Characteristics of Art Integration
Art Integration and ELA Instruction
Art Integration and Mathematics Instruction
Art Integration and Technology
Art Integration and Assessment
Art Integration Model
Art Integration Model
The Kennedy Center’s CETA program (Changing Education Through the Arts) defines arts integration as “an approach to teaching in which students construct and demonstrate their understanding through an art form. Students engage in a creative process, which connects an art form and another subject area and meets evolving objectives in both.” Arts integration’s objectives in one art form (visual arts) is matched with objective(s) in another subject area (ELA or math) and taught together in a meaningful way, making strong connections. The lessons in this proposed project address the National Visual Arts Standards, the Common Core Standards for English and Language Arts, the National Reading Standards, as well as the National Council of Teacher’s of Mathematics standards. The project staff will be informed by Mosaic of Thought (Keene & Zimmermann, 2007) and Strategies That Work (Harvey & Goudvis, 2007), regarding how children learn to be metacognitive, and enhance comprehension.
Art integration teaching methods, as well as the purpose, theory, and benefits of this pedagogy, will be made explicit to teachers through the summer institute and Saturday workshops (Borden, 2006). All learning will be scaffolded to help teachers build on prior knowledge to enter lessons successfully (Graves, Graves, Braaten, 1996). The 21st Century Skills Framework offers guidance to teach and integrate multidemsional skills, literacies and knowledge that prepare students to meet 21st Century demands (Partnership for 21st Century Skills, 2013). Aligned with recent research (Vernez et al., 2006; Noblit et al, 2009), activities in the first year of the grant period will introduce teachers to the methodology and practice of art integration and help build their commitment to this approach. The first year will consist of building the implementation plan, soldifying the evaluation plan and related instruments. In the first year, a baseline assessment of teachers’ skills in arts integration will be measured to inform professional development plans for years 2, 3, 4.