicative arts teaching such as: brainstorming, buzz session, talk show, debate, interview, think-pair-show, discussion, panel discussion, symposium, forum, caucus, dialogue, and colloquium are art strategies that enhance the Quadrant C potentials, as revealed by

Table 6 .
Communicative ArtTable7shows the identified lists for naturalistic art that enhance to develop Quadrant D potentials.The products and performances in Quadrant D need attention because out of the eight books, only 12.50% recognizes the value of naturalistic art; while 87.50% of the listed art are not mentioned among the 7 authors.The book on Philippine Arts and Crafts are found obsolete by

Table 8
shows that Communicative Arts for Learning emerges the highest in rank (86.67%

Table 8 .
Summary of the 7 Arts for Integrated Teaching