Abstract
While arts-based has received increased attention in recent years as a research methodology rooted in an aesthetic framework, less attention has been paid to conceptualizing what arts-based means in the context of particular disciplines of K–12 teaching and learning. This qualitative study recognizes a need to examine sustained and ongoing approaches to the teaching of English through art in an effort to better understand and articulate what art can do for literacy learning. I explore art as story as one way of conceptualizing a central role for art in English class where art serves as a tool for engagement and as the material for ongoing inquiry.
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