A Case Study of Leadership in Arts Integration at the High School Leve

This study utilized a single case study design to examine a successful model of arts integration at the high school level. Research questions included an investigation of necessary conditions to support successful arts integration, the process of becoming successfully arts integrated, and barriers that might interfere with adoption of an arts integrated approach. The case for study was selected from a national pool of high schools with publicized arts-integration or arts-infusion models in place. At the selected site, 14 staff members consented to participate. The school leader engaged in two interviews: one virtually prior to the visit and one on-campus interview. Six art specialists agreed to one-hour, individual interviews, and four generalist teachers participated in a 45-minute focus group interview. Eleven teachers consented to 16 separate classroom observations. Themes that emerged during analysis included stakeholders sharing a common understanding for flexible application of the model; the school having a rigorous arts program in place; and the school community providing a strong sense of belonging for all of its members. Ancillary subcategories that surfaced were a mission-driven approach, defined practice, training and coaching, reflecting and connecting as artists, creating and performing, relationship building, and a culture of inclusivity. For arts integration to flourish at the high school level, findings supported positioning the intervention in a dedicated arts environment, ensuring staff share an understanding for use, building a coalition of quality artists, and flexibly using space to accommodate the work.