Noncognitive Factors in an Elementary School-Wide Arts Integrated Model

Steele, Jamie Simpson

doi:10.21977/d912125982

Cited by 3 publications

(4 citation statements)

References 31 publications

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“…Even though the sample is small in this study, the results align with the findings of several previous studies (Schmal, 2003;Barry, 2008;Burnaford, Brown, Doherty, & McLaughlin, 2007;Simpson Steele, 2016;Sadoski & Paivio, 2001) which concluded that student participation in the arts is directly correlated with higher overall test scores. In Oklahoma, as part of their A+ (OAS) program, a study was conducted regarding students' standardized test performance in arts integration schools.…”

Section: Higher Test Scoressupporting

confidence: 90%

“…The benefits must be explored, for they are numerous. One of the most powerful arguments that bend the ears of administrators, lawmakers, and legislators is that such programs are associated with rising test scores and academic growth (Schmal, 2003;Barry, 2008;Burnaford, Brown, Doherty & McLaughlin, 2007;Simpson Steele, 2016;Sadoski & Paivio, 2001). For instance, in a report released by the West Virginia School District, students who participated in two or more credits of arts courses from 2007-2010 were 1.5 times more likely to score at or above the national average composite score on the ACT (May, 2012).…”

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confidence: 99%

“…Learning through the arts via arts integration also provides students with an opportunity to communicate through a variety of media (i.e., dance, drama, music or visual arts), as opposed to the verbal and mathematical structures around which the current curricula are designed (Fisher & McDonald, 2004;Moore, 1995;Simpson Steele, 2016;Warner & Andersen, 2004). For instance, the elementary students at Pomaika'i Elementary recently used a variety of dance strategies to explore the earth's structure, plate tectonics, land formation and erosion, rather than write an essay of their findings or deliver a well-rehearsed speech (Simpson Steele, 2016). Similarly, elementary students at Canyon Rim Academy composed and performed original xylophone compositions in rondo-form, showcasing their understanding of the diverse planet characteristics among our solar system (Penerosa, 2016).…”

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confidence: 99%

“…This is often even more true for students who are shy and/ or low performers in other academic areas (Doyle et al, 2014;Werner & Freeman, 2011). Simpson Steele (2016) claims that learning through the arts integration lens helps "students develop in three primary areas: a) self-confidence; b) connecting with others in the learning community; and c) communication " (p.22) Nationally, arts integration programs are gaining momentum and are more widely being implemented in schools (Burnaford et. al., 2007;Trent et.…”

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Statewide Arts Integration Programming: A closer look at successes and challenges for elementary students, classroom teachers, and arts educators.

Penerosa¹,

Pischnotte²

2022

Journal for Learning through the Arts

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When schools face issues of funding, arts programs are usually among the first to suffer, facing everything from cuts to full-blown elimination. However, the arts have been shown to be crucial for student development, not only for the joy of self-expression through the arts themselves, but also because of the social, emotional, and academic connections children can make through them. Recognizing this importance, several school districts across the nation have adopted a paradigmchanging method of instruction in which the arts are actually integrated into the curriculum as a means of teaching other core subjects. One organization making this possible is the Beverley Taylor Sorensen Arts Learning Program (BTSALP), an arts-integration statewide program now implemented in 400+ schools throughout the Intermountain West.This qualitative study seeks to evaluate the effectiveness of this particular program in a handful of schools through interviews conducted with arts educators, general-curriculum teachers, students, and parents. Schools were chosen for the study to reflect the different art forms in which the educators specialized and to include areas with differing student demographics. Results indicate that, despite some challenges, participants found this method of arts integration to be a highly effective way to teach core curricula while preserving the aspects of art that students find engaging. Statewide Arts Integration Programming: A Closer Look at Successes and Challenges forElementary Students, Classroom Teachers, and Arts Educators. Review of LiteratureWith an increase in national arts integration programming within the United States, it seems natural and imperative to take a closer look at the successes and challenges associated with this ever-growing curricular paradigm (Diaz & McKenna, 2017;Isenberg & Jalongo, 2010;Werner & Freeman, 2001). Arts Integration, as defined by the Kennedy Center, is "an approach to teaching in which students construct and demonstrate understanding through an art form [where] students engage in a creative process, which connects an art form and another subject and meets evolving objectives in both" (Doyle et al., 2014, pg.3). The key takeaway concepts from this definition are (1) creative process and (2) evolving objectives. These concepts imply that students have a deeper responsibility for their own learning through a process of creation, which then influences the objectives that evolve over time.Arts integration programming really serves two purposes. The first is to enhance academic learning in a way that caters to diverse learning styles and multiple intelligences (Doyle, Huie, Hofstetter, Kendig, & Strick, 2014). Essentially, this arts integration approach provides students-many of whom learn best through the arts-the outlet and resources they need to reach their utmost potential (Duma & Silverstein, 2014;Catterall, Dumais, & Hampden-Thompson, 2012). The second purpose of arts integration is to recover lost arts programming in a meaningful way where the subjects surrounding ...

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Section: Higher Test Scoressupporting

confidence: 90%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Statewide Arts Integration Programming: A closer look at successes and challenges for elementary students, classroom teachers, and arts educators.

Penerosa¹,

Pischnotte²

2022

Journal for Learning through the Arts

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Mapping Research With a Systematic Review: The Example of Social and Emotional Learning in Art Education

Freedman

Cornwall

Schulte

et al. 2022

Studies in Art Education

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Connecting Arts Integration to Social-Emotional Learning among Special Education Students

Casciano¹,

Cherfas²,

Jobson-Ahmed³

2019

Journal for Learning through the Arts

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Little is known about the connection between arts-integrated education and social-emotional learning, particularly for students with disabilities. This paper draws on data from a case study of a federally-funded arts integration program called Everyday Arts for Special Education (EASE) to identify the mechanisms by which arts-integrated teaching promotes engagement, selfcontrol, interpersonal skills, and leadership among special education students. We draw on observational and interview data to present a conceptual model for understanding the impact of arts-integrated education on student social-emotional outcomes. The data suggest that arts integration impacts students' social-emotional outcomes in two ways: by providing teachers with simple, easy-to-implement activities that explicitly encourage growth on one or more social-emotional competencies; and by providing teachers with a methodology that encourages student engagement, which in turn encourages social-emotional growth. We conclude with a discussion of some of the factors required in order for arts integration to be adopted and implemented effectively within classrooms.

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Noncognitive Factors in an Elementary School-Wide Arts Integrated Model

Cited by 3 publications

References 31 publications

Statewide Arts Integration Programming: A closer look at successes and challenges for elementary students, classroom teachers, and arts educators.

Statewide Arts Integration Programming: A closer look at successes and challenges for elementary students, classroom teachers, and arts educators.

Mapping Research With a Systematic Review: The Example of Social and Emotional Learning in Art Education

Connecting Arts Integration to Social-Emotional Learning among Special Education Students

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