| Many educators realize that an integrated arts curriculum provides a more comprehensive, cohesive education and that the arts allow for expression of ideas, cultural communication, and a more humanistic curriculum. Students who are involved in the arts are often more motivated, engaged, sensitive, focused, creative and responsible. They perform better in all aspects of school, including academic achievement (Fowler 1996). More and more educators accept the assertions of Eisner (1996) that the arts make an important contribution to education and play a significant role in furthering learning. However, debates about incorporating the arts in school improvement initiatives continue. The arts are still seen as expendable luxuries the system cannot afford. The purpose of this study was to clarify ways in which the arts can be an integral part of the school's curriculum and the learning experiences of students. Specific programs are described that link the arts to the instructional and student achievement priorities of school reform. The objectives of the study were to describe how the arts: (1) are part of the curriculum and educational programs in an arts integrated school and (2) affect the school experiences and learning opportunities for students.; Two frameworks provided the conceptual grounding for this study. First, Eisner (1996) identified the relationships between the arts and learning. These relationships are key to inquiring about the dimensions of an arts integrated curriculum and school program. The second framework is drawn from the National Standards for the Arts Education (1994). The standards provide an inventory of competencies for incorporation into arts education programs. Qualitative methods were used to describe teaching and learning experiences in one arts integrated middle school. Students, teachers, and administrators were interviewed to gain an understanding of student, instructional, and school priorities; strategies for arts integration; and the relevance of the arts integrated curriculum for student and school outcomes. I was interested in teacher and student experiences as well as understanding administrative structures and processes that enable arts integration. Findings revealed that the students saw themselves as artists, creating a unique learning environment of their own; teachers saw students as motivated and confident. |
