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

Abstract

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 ...