1. Arts Integration Frameworks, Research, and Practice: A Literature Review Presented by James Doherty and Sally Brown Research supervised by Gail Burnaford, Ph.D.

2. Imagine for the moment that we are confronted with some problem or puzzling situation in our lives. How do we approach the situation? Do we stop and ask ourselves which part of the situation is language arts, or music, or mathematics, or history, or art? I don’t think so. Instead, we take on the problem or situation using whatever knowledge is appropriate or pertinent without regard for subject area lines. – James Beane, Curriculum Integration

3. Table of Contents Historical Context for Arts Integration Professional Associations and Arts Integration State Standards and Arts Integration Definitions for Arts Integration Research

4. Historical Context for Arts Integration We can trace this movement back to John Dewey at the beginning of the 20 th Century and William Heard Kilpatrick, the champion of “The Project Method”. 1918 Kilpatrick proposed an approach to major school ideas that allowed children’s inherent interests to take a role in designing the classroom curriculum, building units, or projects, that were relevant and meaningful.

5. Historical Context for Arts Integration In the 1960s with President Johnson’s ‘Great Society’ we see a national level of interest in making the arts a more concrete presence in the lives of Americans. The Rockefeller Foundation develops a set of proposals to advance the appreciation of art by children. The NEA spearheads support for an initiative to place artists in schools.

6. Historical Context for Arts Integration The 1983 publication of A Nation at Risk sparks a decline in the national support for the arts in the schools. We see a steady movement of the arts, and other electives, toward the fringes of the curriculum. In the early 1990s, organizations such as Chicago Arts Partnerships in Education and Columbia University’s Center for Arts Education begin to actively develop partnerships between schools and teaching artists in their communities.

7. Professional Associations and Arts Integration 1992 – Joint Statement on Integration of the Arts with Other Disciplines and with Each Other was issued by a consortium of professional National Arts Education Associations. This group included:  American Alliance for Theatre and Education  The Music Educators National Conference  The National Art Education Association  The National Dance Association.

8. Professional Associations and Arts Integration These organizations believe that all students deserve to be exposed to sequential and comprehensive art instruction by qualified art, music, theatre, and dance educators. They also note that integration of the arts with other subjects could be valid and useful when well designed and well taught. The 2002 publication of Authentic Connections: Interdisciplinary Work in the Arts reaffirmed the commitment of these arts organizations.

9. State Standards and Arts Integration Currently, 49 of the 50 states have clearly articulated state standards for art education in their schools. Nebraska is the only exception. 7 states have specifically written arts integration standards with Arizona having the most clearly articulated stance on this issue.

10. Definitions for Arts Integration The term arts integration there does not appear to have a consensus definition as of yet. Richard Deasy of the Arts Education Partnership (AEP) refers to arts integration as the effort to build a set of relationships between learning in the arts and learning in the other skills and subjects of the curriculum. AEP is the organization that has funded our literature review.

11. Definitions for Arts Integration Arts integration is often defined as learning through the arts or learning with the arts. Arts integration is seen as a larger part of the process of drawing connections across the curriculum. Arts integration is often seen as a collaborative engagement with the school’s community.

12. Theoretical Frameworks for Arts Integration Integration through correlation between subjects Integration through common themes and ideas Integration through the practical resolution of issues and problems Integration through student- centered inquiry The Evolution of Current Integration Approaches

13. Our Research Process We have nearly 200 sources for this literature review.  Journal articles  30 doctoral dissertations, including two written by FAU College of Educations faculty members  Book length treatments

14. Our Research Process State standards looking for the place of arts in the curriculum including states that directly address arts integration within their standards. Policy statements by national arts education organizations as well as from leaders of organizations at the state level. Local organizations around our country that actively fund and promote the idea of arts integration in our K-12 schools.

15. What Does Arts Integration Look Like? Interdisciplinary projects where the traditional lines of the subject-centered curriculum are blurred. Teachers inviting arts specialists from their schools, or teaching artists from their community into their classroom and their planning time. Children engaging in a variety of skills and knowledge bases to solve novel problems or to seek new ways to express themselves.

16. What is art? To feel the meaning of what one is doing, and to rejoice in that meaning: to unite in one concurrent fact the unfolding of the inner life and the ordered development of material conditions – that is art. John Dewey 1906

17. A Final Thought …we need not look upon art as qualitatively apart from the rest of life. Instead, we need to see it as a refinement, a clarification, and an intensification of those qualities of everyday experience that we normally call complete. from Philip Jackson’s John Dewey and the Lessons of Art