Researched and Presented By Denise N. Lewis At Carlow University

AbstractPressure exists for schools to perform their best whenever

it comes to standardized tests. In the midst of all this pressure are the arts. Many arts advocates have claimed that school arts programs are losing funding and allotted time as a result of this emphasis on test scores. To counter this effect, many schools and school districts are promoting arts integration. When implemented the right way, arts integration has the ability to strengthen students’ language, mathematical, social, and higher-order thinking skills. An arts integrated curriculum also motivates students to learn while also promoting a positive school environment. In this study, the author attempts to bridge the gap between what teachers view as an effective teaching strategy (arts integration) to what educators actually put into practice by analyzing the results of an educator survey.

My Personal Connection to the ArtsWhere I Am From What I Participated InPageantsVolunteer WorkDance and Drama Teaching Career

What is Arts Integration?The use of the arts to enhance the study of

academic disciplines“Arts” include but are not limited to visual

art, dance, music (instrumental and vocal), and theater

RationaleStudents are naturally very imaginative Arts integrated learning meets students

where they arePromotes active learningCooperative/Group learning: “Investigating

the topic at hand”

Research QuestionsIf the majority of educators believe that arts

integration brings academic success to the classroom, then why are not more teachers practicing arts integration?

What can be done so that more educators incorporate arts integration techniques and strategies into their daily curriculum?

The ABC’s of Arts LearningAcademic

Reading and Language SkillsMathematical Skills

BasicThinking SkillsSocial SkillsMotivational to Learn

ComprehensivePositive School Environment

Academic – Reading and Language SkillsDramatic play is a developmental precursor

to reading and writingOral and print literacy is fostered by

dramatic playCombing reading and writing with play

support children’s understandings of written language by allowing them to practice what they are capable of doing

Academic – Mathematical SkillsThere are links connecting how students read

musical notes to how they are able to read and work through mathematical problems

Basic – Thinking SkillsSimulates children’s active imaginationsEnhances problem-solving skillsEnhances critical-thinking skills

Basic – Social SkillsIntroduces and teaches different culturesEncourages group work and cooperationBridges language differencesEnhances self-confidence

Basic – Motivational SkillsA fun way to learnAll voices can be heardProvides a learning experience that has real

meaning for the students

Comprehensive – Positive Classroom EnvironmentSchool is working toward a common goalStandardized test scores improvePromotes teamwork and positive behaviors to

accomplish tasks

Key Elements of Successful Arts IntegrationCommunity

CommitmentSupportive

RelationshipsUnique PhilosophyPreparation of the

EnvironmentStudio/Resource

Room

Project-Based Curriculum

CollaborationMultiple LanguagesDocumentation

One of the key elements of a successful arts integration program

Community CommitmentA community knows its students bestA community is full of talent and relatives

One of the key elements of a successful arts integration program

Supportive RelationshipsInvolves parents, teachers, teaching artists,

administrators, and the communityActively involved in the decision-making

processGreat ideas emergeSignificant progress is made

One of the key elements of a successful arts integration program

Preparation of the EnvironmentIdeas, feelings, and artwork are accepted and

respectedDisplay age-appropriate artistic items such as

ballet shoes, paintings, play scripts, and blues music

Have students bring in artwork that reflects their culture and family history

Connect students to artistic events and locations within their community

Observe art as it occurs in the natural setting

One of the key elements of a successful arts integration program

Studio/Resource RoomA room used by artists, teachers, and parents

in order to plan, implement, and document students’ work

One of the key elements of a successful arts integration program

Project-Based CurriculumThe teacher is a facilitator

and partner in learning process

Topic selection based on students’ interests and experiences

Collaboration among students, parents, and teachers

Content emerging from students’ evolving understanding, and not from a package set of activities

Multiple experiences with media to represent understandings

Repetition of experiences for different purposes

Extend time devoted to a project

Small-group rather than whole-class projects

Project documentation

One of the key elements of a successful arts integration program

CollaborationIn every aspect

Parents, teachers, artists, and studentsAmong students (i.e. group work)

Focusing on group learning rather than individual effort

One of the key elements of a successful arts integration program

Multiple LanguagesHonors various learning stylesReflects Howard Gardner’s Theory of

Multiple Intellegences

One of the key elements of a successful arts integration program

DocumentationPhotographsAudiotapes TranscriptsVideotapesNotesProducts of children’s project work

The key to having a successful arts integration program

PhilosophiesChild-CenteredUncover vs. Cover

MaterialGroup Work and

Multiple Intelligences Celebrated

Children Deserve Opportunities for Creative Thought and Expression

Schools must be active, inventive, documentable, and creative

Well-Being and Mutual Respect

Arts are inseperable from the cognitive-symbolic expression of the child

Examples of Successful Arts Integration ProgramsArts Alive!

Well-thought-out and directed goals

Support, consistency, and arts-based philosophies securely in place

Support, cooperation, and participation of local organizations, school districts, colleges, local artists, teachers, and consultants

Documentation Follow-Up Continuing Guidance

Bulldog BeatClear vision of goals and

objectivesEnhances life skillsReaches out to the

communityMeets students where

the are

The Teacher’s RoleProvide positive first experiences with the artsTake an active role in children’s art productionProvide intriguing experiences and discussions

about the artsCreate an appropriate environment for arts

integrated learningHave co-equal arts integrated learningAnalyze the historic role that the arts play in

everyday life experiencesTranslate popular culture into the dominant

culture’s terminology

The Teacher’s Role cont’dTraits of Effective Teachers

Good prior academic performanceCommunication skillsCreativityProfessionalismPedagogical KnowledgeThorough and appropriate student evaluation and assessmentSelf development/Life-long learningPersonalityTalent or content area knowledge Ability to model concepts in their content area Constant state of reflection

The Government’s Role Bring awareness of the benefits of arts

educationFund arts education programsRespect arts disciplines as core academic

subjectsTurn beliefs into action

Professional DevelopmentResources readily availableA long-term curriculum planEffective Staff TrainingObserve existing arts integration programs

Common Threads in Professional Development

Districts and school sites should work collaboratively to construct a long-term plan that is aligned with standards in the visual and performing arts and other disciplines. Connections across subject areas must be recognized and addressed

The long-term arts education plan should encourage integration across the curriculum and have opportunities for the showcasing of students’ work via project-based learning

The plan should highlight the benefits of arts integrated learning rather than giving arts education experiences the appearance of being an reward for students, a rainy day activity, or merely an extra activity to engage in whenever extra time exists

Comprehensive professional development that provides resources and strategies for planning, implementation, and assessment

Providing opportunities for students to showcase their work in a way that brings closure to the program, while also bringing together the school and its community in celebration of achievement

Professional Development - Considerations

One-shot arts engagements do not work;

Professional development should be delivered in partnership by teaching artists

Practitioners should be provided with follow-up opportunities

Connections to cross-curricular standards and frameworks

Provide educators with strategies they can use to reinforce arts learning throughout the school day

Support also needs to occur within the classroom, attending to the needs of both the teachers and the students

Professional development for administrators and teachers should include training on formative and summative assessment, particularly for arts projects

Background on the Study Research Questions

Why are not more educators practicing arts integration in their classrooms?

What needs to be done so that more educators will practice arts integration

Goal Bridge the gap between what educators would like to do with arts

integration and what they put into practice Methodology

Qualitative Questionairre

Lickert System Open-ended questions

Participants Educators from Pittsburgh, PA; Alderson, WV; Washington D.C.; and

Chesapeake, VA

Years of Teaching Experience

Grade Levels Taught

Experiences with the Arts

Practice Arts Integration in the Classroom

The Arts Benefit Students

What Have We LearnedEducators are eager to learn more about

strategies and techniques in arts integrated learning

Educators are apprehensive and timid when it comes to practicing arts integration

What Can Help Educators Practice Arts IntegrationAccording to the participants of the study, the

following will help them:Resources readily availableWorkshops/Professional DevelopmentAssistance from expertsSee examples of arts integrated learningDemonstrationsClear-cut directionsRubricsFeedback from expertsLinkage to subject matter

PROFESSIONAL DEVELOPMENT AND GUIDANCE IS KEY!!!

References Abramson, S., Ankenman, K., and Robison, R. (1995, Summer). Project work with

diverse students: Adapting curriculum based on the reggio emilia approach. Childhood

Education, 197 – 202.

Appel, M.P. (2006, November/December). Arts integration across the curriculum. Leadership, 14-17

  Betts, J.D. (1995, April 18-22). Arts integration: Semiotic transmediation in the

classroom. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, California.

  Colcord-Stuht, A. and Yuguchi-Gates, J. (2007, March/April). The case for an arts-

based curriculum. Leadership, 30-33.  Cooper, J., and Dever, M.T. (2001, May). Sociodramatic play as a vehicle for

curriculum integration in first grade. Young Children, 58 – 63.

References cont’d Deasy, R. (ed.) (2002). Critical Links: Learning in the Arts and Student Academic

and Social Development. Washington, D.C.: Arts Education Partnership.  Dewey, J. (1934). Art as experience. New York: Capricorn Books.   Epstein, A.S. (2001, May). Thinking about art: Encouraging art appreciation in early childhood settings. Young Children, 38 – 43.   Feeney, S., and Moravcik, E. (1987, September). A thing of beauty: Aesthetic

development in young children. Young Children, 6 – 15.  Feller, T.R. and Gibbs-Griffith, B. (2007, May). Teaching content through the arts.

Educational Leadership, 48-49.  Fogg, T.L., and Smith, M. (2001, Fall). The artist-in-the-classroom project: A closer

look. The Educational Forum, 66, 60-70.  

References cont’d Gee, C.B. (2007, January/February). Valuing the arts on their own terms: Ceci n’ est pas une pipe. Arts Education

Policy Review, 108, 3-12.   Hatfield, T.A. (2007, May/June). The unevenness of arts education policies. Arts Education Policy Review, 108, 9-13.  Jalongo, M.R. (2003, Summer). The child’s right to creative thought and expression. Childhood Education, 218 – 228.   Madura, S. (1995, October). The line and texture of aesthetic response: Primary children study authors and illustrators. The Reading Teacher, 49, 110 – 118.   Mishook, J.J. and Kornhaber, M.L. (2006, March/April). Arts integration in an era of accountability. Arts Education Policy Review, 107, 3-9.  

         

References cont’d Pennsylvania Department of Education, Arts and Humanities: www.pde.state.pa.us

Polk, J.A. (2006, March/April). Traits of effective teachers. Arts Education Policy Review, 107, 23-29.

  Rabkin, N. and Redmond, R. (2006, February). The arts make a difference. Educational Leadership, 60-64.   Ruppert, S.S. (2006). Critical evidence: How the arts benefit student achievement. Washington, DC: National Assembly of State Arts Agencies, Arts Education

Partnership.

Seefeldt, C. (1995, March). Art-A serious work. Young Children, 39 – 45.

The arts and school reform: Lessons and possibilities from the anneberg challenge arts projects. (2003). Providence, RI: Brown University.  

 

References cont’d White, C. and McCormack, S. (2006 May/June). The message in the music:

Popular culture and teaching in social studies. The Social Studies, 122-127.

Thank You!