Authentic Arts Experiences |Arts Integration in Education
transformation through new pathways for learning
The foundation of the public education system in the United States was built upon a factory model designed to process students in batches, addressing each "component" (subject area) one at a time, addressing all students at the same pace and with the same methods. This model was designed for a different time - when most jobs were industrial or factory jobs, and few jobs required higher-order thinking skills. The demands of the 21st century environment are vastly different; skills now identified as critical include communication, collaboration, creativity, and critical thinking. However, budget constraints and emphasis on the subjects of high stakes testing has created an environment in which arts instruction in schools is on a downward trend. Just when they need it most, the classroom tasks and tools that could best reach and inspire students –– art, music, movement, and performing –– are less available to them. Sadly, this is especially true for students from lower-income schools, where analyses show that access to the arts in schools is disproportionately absent (1).
Broadly speaking, arts integration is instruction that blends content and skills from one arts discipline—music, visual arts, dance, and theater—with another arts discipline or academic subject in a way that goes beyond academics with arts activities added on. Successful arts integration stands on a foundation of carefully planned learning goals. Teachers follow a scope and sequence, reflecting state or national standards for arts and other curricular areas, and are often supported by partnerships with outside arts organizations.
The benefits of arts integration are inclusive of all students. Easily observed outcomes of arts integration practices include increased student engagement and motivation. Arts integration models have been yielding particularly promising results in school reform and closing the achievement gap. Why? To put it simply, research shows that this is how kids learn. cutting-edge studies in neuroscience have been further developing our understanding of how arts strategies support crucial brain development in learning. Arts integration provides learning experiences that are active and experiential, reflective, social, evolving, and focused on problem solving. Furthermore, arts integration energizes teachers by changing the classroom culture to one of engagement, excitement, curiosity, and reflection.
It is important that all educators become aware of the successes that have been demonstrated when students become engaged in their own learning via arts integrated instruction. Arts integration is not about artist residencies, or occasional arts projects that connect to other curricular subjects. It is about a methodology and a philosophical approach to education that creates a level of personal connection and added depth in the classroom through a creative inquiry-based process of teaching and learning.
We believe that providing access to arts integration to children in privileged neighborhoods is not enough. Integrating arts and education more broadly to children in lower-income neighborhoods can be a point of transformation for young lives and, in turn, whole communities.
This website provides a public space for us to share our journey toward building authentic arts experiences for children in the neighborhoods of Viterbo University in La Crosse, Wisconsin.
(1) President's Committee on the Arts and the Humanities
transformation through new pathways for learning
The foundation of the public education system in the United States was built upon a factory model designed to process students in batches, addressing each "component" (subject area) one at a time, addressing all students at the same pace and with the same methods. This model was designed for a different time - when most jobs were industrial or factory jobs, and few jobs required higher-order thinking skills. The demands of the 21st century environment are vastly different; skills now identified as critical include communication, collaboration, creativity, and critical thinking. However, budget constraints and emphasis on the subjects of high stakes testing has created an environment in which arts instruction in schools is on a downward trend. Just when they need it most, the classroom tasks and tools that could best reach and inspire students –– art, music, movement, and performing –– are less available to them. Sadly, this is especially true for students from lower-income schools, where analyses show that access to the arts in schools is disproportionately absent (1).
Broadly speaking, arts integration is instruction that blends content and skills from one arts discipline—music, visual arts, dance, and theater—with another arts discipline or academic subject in a way that goes beyond academics with arts activities added on. Successful arts integration stands on a foundation of carefully planned learning goals. Teachers follow a scope and sequence, reflecting state or national standards for arts and other curricular areas, and are often supported by partnerships with outside arts organizations.
The benefits of arts integration are inclusive of all students. Easily observed outcomes of arts integration practices include increased student engagement and motivation. Arts integration models have been yielding particularly promising results in school reform and closing the achievement gap. Why? To put it simply, research shows that this is how kids learn. cutting-edge studies in neuroscience have been further developing our understanding of how arts strategies support crucial brain development in learning. Arts integration provides learning experiences that are active and experiential, reflective, social, evolving, and focused on problem solving. Furthermore, arts integration energizes teachers by changing the classroom culture to one of engagement, excitement, curiosity, and reflection.
It is important that all educators become aware of the successes that have been demonstrated when students become engaged in their own learning via arts integrated instruction. Arts integration is not about artist residencies, or occasional arts projects that connect to other curricular subjects. It is about a methodology and a philosophical approach to education that creates a level of personal connection and added depth in the classroom through a creative inquiry-based process of teaching and learning.
We believe that providing access to arts integration to children in privileged neighborhoods is not enough. Integrating arts and education more broadly to children in lower-income neighborhoods can be a point of transformation for young lives and, in turn, whole communities.
This website provides a public space for us to share our journey toward building authentic arts experiences for children in the neighborhoods of Viterbo University in La Crosse, Wisconsin.
(1) President's Committee on the Arts and the Humanities