Running head: BENEFITS OF ARTS INTEGRATION 1

The Benefits of Arts Integration:

Implementation of Curriculum Design for Higher-Order Thinking Skills

Samantha Braga

Carlow University
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As educational policies continue to place emphasis on performance, educators must strive

to meet the academic, emotional and social needs of all learners in order prepare them for life in

the 21st century. Art education provides opportunities to develop these skills, with its benefits

being well documented throughout education research. Eisner, one of the leading voices within

art education, found that art provides a way to make sense of the world and process abstract

ideas, thus developing higher-order thinking skills (Poldberg, Trainin & Andrzejczak, 2013).

Similarly, Efland, another proponent of the importance of art education, suggests that art is a way

to internalize concepts, process information, visualize and develop the ability to think

metaphorically (Poldberg et al., 2013, p. 5). Because art education is conducive to honing higher-

order thinking skills, much of art education research focuses on transfer, or the concept of

learning in one context and applying it to another.

However, Burton, Horowitz and Abeles (2000) note that the majority of research that

supports transfer within art education fails to prove unidirectional causality. They suggest that

the competencies developed within art education that cultivate high-order thinking skills are

similarly found in subjects that also require creative thinking, the layering of multiple

perspectives, and the construction and expression of meaning (Burton et al., 2000). Therefore,

their research supports a more dynamic and interactive relationship between the arts, learning

and other subjects (Burton et al., 2000). Burton et al. (2000) believe what is critical is not that

capacities and dispositions transfer, but they are exercised broadly across different knowledge

domains and that no subject has prior rights over any other subject Burton et al. (2000, pg. 257).

This implies the use of arts integration in order to meet the needs of learners.
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There are many accepted definitions of arts integration, with Ingraham and Nattall (2016)

defining it as the use of arts as a multiple-intelligence strategy in teaching and learning content

knowledge. Art education research often focuses on the development of cognitive abilities

within arts integration. Because meaning is constructed through the use of symbols, signs and

language, arts integration allows learners to create a framework of understanding within different

content domains. Thus, learners are able to make more significant connections while

demonstrating their learning in multiple ways (Baker, 2013; Poldberg et al. 2013).

Successful arts integration creates authentic connections between content and

instructional strategy, which is often achieved through project and thematic-based learning,

where learners are required to plan, research and think creatively in ways that are applicable in

real-world situations (Baker, 2013; Poldberg et al., 2013). The integration of the arts, language

arts and science inherently provides many opportunities for authentic connection and meeting

multiple standards, by combining image, language and content domain during instruction, which

allows for observation, recording and creative problem solving (Poldberg et al., 2013).

Additionally, the integration of social studies and the arts provides opportunities for

authentic connections and democratic and culturally responsive education, which in turn

motivates and informs learners (Taylor & Okezi, 2015). Democratic education allows learners to

investigate and make decisions based on reason and evidence, critique realities and consider

transformation. Culturally responsive education empowers learners and raises social

consciousness by addressing their cultural backgrounds and ecological factors (Taylor & Okezi,

2015, p. 2). Within successful integration of social studies and the arts, culturally responsive and

democratic education showcases artists role in social and political change, which can lead to the

empowerment of learners through creative agency and expression (Taylor & Okezi, 2015, p. 11).
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The benefits of integrating mathematics and the arts are likewise supported within

education research (Vaughn, 2002). Through the analysis of multiple studies, Vaughn found that

learners that take music classes in high school are more likely to score higher on standardized

math tests (2002). The authentic connections between music and math can be found within the

relationship between rhythm, proportion, patterns, and ratio (Vaughn, 2002). Additionally,

Hetlands research supports the relationship between music instruction and the development of

spatial reasoning (2002). The skills developed during music instruction, such as spatial memory,

spatial recognition, mental rotation, and spatial visualization, are also key skills utilized within

geometry.(Hetland, 2002).

The development of higher-order thinking skills and other cognitive skills are not the sole

benefit of arts integration. Education research also supports the development of emotional and

social skills through arts integration, especially through drama and dance (Brouillette, 2010). The

integration of drama with other subjects provides opportunities for learners to understand others

by examining multiple perspectives and emotional responses, which develops healthy social

scripts (Brouillette, 2010). Furthermore, arts integration can lead to emotional and social

development by acting as a motivational tool and developmental bridge, which breaks down

barriers and promotes communication, commitment and responsibility (Poldberg et al., 2013).

This can create a school culture that is collaborative, respectful and celebrates confidence

(Ingraham & Nuttall, 2016).

Furthermore, arts integration can be used to close performance gaps between learners by

providing multiple access points, which leads to academic success of learners with special needs

and English-Language-Learners (Mason, Steedly, & Thormann, 2008; Ingraham & Nuttall,

2016). Ingraham and Nuttalls study found that arts integration has academic benefits for ELLs
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by allowing for learner to learner and teacher to learner interactions where ELLs have the

opportunity to display their understanding through multiple venues (2016). This helps create a

school environment that is conducive to the success of ELLs (Ingraham & Nuttall, 2016).

Likewise, arts integration has benefits for learners with special needs by allowing learners to

express themselves, practice problem solving, and engage at an appropriate level (Mason et al.,

2008).

Overall, numerous studies conducted support the implementation of arts integration in

order to meet the academic, social and emotional needs of a variety of learners. Successful arts

integration requires authentic connections between instruction and content areas, which can be

achieved through integrated curriculum design. However, research also shows that meaningful

arts integration and curriculum design is dependent on school environment, competent teachers

and supportive administration. Therefore, in order to best meet the needs of learners, additional

education research should be designed to have the capacity to reflect the complexity of the

relationships they examine.

References

Baker, D., (2013). Art integration and cognitive development. Journal for Learning Through the

Arts, 9 (1), 1-15.

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Brouillette, L., (2010). How the arts help children create healthy social scripts: exploring the

perceptions of elementary teachers. Arts Education Policy Review, 111, 16-24.

Burton, J., Horowitz, R. & Abeles, H., (2000). Learning in and through the arts: the question of

transfer. Studies in Art Education, 41 (3), 228-257.

Hetland, L. (2000). Learning to make music enhances spatial reasoning. Journal of Aesthetic

Education, 34 (3/4), 179238.

Ingraham, N., & Nuttall, S., (2016). The story of an arts integration school on

english-language-learner development: a qualitative study of collaboration, integrity, and

confidence. International Journal of Education and the Arts, 17 (28), 2-17.

Mason, C., Steedly, M., & Thormann, M., (2008). Impact of arts integration on voice, choice and

access. Teacher Education and Special Education, 31 (1), 36-46.

Poldberg, M., Trainin, G., & Andrzejczak, N., (2013). Rocking your writing program: integration

of visual art, language art and science. Journal for Learning Through the Arts, 9 (1),

3-20.

Taylor, G., & Okezi, I. (2015). Social studies education and public art: the detroit billboard

project. Journal of Social Studies Education Research, 6 (1), 1-25.

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Vaughn, C. (2002). Music and mathematics: modest support for the oft-claimed relationship. The

Journal of Aesthetic Education, 34 (3/4), 149-166.