A Glimpse of the Past-Present-Future of Art and Science Integration

The integration of art into mathematics is currently still carried out by paying attention to the aesthetic value of student projects. However, its use has not been found to expand artistic or cultural values knowledge. This study aims to conduct a study related to the integration of batik art in mathematics learning on the topic of circles in elementary schools, where batik art contains not only aesthetic meaning but also cultural values and is the identity of the Indonesian nation. This research is focused on content design, the use of methods, and their effect on learning outcomes. The integration of batik art in learning is carried out to support the development of STEAM-based learning. This study used a quasi-experimental method using the design of One group posttest only with multiple substantive posttests, which was carried out in 2 different elementary schools in grade 6 with a sample of 41 students consisting of 28 female students and 13 male students. Experimental learning uses circular batik motifs as an art aspect and project-based learning (PjBL) as a learning method. Data collection was carried out using three instruments: a final student ability test, interviews, and questionnaires. The results show an increase in student learning outcomes, reducing students' anxiety levels in learning, increasing student activity, and providing alternative solutions for implementing fine arts in learning, especially mathematics, on the topic of circles at elementary school. This research is expected to provide benefits of knowledge related to how art or culture can be instilled simultaneously with lessons, especially mathematics learning for educators.

List of Tables List of Figures Preface Alida Anderson Acknowledgements About the Editor Contributing Authors Part I: Theoretical and Methodological Issues in the Study of Arts Integration in Education Introduction Alida Anderson Chapter 1: A Historical Review of Arts Integration Research and Practice: Lessons Learned Sandra M. Loughlin and Alida Anderson Chapter 2: Arts Integration as a Contextualized Language Learning Environment Alida Anderson Chapter 3: Cognitive and Affective Engagement, Arts Integration, and Students with Disabilities Katherine A. Berry and Sandra M. Loughlin Chapter 4: Understanding How and Why Arts Integration Engages Learners Alida Anderson Part II: Arts Integration Demonstrations of Practice in Inclusive Classrooms Introduction Alida Anderson Chapter 5: Film Arts Integration and Literature Study: Influences on Engagement Kristin Nagy and Alida Anderson Chapter 6: Process Drama Arts Integration and Social Studies: Influences on Engagement Christina Bosch and Alida Anderson Chapter 7: Dance/Movement Arts Integration and Mathematics: Influences on Engagement Robyne Davis and Alida Anderson Part III: Reflections and Next Steps for Arts Integration Research and Practice Introduction Alida Anderson Chapter 8: Where Are We Now: The Research on Arts Integration and Special Education Jean B. Crockett, Katherine A. Berry, and Alida Anderson Chapter 9: Where Are We Going? Trajectories for Research on the Arts and Special Education James S. Catterall Appendix Index

Teaching to meet the diverse learning needs of twenty-first century, global learners can be challenging, yet a growing body of research points to the proved successes of arts-infused and integrated curricula, especially for building capacity for learning and motivation. This article presents the ArtsIN: Arts Integration and Infusion framework, a both/and approach to arts-based learning. This means that it incorporates both arts infused learning essential for process and skill development in an art form, such as art disciplines of visual arts, dance, drama, music and media arts and integrated learning experiences embedded in children’s daily experience to generate rich meaningful cognitive connections to other disciplines into the classroom. Section “WHY ARTS? Key Concepts to Support an ArtsIN Framework” details four key concepts of the framework: global universality, embodiment, arts as multi-literacies and language, and the value of arts for advancing development. The mind–body connection of the arts to understand human interactions is explained through the capacities of five aesthetic operations—repetition, formalization, dynamic variation, and surprise. Section “ HOW ARTS? Implementing an ArtsIN Framework” provides examples and explains how arts infusion and integration can be implemented in early childhood settings through dynamic teacher roles as artist, researcher, designer, co-constructor, and advocate to meet students’ learning needs while connecting and collaborating with diverse cultural contexts that include families, artists, and community.

The purpose of the article is to analyse the main stages and features of the integration of the latest technologies and fine arts. The research methodology involved the use of general scientific (analysis, synthesis, systematisation, among others) and special methods and approaches integrated from art history, history, information technology, media studies, and other sciences. Such interdisciplinarity allowed for a comprehensive exploration of the relationship between visual arts, technology, and digital media. The scientific novelty consists in an attempt to briefly present the main stages and features of the integration of the latest technologies and fine arts. Conclusions. Technological innovations have always helped artists realise various ideas, express themselves through new forms of art. This contributed to its further improvement, giving rise to the introduction of new technological tools in accordance with the requirements of the environment, which will continue to dynamically transform. Having gone through various stages, the integration of art with information technologies, especially visual ones, is currently reaching its culmination with digital mass media. Currently, digital technologies are so intensively and widely penetrating the fine arts that in the end they actually disappear, dissolve, and a diffuse technological-artistic environment is formed, mainly represented by media art. The latest technologies that not only change the ways of creating works of art, but also expand the boundaries of the idea of how they should look and spread, opening up new opportunities for artists in the implementation of artistic ideas, include: interactivity and immersion, artificial intelligence, digital media and software for drawing, 3D modelling and rendering, digital editing and correction processes, virtual and augmented reality, mobile apps for artists, and more.

Author(s): Snyder, Lori; Klos, Patricial; Grey-Hawkins, Lauren | Abstract: Transforming Teaching through Arts IntegrationAI Implementation Results: Middle School Reform through Effective Arts Integration Professional Development In four years, Anne Arundel County Public Schools (AACPS) increased sixth and seventh grade student achievement on the Maryland State Assessment (MSA) by 20% at Bates Middle School, a low performing school that had been targeted for restructuring by the state. This improvement positively correlates with the implementation of the arts integration Supporting Arts Integrated Learning for Student Success (SAILSS) model funded through the Arts in Education Model Development and Dissemination (AEMDD) grant. This model, offered to teachers across all content areas, incorporates extensive professional development opportunities including: an intensive weeklong workshop for teachers with artists followed by a two-week teaching lab with students; participation in an cohort to achieve an arts integration post-baccalaureate certificate,; and extensive trainings, conferences and workshops at local, regional, and national schools, museums, arts institutes, and higher education facilities. Qualitative and quantitative data collected by AACPS was assessed through a quasi-experimental design from the treatment and comparison schools utilizing the following instrumentation: state and local standardized testing, School-level Environment Questionnaire (SLEQ), Arts Integration: Classroom Observations for Middle Schools (AICOM), arts integration logs and parent, student, and teacher surveys. Through this study we found that in addition to increasing student achievement on statewide assessments, implementing this arts integration model positively correlates with a 77% decline in discipline referrals, and overall positive change in school climate based on teacher, staff, student, and parent perception.

The Case for Arts Integration is a tool for connecting across campus, outlining the "what," "why," and "how" of arts integration. While this book shows how arts integration can function on campus, and its range of impacts, the case it makes is broad and all-encompassing. On many campuses, a few faculty or staff are champions of arts integration. This book is designed to help them build broader support for arts integration at many levels, including among university leadership. Each university will want to define what arts integration looks like for them and how it fits into their unique cultural landscape. Like all A2RU's programs, The Case for Arts Integration is grounded in research and developed through integration and synthesis. This resource supports the work of arts integration on-campus, and draws on insights gathered from over 600 interviews with academic leaders, institutional officers, faculty, staff, and students at over 60 research universities. The A2RU research team systematically reviews these insights for evidence of the positive impacts, successful patterns, best practices, recurring challenges, and salient stories of arts integration. A companion workbook, The Case for Arts Integration: Workbook, is also available as a hands-on tool designed to help you map how the arts and arts integration advances your university's mission.

The chapter presents the historical background of arts integration and special education, including operational definitions of arts integration within the framework of arts in education approaches as well as historical context and a description of the evolution of arts integration research. It reviews the research findings on arts integration and includes a summary of the status of the research to date on interventions aimed at elementary-aged students with disabilities. The chapter describes a synthesis of the decade of trends in arts integration and special education, including consideration of the tension between arts integration practice and special education research, along with recommendations for research and practice in arts integration and special education based upon authors findings. Research initiatives and justifications for arts integration have changed dramatically from exploratory-descriptive to confirmatory investigations the latter of which necessitate interdisciplinary collaboration between arts and non-arts disciplines to make predictions and test hypotheses around arts integration approaches and observed student outcomes.

Author(s): Saraniero, Patricia; Goldberg, Merryl R; Hall, Brenda | Abstract: This paper examines the impact of two approaches to teacher professional development in arts integration – a summer institute model and a model combining the summer institute with instructional coaching. In an experimental design, the intervention trained third and fourth grade teachers to integrate visual arts and theater into reading curriculum. Findings suggest the coaching plus institute intervention had a greater impact on teacher confidence, use and frequency of arts integration than the institute-only intervention or on the comparison group.Coached teachers reported greater confidence integrating the arts, produced higher-quality work samples, taught more reading concepts with arts integration, implemented more arts standards, and used arts integration more frequently than did the institute-only teachers or the control group teachers. Coached teachers reported in greater numbers about the positive impact the professional development had on their teaching practice, including feeling more creative, inspired and finding greater enjoyment in teaching. Coached teachers were more likely than institute-only teachers to correctly use state VAPA standards and to perceive student progress towards those standards.Institute-only teachers demonstrated greater confidence in and used arts integration more frequently than did the comparison group. However, they did not reach the same levels as the coached teachers and were more likely to report time constraints and other roadblocks to successful implementation.Teachers in both treatment groups reported high student engagement and better expression of learning by students when using arts integration instructional strategies.This project was funded through the U.S. Department of Education Arts in Education Model Development and Dissemination program.

ABSTRACTNumerous case studies suggest that integrating art and science education could engage students with creative projects and encourage students to express science in multitude of ways. However, little is known about art integration practices in everyday science teaching. With a qualitative e-survey, this study explores the art integration of science teachers (n = 66). A pedagogical model for science teachers’ art integration emerged from a qualitative content analysis conducted on examples of art integration. In the model, art integration is characterised as integration through content and activities. Whilst the links in the content were facilitated either directly between concepts and ideas or indirectly through themes or artefacts, the integration through activity often connected an activity in one domain and a concept, idea or artefact in the other domain with the exception of some activities that could belong to both domains. Moreover, the examples of art integration in everyday classroom did not include expression of emotions often associated with art. In addition, quantitative part of the survey confirmed that integration is infrequent in all mapped areas. The findings of this study have implications for science teacher education that should offer opportunities for more consistent art integration.

Researching how Arts Integration is practiced in a primary school, this article explores how elementary teachers understand, implement, and experience Arts Integration. Weaving together personal experiences, teacher interviews, focus group sessions, classroom observations, and written texts, I investigate how the arts are often devalued in Arts Integration. Not only are the arts used for decorative purposes, but the arts component in Arts Integration is greatly diluted as well. Addressing what can be done to attend to the problem of devaluing the arts in the classroom, this essay holds implications for teacher education, Arts Integration and curriculum development.

Proceedings of the eighth conference on Participatory design Artful integration: interweaving media, materials and practices - PDC 04

This thesis explores the practice of arts integration and interdisciplinary collaboration between and among academic disciplines within institutions of higher education. Through the examination of the arts and integrative practices at three major universities, I discovered that arts integration is a practice that varies from institution to institution. As such, subsequent outcomes of the practice are similarly varied. Despite these variances, this qualitative research, which included interviews with leaders from several institutions of higher education as well as from organizations dedicated to arts research, led to a synthesis of common themes regarding the practice of integration, namely that leadership is critical in catalyzing, developing, and sustaining interdisciplinary curricula and research opportunities. Support also stems from co-curricular institutions, such as museums and galleries as well as arts-centric centers and institutes, which are housed within institutions of higher education. Additionally, employers across disciplines recognize that graduates need to possess a wide array of skills beyond any one discipline to be successful in today's workforce. As such, efforts at increasing integration of the arts across disciplines as well as increasing interdisciplinary collaboration in general have potential to meet these needs. Impediments to these practices, however, include lack of familiarity with the concept of arts integration, organizational culture, funding, and accreditation. Assessment and impact of arts integration are still areas that require further research, especially in terms of the impact the practices have on current students and graduates who have participated in integrative courses and interdisciplinary projects.

This article describes an approach to STEAM education in which art is viewed as a unique discipline with distinct ways of thinking. The researchers developed and evaluated a STEAM education programme to explore how art and science work together to expand and accelerate inventive thinking among Native American middle school students who participated in American Indian Services (AIS) Pre-Freshman Engineering Program (PREP). An important focus of this project was the unique local environment and culture that included Diné culture in Gallup, NM. We hypothesize that integrating culturally responsive, transdisciplinary art into an existing STEM summer programme will increase student engagement and understanding of art and science as ways of inquiry, personal exploration and constructing knowledge. We assumed that art thinking can enhance students’ sense of autonomy and competence. Our primary research question was: How does a culturally responsive, art-integrated STEAM curriculum influence student thinking, learning and understanding of connections between art and science? The research contributes to developing and evaluating out-of-school-time STEAM learning opportunities, adds to the knowledge of how to connect culture to STEM education through arts integration and contributes to improved educational outcomes through art and design integration in rural Indigenous communities.

ABSTRACTIn this article, we demonstrate that arts integration holds unique promise and benefits for helping rural teachers to provide more equitable arts opportunities for their students. These benefits include: professional network development in the service of both curricular development for arts integration and connecting teachers who often work in isolation; additional funding to allow for collaborative planning; and introduction to arts experiences and cultural resources for use in arts-integrated unit planning and implementation. We describe the Perpich Arts Integration Project—an innovative, state-funded program centered on a Collaborative Arts Integration Framework in three rural regions of Minnesota. Then, through data collected via a three-year longitudinal program documentation and evaluation, we describe several themes that we have identified about the implementation of arts integration in rural schools. Finally, we will describe a series of considerations and implications for rural schools seeking to implement such a program in the future.

The purpose of the article is to study technology influence on various types of art, in particular, painting, music, architecture, video art, screen, and spatial arts. The research methodology is based on the application of analytical, theoretical, and conceptual methods of technological art research and the relationship between digital technologies and art in general. The scientific novelty lies in the fact that for the first time the art forms created with digital technologies have been analyzed. The technological art phenomenon as a result of the art and technology integration has been considered. Conclusions. Now the process of mutual influence of modern creative technologies and art is reciprocal. On the one hand, the technology influence on art creates new technological art forms (electronic music, computer graphics, digital painting, etc.), based on a computer method and have an artistic direction, on the other hand, the study of the compositional construction of musical works and paintings as a mathematical pattern the certain sound (color) repetition give grounds for understanding the art influence on the development of modern digital technologies