| This study explores the role and impact of parental involvement, through the arts, on schooling within an early childhood classroom in an urban public school. It also examines how joint art-making experiences involving parents, teachers, and children contribute to building partnerships and a classroom community. Finally, it investigates what parents, children, and teachers learn about art and its expressive characteristics through art-making activities and their influence on the lives and schooling of children.;This case study involved action-based research that was carried out within a pre-kindergarten class over an academic year. Three parent/child art-making experiences, where parents and children worked collaboratively or side-by-side on art-making activities integrated into curriculum and the daily life activities and interactions within the class, were studied. Data collection used a mixed methodology, including questionnaires, interviews, video recording, and the researcher's reflective journal. The multiple data gathering methods were a deliberative effort to find validity in the study.;Key elements are in-depth analyses of participants' backgrounds, the teachers' educational philosophies and pedagogical practices, and the art-making experiences. Particular attention was paid to partnerships that developed and learning arising from the study's events.;This study aims to offer insights into ways and structures of building integrated arts classrooms involving parents. The educational aim of this study is to provide descriptive analysis of teacher/family partnerships and how they can be employed to strengthen schools and create sustainable arts programs. While this study may not be generalizable, it provides strategies for developing partnerships among schools, parents, and teachers in an arts-integrated programs. |
