Integrating Arts into the Mainstream Classroom

Case Study by Amanda Deering

https://www.silvergraphics.com/blog/the-importance-of-art-in-education/

Arts Education

The significance of arts education is unparalleled when discussing strategies for learner engagement. The number of benefits that come with incorporating arts into core content activities are endless. Gullatt (2008) states, “If there are identifiable benefits and supports for the academic curriculum within arts education, it is much easier to see the connection and enhancement of the arts to teaching and learning (pp.12-21). Integrating arts into the core content areas provides students opportunities to engage in ways they have not before. It also not only aids in student motivation but it also deepens their knowledge due to the enhancement of learning. There are several different kinds of learners and thus the teaching style should reflect unconventional avenues to explore educational material. Students get excited when given the opportunity to showcase their skills/talents that extend beyond the ‘normal’ classroom setting, and when teachers show interest in their abilities it creates a long-lasting impression with students. When teachers spend the time to create a bond with their students by acknowledging their skills/talents outside of the classroom, it allows the teacher to specialize their lessons to engage their learners. When students feel seen by their teachers rather than a number on a roster, they are motivated by that positive relationship to work.

High Interest

It is the responsibility of educators and instructional designers alike to create engaging content for their learners. Clark and Mayer (2018) state that “effort by itself might lead to accomplishment but it does not lead to motivated goal pursuit unless there are high levels of interest (p. 80).” The true success of an educator is when a student turns away from needing that extrinsic motivation and instead pursues learning of their own volition. Students captivated by content through arts education are headed down that path. An example of this would be the new-found interest in history since the opening of Hamilton on Broadway. In addition to the impressive cutting-edge vocal techniques the show demands, there has also been an increase in student curiosity about the life of Hamilton and the facets of the American Revolution. Some question the validity of the show, however, “Benjamin Carp insists that scholars worried about whether or not the musical is “good history” are asking the wrong question. Accuracy is not the point of a Broadway musical, he insists, asking historians instead to focus on how Miranda’s libretto “openly invites multiple interpretations and uses imaginative interventions to fill gaps in the historical record, just as historians do (Kelly, 2017, p. 253).” Several history teachers have used this show as a resource to peak student interest in their American History courses. This production as a tool for dramatic readings, rhyme schemes, bibliography research, etc. This opens the door for deep discussions and high interest for students.

https://companyone.org/staff-chat-supporting-arts-education/

Creativity

Students are more apt to work when they are interested and invested in the material and they yearn to show creativity in their work. Creating interactivities that promote creativity motivates students and yields high results. Integrating the arts, and theater specifically, is considered particularly effective for inspiring literacy growth among groups traditionally labeled “reluctant” or typically underserved by their system of education, including English language learners (Kao & O’Neill, 1998). There are several ways to incorporate theater into an English classroom that highly benefit students. For example, reader’s theater not only allows students to work on their fluency, but it also aids in understanding character development, plot structure and vocabulary words. Students are more receptive to learning when they are excited about it and allowing them creative outlets proves this. Students also gain confidence when they use their creative energy to produce something in the classroom. Clark and Mayer (2018) believe that “motivation to learn is promoted when learners anticipate and experience satisfying outcomes to a learning task (p. 80).”

https://workforce.org/news/why-arts-education-important-workforce-development/

Play-Based Learning

Unfortunately, in the education system what is pushed on educators is data, numbers and common core standards. While these things hold value, sometimes the importance of unconventional learning is degraded rather than celebrated. However, much can be said for the outcome of play-based learning. “[V]ast research continues to prove the ample academic gains achieved through play. Play can be considered as a vehicle to drive curricular competencies, such as literacy and numeracy skills” (Taylor & Boyer, 2020). When students engage in play-based learning they are activating their imagination and creativity. They are also diving deeper into the information presented to them because they are forced to recreate scenarios and thus expand on their knowledge of content. Students who are using their imagination and creativity are actively learning and using several parts of the brain that are not stimulated by the mundane avenues of core classroom teaching. Providing students instances to interact with curriculum in unconventional avenues paves the way for creative thinking. Clark and Mayer (2018) explain that “active learning requires students to engage meaningfully, cognitively, and emotionally with other students, the task assigned, and the materials or resources used to complete the task” (p. 270). When the arts are incorporated in the classroom, students are actively learning.

https://btsalp.com/2019/02/21/latest-arts-education-research/

Reference

Kelly, C. E. (2017). Introduction: Lin-Manuel Miranda’s Hamilton: An American musical and the early American Republic. Journal of the Early Republic, 37(2), 251–253. https://doi-org.oclc.fullsail.edu/10.1353/jer.2017.0020

Kao, S. M., and C. O'Neill. (1998). Words into worlds: Learning a second language through process drama. Stamford, CT: Ablex.

Gullatt, D. E. (2008). Enhancing student learning through arts integration: Implications for the profession. The High School Journal, 91(4), 12-21.

Clark, R.C., & Mayer, R.E. (2018). Trends and Issues in Instructional Design and Technology, (4th Edition.) New York: Pearson Education

Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi- org.oclc.fullsail.edu/10.1007/s10643-019-00989-7