Abstract
There is ample evidence that arts added to the K-12 curriculum can have many positive learning impacts. Nevertheless, many states do not promote such instruction as an integral part of classroom plans. For particular schools with underserved populations, arts-enhanced curricula can be a powerful learning tool. Beyond arts integration, arts infusion methodologies woven into teachers' classroom instruction use art to help students who may be struggling with learning access information in a more tangible way. This article provides a case study of how drama-based pedagogy was used in a school serving an underserved population. After exposure to the arts infusion technique, these elementary school students scored dramatically higher on standardized tests for language skills. The outcome provides a strong argument for arts infusion as a classroom tool.
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