NATURE OF THE PROBLEM
Arts integration benefits students academically by developing critical thinking skills,
aesthetic awareness, and expression of ideas and emotions (Gullatt, 2008). A study done by
Columbia University (Fiske, 1999) revealed that students involved in arts integrated schools
were more able to, “express their thoughts and ideas, exercise their imaginations and take risks in
their learning” compared to those in non-arts-based schools (p. 51). Other studies attest to the
impacts of the arts on education finding that the arts promote cognitive transfer and higher-order
thinking skills (Bamford, 2006). The arts also enhance learning by allowing students to construct
meaning through the arts and a deeper understanding of the content. Gullatt (2008) stated that the
skills learned through arts integration can be used as a tool to transfer to other content areas.
Not only do the arts enhance academic achievement but also aid in improving student
engagement (LaGarry & Richard, 2018). One of the first steps of learning is the desire to learn.
The arts provide students with an innate desire and sense of discovery fostering a motivation to
learn. Learning experiences through the arts are personal, meaningful and encourage discovery
and creativity (Fiske, 1999). These meaningful experiences make students excited to learn and
that learning personal. Research aligned with this claim found that students in arts-integrated
learning have improved attitudes toward school and learning, a greater sense of personal
satisfaction, as well as an enhanced cultural identity (Bamford, 2006).
Unfortunately, the value of arts education is often neglected and gets less support due to
the focus on tested subjects. Despite research in favor of the arts, the arts are continually cut
from schools because of budget constraints or lack of understanding of their importance (Tay,
Pawelski, & Keith, 2018). Policy makers have increased pressure to improve performance in
traditional academic subjects and overlook the impact the arts can have on student learning
(Mishook, 2006). As such, if art education is not recognized and integrated into classrooms,
students will not benefit from the rich, creative, and engaging side of education that the arts
provide to develop the student as a whole.
LITERATURE REVIEW
HISTORY OF ART INTEGRATION
Including the arts in education has been established as a valuable part of school
curriculum throughout history. In the late 1800s American educator reformer, Horace Mann,
encouraged music and visual arts be included in schools in Massachusetts. Mann believed that
the arts would work in aiding curriculum and would enhance learning (Darby & Catterall, 1994).
Because of his prominence as a researcher, he prompted the first key entrances of the arts into
curriculum within a state (Gullatt, 2008).
In the 1930’s and 1940’s Vygotsky believed that “students constructed cognitive
knowledge through the active process of learning, and that the arts were integral to that process”
(Bresler, 1995, p. 33). This challenged the beliefs of the time in America that focused on
behaviorism and the conditioning of students through reinforcements and consequences (Gullatt,
2008). American psychologist, John Dewey, also suggested that there was a positive correlation
between instruction in the arts and cognition. Dewey’s theory of progressive education affected
many schools’ decisions on curriculum implementations of the time, bringing art into the
classrooms (Gullatt, 2008).
In the 1990s art educators began to look more closely at the cognitive and academic
benefits the arts can have and built new programs around this idea. Educators strived to use the
arts to help low-income and struggling students and began to explore how the arts could
contribute to student performance (Rabkin & Redmond, 2006). This began the implementation of
integrating art into curriculum.
LaGarry and Richard (2018) define arts integration as, “an instructional strategy that
involves collaboratively teaching and assessing the content and processes of two or more subject
areas in combination, including the arts, to increase and deepen student understanding” (p. 147).
There are several different ways to integrate art into classroom instruction. Integration can use
multiple art forms or just one, or can be designated through school-wide curriculum (Turkka,
Haatainen, & Aksela, 2017). One method of integration is known as, Arts-Included. Gullatt
(2008) defines this type of integration as, “arts instruction being offered alongside other subjects
with or without integration into these subjects” (p.14). Other types of art integration take students
outside of the school to explore art at museums and performances (Gullatt, 2008).
Scholarly literature and research have found that the most effective type of art integration
is Co-equal. Bresler (1995) explains, “co-equal integration brings in the arts as an equal partner,
integrating the curriculum with arts-specific contents, skills, expressions, and modes of thinking”
(p. 4). In reference to Bresler’s definition of co-equal integration, Robinson (2013) adds that this
approach seamlessly merges into core curriculum and in turn, “builds connections, provides
engaging context, and differentiates both the processes and products of learning” (p.192). Co-
equal integration differs from other approaches that “sprinkle” arts in curriculum, but rather
requires students to use critical thinking skills and aesthetic qualities through the arts to
understand concepts being taught (Gullatt, 2008).
COGNITION AND THE ARTS
Often the arts are dismissed as simply being emotional and little recognition is given to
the connection to cognitive skill development (Rabkin & Redmond, 2006). However, the study
of cognitive science has given greater insight as to how the arts benefit and enhance learning.
Research emerged in 1999 explaining that physical sensation and emotion are important
workings of the mind and have just as much impact to thought and learning as logic does (Lakoff
& Johnson, 1999). Rabkin and Redmond (2006) later agree that this close tie between sensation
and emotion with logic explains why the arts can become cognitively powerful. In addition,
visual arts have been linked with cognition and its ability to influence brain regions that support
memory (Patterson, 2017). The progress of cognitive research and arts supports arts integration
ability to enhance students’ cognitive skills.
Cognitive development through the arts has been shown to especially help struggling
students make significant strides in their academics. A study done in Chicago, Illinois comprised
of 23 arts-integrated low-income schools showed an increase of standardized test scores that rose
two times faster than scores of youth in traditional non-arts-based schools (Catterall & Waldorf,
1999). The outcome of this research found that the low-income students became more actively
engaged and found a different route to success through the arts. Fiske (1999) agrees in the
findings that support the arts aid low-achieving students and finds that often the arts provide a
reason to stay engaged at school. Engagement in the arts allows students to feel successful and
ultimately can build a bridge to learning and the, “eventual success in other areas of learning”
(Fiske, 1999, p. 12).
A qualitative study comprised of participants from 40 countries aimed to compare art-rich
programs throughout the world (Bamford, 2006). Data was analyzed in broad terms and looked
at impacts on children and learning, perceptions of schools and community and impacts on
cultural, social and emotional well-being. From this study the researchers concluded that art
education is cultural and context specific. However, despite the differences in global art
programs, arts in education were found to increase academic attainment, reduce school
disaffection and promote positive cognitive transfer. Cultural identity and a sense of personal
satisfaction were also found to be improved through art integration (Bamford, 2006). Because of
the connection of emotion and logic found in arts integration, students develop cognitive skills
that can be transferred to other areas of learning aiding in their overall academic success.
CONSTRUCTING MEANING AND ENGAGEMENT
The arts impact student learning by deepening understanding of concepts through the use
of multiple aesthetic forms (Bresler, 1995). Different forms of aesthetic learning in the arts
include visual, kinesthetic and auditory. These different forms of representation deepen one’s
ability to draw meaning from multiple perspectives. Bresler (1995) states that, “if we expand
these forms beyond the verbal and the numerical, our perception of the world is enriched
immensely” (p. 2). Similarly, Eisner (1992) suggested that student learning is deepened when
more than one intelligence is used.
Integrating art into curriculum using different aesthetic styles of learning allows students
to construct meaning of content and develop critical thinking skills (Gullatt, 2008). For example,
the use of drama to convey historical content allows students to apply the information learned in
a multi-sensory way and acquire new meaning. This application of learning develops creativity,
risk taking and higher order thinking skills (Gullatt, 2008). Davis (1999) states that the arts
should be used as a tool to making meaning of what is learned and to help synthesize content
learned.
Connecting arts and literature especially aids in student synthesis of content (Gullatt,
2008). An important part of making literature meaningful is being able to express ideas
aesthetically. Comments from students who were given opportunities to make meaning of
literature through the arts conveyed that their comprehension of the literature increased and there
was more motivation towards reading. Through the process of art integration students become
actively involved and are able to transfer the content they learn to other curricular learning areas
(Gullatt, 2008). Lilliedahl, KunskapsKulturer & UndervisningsPraktiker (2018) reaffirms that as
students build their knowledge from personal experience, learning outcomes are more likely to
be met. Student learning through arts-integration supports cumulative learning which allows
students to transfer knowledge to different contexts as opposed to learning that is segmented and
disconnected (Lilliedahl et al., 2018).
Students construct meaning of content through the arts with opportunities to express their
ideas and emotions through student choice (Bautista, Tan, Ponnusamy & Yau, 2016). Allowing
students to have choice in their learning, “facilitates the development of a heightened sense of
initiative and autonomy” (Bautista et all., 2016, p. 612). Berghoff (1998) also discussed the
benefit of students being allowed the freedom to choose how they communicate material. With
this freedom to express their ideas, Berghoff found that students more deeply construct meaning
of the content because the material became personal to them. Bamford’s (2006) study of arts
integrated schools found that art allowed for students to express their thoughts and ideas,
exercise their imagination, and take risks in their learning. Bamford also found that these
students were more willing and motivated to, “display their learning before a community of their
peers and parent” (p. 55). Having the freedom of choice to choose the route of expression paired
with personal connection to the content enhances student learning.
The arts provide students with authentic learning experiences which in turn make
learning become more personal and increases student engagement. When learning becomes
personal it increases the desire to learn. Art integration helps students create work that
meaningfully connects the student to their own experiences and feelings (Rabkin & Redmond,
2006). Baustista et al. (2016) eloquently puts into words the effect of the arts and engagement
stating, “the arts naturally prompt approaches to learning and knowing that are often lost in other
academic disciplines, engaging not only students’ minds but also their bodies and hearts”
(p.613). This involvement of mind, body and heart makes learning powerful and meaningful to
students.
A qualitative study done to explore the effects of teacher collaboration with arts
integration and student engagement found that students consistently showed heightened
engagement and thoughtfulness in their learning (LaGarry & Richard, 2018). The majority of
students surveyed after being involved in a series of arts integrated lesson agreed that they would
like to participate in similar lessons in the future. Students responded affirmatively that this type
of learning was enjoyable and engaging. One student mentioned the learning was, “more
personal and unique” another saying, “it helps you learn more about the world we live in” (p.
154). Students responses also included that they enjoyed exploring new talents and found
through working together they learned to communicate better. Arts integration allows students to
have unique learning experiences, heightened engagement and the ability to make complex,
creative decisions (LaGarry & Richard, 2018).
II. However, the value of arts education is often neglected and gets less support due to the focus
on tested subjects.
1. Status of arts integration
A. Sandra Ruppert (2006) from the National Assembly of State Arts Agencies
explains that, “Despite convincing research and strong public support, the arts
remain on the margins of education, often the last to be added and the first to be
dropped in times of strained budgets and shifting priorities” (p.17).
B. Classroom teachers often feel uncertainty toward art integration and see it as
one more thing to be put into their daily curriculum. Other teachers feel worried
that they aren’t providing enough opportunities for students to use their individual
talents within the classrooms to aid in their academic achievement (Bresler,
1995).
C. Our current paradigm of learning has been continually shifting away from rote
learning to developing higher level thinking skills. New initiatives from the
Common Core emphasize the application of knowledge through critical thinking
skills as well a push for collaboration, communication and creativity. Arts
integration could help in this new shift of learning as its learning process helps
develop critical thinking skills and creativity (Marshall, 2014).
2. Self-efficacy of teachers toward teaching and including arts in curriculum.
III. If art education is not recognized and integrated into classrooms, students will not benefit
from the rich, creative, and engaging side of education that the arts provide to develop the
student as a whole.
A. “In a report by the Center for Basic Education, one-quarter of the principals
surveyed in Illinois, Maryland, New Mexico, and New York reported a
decrease in arts instruction, whereas just 8 percent reported an increase. The
situation was more pronounced in high-minority schools, where 36 percent of
principals reported decreases in arts instruction, and a third of these principals
reported large decreases” (Mishook, 2006).
B. In 1983 the National Council on Excellence in Education published the article,
“A Nation at Risk”. Since then policy makers have increased pressure to
improve performance in traditional academic subjects (Mishook, 2006). What
is often not seen is the impact of reduced quality of arts education can have on
student learning. Researches have argued that what gets lost in the focus of
tested subjects is, “the freedom for students to pursue independent learning
pathways and the autonomy of their expression” (Boughton, 2004, p. 585),
which is at the very core of art education.
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education. Waxmann Verlag, Münster.
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education: Connecting multiple art forms through the idea of 'space'. Journal of
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