This document provides guidance and resources for integrating the arts across the curriculum. It discusses the benefits of arts integration for student learning and motivation. Examples are given of how to select content standards and corresponding art standards to create integrated lessons. Strategies are outlined for developing lesson plans, finding necessary materials, and using informal and formal assessments such as rubrics. The document also provides a sample integrated lesson plan and lists online resources to support arts integration.

1. Culminating Project: Professional Development Resource
Amy Dayton
MED/570 Teaching Methods: Reading Through the Arts
May 21, 2012
Ioan Sersea
University of Phoenix

2. ARTS INTEGRATION
as a teaching strategy across the curriculum

3. ARTS INTEGRATION
A Rationale For Integration
There is quite a lot of research out
there to validate and support the
importance of integrating the arts
across the curriculum. With benefits of
reaching all type of learners and
children at all developemental levels,
and motivating them to engage in
higher level thinking, it is a wonder that
arts integration hasn’t spread more
rapidly in the United States!
Programs already in place in schools in the country are proving that...

4. ARTS INTEGRATION
A Rationale For Integration
“Quality arts-integrated instruction can help schools achieve any
school improvement plans that include meeting the needs of all
students, increasing student comprehension, and providing
effective professional growth and development for
teachers.” (Kelner, 2010).
Also, “Arts-integrated programs
are associated with academic gains
across the curriculum as reflected
in standardized test scores.”
(Gullatt, 2008).
from a Visual Arts and History Lesson, artwork by
Marayah, 9th Grade

5. ARTS INTEGRATION
A Rationale For Integration
In schools throughout Europe and Asia, leaders have been
successful in using art integration (Kelstrom, 1998). Japan, the
Netherlands and Hungary, have adopted programs utilizing arts
integration and “according to Kelstrom, these three countries
have been ranked at the top of an international list of seventeen
countries for scientific achievement by secondary
students.” (Gullatt, 2008).
Many professionals in the educational arena have spoken up for
the integration of arts in and across the curriculum. Vygotsky
“insisted that students constructed cognitive knowledge through
the active process of learning, and that the arts were integral to
that process.” (Gullatt, 2008).

6. ARTS INTEGRATION
A Rationale For Integration
Integrating arts into the classroom in some of the ways Ms.
Kelner spoke of isn’t so difficult. But, strategies will need to
change.
What is required?
• a change in perspective... thinking “outside the box”
• the willingness to re-think and adapt lessons
• a focus on the “big ideas” that you want to teach
(rather than simply teaching a piece of literature or an historical event,
for example)

7. ARTS INTEGRATION
A Rationale For Integration
Through the use of drama Ms. Kelner embarked on a lesson to
teach students with language-processing issues, as well as other
developmental issues. The book, The Polar Bear Son, by Lydia
Dabcovich, was used as the impetus for the lesson. Of course
the students learned the story, but they also learned so much
more: “their dialogue was rich with inferences about what the
characters were thinking, feeling, saying and doing.” (Kelner, 2010).

8. ARTS INTEGRATION
A Rationale For Integration
What outcomes can you expect?
• lessons are more memorable
• students make stronger and more personal connections to
the material
• students are more readily engaged
• CPS is inherent in the activities and students will begin to
develop and grow these skills
Aside from all of the rationale stated here, a wonderful aspect of AI is its
inherent adaptability for diverse learners.
From the product or products that will be assessed to the reading
materials or instructional devices used, the instructional strategies can
readily be adapted so that they are appropriate to the individual learner!

9. ARTS INTEGRATION
Connecting Content Standards with Arts Standards
Taking it Step by Step...
1. Determine what you intend to teach; the goals or
"big idea" of your lesson.
2. Choose the content standards appropriate to your
lesson.
(a)plan the progression of your lesson, step by step

10. ARTS INTEGRATION
Connecting Content Standards with Arts Standards
3. Consider the various avenues for learning and using
CPS that each art discipline may present, then
determine which one(s) you feel would be most
germane.
a) determine which art discipline could be incorporated
at each step
b)think through how the particular discipline and activity
will make that step of the lesson more memorable,
concrete and /or understandable for the students
c) consider how the particular discipline and activity can
provide differentiated instruction

11. ARTS INTEGRATION
Connecting Content Standards with Arts Standards
4. Review the art standards for [each] discipline you
choose to employ. Determine and choose/
incorporate the pertinent and appropriate
standard(s).
a) choose the product or products you expect the students
to create within the process and as a final product
b) identify the relationship between the content standard(s)
and the art standard(s) you'll be using

12. ARTS INTEGRATION
Connecting Content Standards with Arts Standards
5. Gather your materials, tools and any other supplies
you will need to effectively present and follow through
with your lesson
• make a list of the materials, tools and other supplies you'll need
• consider what materials and resources you have readily
available
• consider parents (and others) who may be able to contribute -
provide that list to them. It is wise to plan for these lessons
ahead of time, if possible, depending on how much help you may
need rounding up supplies
• consider garage sales, thrift stores and dollar stores as places to
look for supplies

13. ARTS INTEGRATION
Connecting Content Standards with Arts Standards
6. Plan for assessment
• Determine your assessment strategies, both informal and formal
• create these tools as needed
• Formulate your plan for informal assessment and know when and
how you will do these. Be sure that your informal evaluations
assess whether or not students are using CPSand if their activities
are progressing toward the lesson goal(s)
• Inform the students of your goals and/or expectations for the
lesson before they begin the finished product
• it is preferable to provide them a written copy of your formal
assessment tool

14. ARTS INTEGRATION
Arts Integration Resource List
A Compilation of Online Resources for Integrating the Different Art Disciplines
“One can compare art education to the solid foundation for a house -
once it's built properly, it will hold any shape or form you will place on it.”
- Igor Babailov -

15. ARTS INTEGRATION
Integrated Lesson Plan
1. As we discussed previously, it is important to
start by selecting the concept(s) and content you
plan to teach. In this example, I’ve chosen to teach the concept,
“Our perception of others and the world around us is affected by
our cultural background and our experiences.” and to integrate the
arts into my language arts curriculum.
2. Next, I looked at the standards I wished to implement based on the
concept and content I’d be teaching.
3. Once I knew which standards best met my concept: “Our
perception of others and the world around us is affected by our
cultural background and our experiences.”, I was ready to move on.

17. ARTS INTEGRATION
Integrated Lesson Plan
4. Based on this idea, I chose the following content area standards:
• Reading Comprehension: LA.2.1.7: The student uses a variety of
strategies to comprehend grade level text.
The student will identify important details (e.g., who, what, where, when) that
relate to the author’s purpose in read-aloud stories.
• Literary Analysis: LA.2.2.1.5: The student will respond to various
literary selections (e.g., biographies, poetry, fables, folk tales, legends),
connecting text to self (personal connection), text to world (social
connection), text to text (comparison among multiple texts).
The student identifies, analyzes, and applies knowledge of the elements of a
variety of fiction and literary texts to develop a thoughtful response to a
literary selection.

18. ARTS INTEGRATION
Integrated Lesson Plan
5. Content area standards (continued):
• Listening and Speaking: LA.2.5.2.1: The student
will interpret information presented and seek clarification
when needed.
The student effectively applies listening and speaking strategies.
6. Next, I determined which art or arts disciplines I thought would
best exemplify the goals of my lesson. In determining this, I
researched the arts standards. The visual arts seemed most
appropriate for my goal. I determined that the student would create
a mask that would:
a) visually represent the culture we’d be learning about
b) be used as part of a dramatic reading

19. ARTS INTEGRATION
Integrated Lesson Plan
7. With this in mind, I chose the following arts
standards:
• Historical and Global Connections:
VA.2.H.3.1: Describe connections made
between creating with art ideas and
creating with information from other
content areas.
The student will learn how to analyze text and visual
imagery, make inferences and create masks that
demonstrate their understanding of the story and it’s
characters.
• Critical Thinking and Reflection: VA.2.H.3.1: Describe connections made
between creating with art ideas and creating with information from other
content areas.
The student will discuss the imagery of the book and culture, make inferences and decisions to create
their masks and other art pieces demonstrating an understanding of the culture and the characters in
the story.

20. ARTS INTEGRATION
Integrated Lesson Plan
• Skills, Techniques and Processes: VA.2.S.1.1: Experiment with tools and
techniques as part of art-making processes.
The student will apply what they understand from the text to make choices about tools and
techniques most appropriate for creating their masks and/or other art objects as they work through
this lesson.
8. Once I had made
these determinations,
I was ready to set
the lesson in motion!

27. Finally, you need to be prepared to assess student learning
in a method other than a paper and pencil instrument.

28. ARTS INTEGRATION
Integrated Lesson Plan
The arts can be assessed individually and formally through the use of a rubric.
Whether you are assessing an art product such as a visual art piece or a
performance, there are specific things you want the child(ren) to demonstrate. To
create an assessment tool you need to familiarize yourself with the components that
make up each of the art disciplines as well as your content area. From there you will
be able to create assessment tools as needed. There are some great online sites
that can help you do this. There are even some templates you can work from.
The lesson plan and assessment can be adapted to meet the needs of diverse
learners.
For example:
• simply by using AI, the lesson plan can be adapted to meet the needs of
diverse learners
• goals of the lesson can be modified
• the rubric can be modified based on the student’s needs

29. ARTS INTEGRATION
Integrated Lesson Plan
Most likely you will need resources that aren’t readily available in your classroom.
As I mentioned early, there a many ways to go about getting them. Don’t let the
need for materials, tools or other supplies hold you back!
Start by making a list of the materials, tools and other supplies you'll need, then:
• consider what materials and resources you have readily available
• consider parents (and others) who may be able to contribute - provide that
list to them. It is wise to plan for these lessons ahead of time, if possible,
depending on how much help you may need rounding up supplies
• consider garage sales, thrift stores and dollar stores as places to look for
supplies
• consider local businesses who may be willing to contribute things
• look for internet sites that may provide alternative ways to enhance your
lesson

30. ARTS INTEGRATION
Integrated Lesson Plan
As you all know, the use of technology is fairly common-place in our classroom’s
these days. One of the ways I like to use technology to introduce or visually
stimulate students during a lesson is to create presentations that contain links to the
internet and sites that are useful for reaching a wide variety of learners and learning
styles in my classroom.
In this lesson, I integrated music and visual imagery through a presentation. I
included hyperlinks to provide a wider range of diverse examples to peak my
students’ interests in what we would be learning about.
During the progression of this lesson, I use music indigenous to the culture along
with images to inspire and help in the creative process of drawing out the faces of
their characters for the masks.

31. ARTS INTEGRATION
Integrated Lesson Plan
There is also a site I like to use to show the students real African animals
so that they can get a better sense of their beauty and majesty. As part of
this lesson, I want the students to have the opportunity to create real
connections to these real, living animals and to understand the
importance of respecting and saving these animals. That site is for the
photographer, Nick Brandt.
I also use images from the National Geographic site and their educational
resources.

32. ARTS INTEGRATION
Integrated Lesson Plan
At times I have also allowed students who have limited motor skills to
create imagery for this project through online drawing or photography
editing sites. Listed below are a few sites that could be helpful for
integrating technology in AI lessons.
Some other ways to integrate technology could include:
• letting students learn to create music through online tools. Many are free. Some of those
available can be found at Free Technology for Teachers.
• allowing students to create images with a digital camera and manipulate those images for
effects relating to a lesson. There are many free online sites for this. I like Pixlr and Foto
Flexer.
• letting student use online drawing sites that are age appropriate such as: Sketchfu, Pixie 3 for
creating projects or Glogster, an online “interactive poster” site, to name just a few.
• there are also lots of interactive online sites with learning games your students would love.
One of my favorites is Animalia. I use the book to teach and enjoy letting the students play the
games on the site.

33. APPROPRIATE ASSESSMENT
for Integrated Lessons
RUBRIC revised from a template available for use
though The Incredible Art Department, Art Teacher
ToolBox: http://www.princetonol.com/groups/iad/links/
toolbox/rubrics.html.
CLICK on this image (left) and you can download an
exact replica of the template as I made it.

34. ARTS INTEGRATION
Appropriate Assessment for Integrated Lessons
Integrated lessons can and should be assessed
• informally during the various stages of the lesson.
• individually and formally through the use of a rubric.
Other Assessment Avenues
• an event or performance
• an exhibit
• a portfolio
Even if the lesson produces a product, the event or exhibit would be assessed
through the use of a rubric . Over the course of time, integrated lessons can be
compiled into a portfolio and a formal assessment can be made by evaluating the
students growth in learning over time.
Whether you are assessing an art product such as a visual art piece or a
performance, there are specific things you want the child(ren) to demonstrate.

35. ARTS INTEGRATION
Appropriate Assessment for Integrated Lessons
An assessment tool can and may vary somewhat depending on the how the
objectives for the content curriculum and the arts combine. To create an
assessment tool you need to familiarize yourself with the components that make up
each of the art disciplines as well as your content area. From there you will be able
to create assessment tools as needed.
There are some great online sites that can help you do this. There are even some
templates you can work from. The following list will give you a few assessment
resources to get you started!

36. ARTS INTEGRATION
Appropriate Assessment for Integrated Lessons
Online Assessment Resources
• Rubrics, Creating and Scoring Rubrics, Templates, Samples, etc: http://
www.princetonol.com/groups/iad/links/toolbox/rubrics.html
• Assessing Student Learning in the Arts: http://www.hawaiiartsalliance.org/images/
uploads/13_Appendix_2.pdf
• Art Assessment Compendium. Various links to a variety of assessment tools for use in
the arts: http://www.ccsesaarts.org/content/assessmentClassroomTools.asp
• ArtsEdge and Portfolio Assessment: An article with information on what to assess in
portfolios: http://artsedge.kennedy-center.org/educators/how-to/supporting-individual-needs/
portfolios-assessment-through-the-arts.aspx
• ArtStart: On Integrating Theatre Arts: This resource includes “How to Design A
Great Arts-Integrated Rubric”: http://ascartsintegration.org/documents/ASC_UniversityParkLP-
D1.pdf
• About Assessments: A valuable resource on assessment: http://www.artfulassessment.org/
assessments/
• Ten Principles for Assessing Learning: This resourece provides help in understanding
assessment: http://www.artfulassessment.org/wp-content/uploads/2009/02/ten_principles.pdf

37. ARTS INTEGRATION
“Arts education aids students in skills
needed in the workplace:
flexibility, the ability to solve problems and communicate,
the ability to learn new skills, to be creative
and innovative, and to strive for excellence.”
Joseph M. Calahan,
Director of Cooperate Communications, Xerox Corporation

38. ARTS INTEGRATION
The Power of the Arts in Education
In order for our nation and society to thrive, and not just survive in the 21st
century and beyond, our citizens must be able to create and innovate. Our children
must learn to think critically and communicate their understanding. The arts are a
natural springboard for critical/creative thinking; the ability to problem solve and
come up with unique or innovative solutions. When students are immersed in
learning situations involving the arts as an integral component to teaching subject
matter, creative problem solving becomes a natural part of the process. When this
occurs students are being prepared to take a productive place in our nation and on
the world stage.
“The arts deliver precisely the kinds of thinking and working skills needed in the
workplace of the new millennium: analysis, synthesis, evaluation, and critical
judgment. The arts nourish imagination and creativity while focusing deliberately on
content and end products. The workplace demands collaboration and teamwork,
technological competencies, flexible thinking, an appreciation for diversity, and self-
discipline—all of which are integral to arts learning.” (Cornett, C.E., 2007, p. 24).

39. ARTS INTEGRATION
The Power of the Arts in Education
The instructional strategy of Arts Integration fits the needs of our students more precisely
because it requires that the students engage in CPS and reaches multiple intelligences. The
Theory of Multiple Intelligences, authored by Howard Gardner, a noted developmental
psychologist and professor of Cognition and Education, reveals that human beings have at
least eight different forms of intelligence which we can bring to bear in order to creatively
problem solve.
In the past, teachers have used instructional strategies that limited engagement to the
logical and verbal intelligences. Gardner’s theory “introduced our community to the
concept that the arts are more than an extra; they are vital to the balanced development
of a child, cognitively as well as affectively.” (Bolak, K., Bialach, D. & Dunphy, M., 2005., p. 11).
When we use teaching strategies that engage multiple intelligences, we should engage all of
our students and ensure real learning.
In Arts integrated classrooms, teachers do not dominate the lesson with talk. Instead,
“students are quickly set to work to solve problems. They learn to take turns, share ideas,
and actively listen to others as they brainstorm solutions. Students learn to question,
clarify and reflect.” (Cornett, C.E., 2011, p. 34). And, of course, these skills are ones we
know to be necessary in the workplace.

40. ARTS INTEGRATION
The Power of the Arts in Education
Over time, studies have become more definitive on this point, and others relating to
student learning. In an article posted on The President’s Committee on the Arts and
Humanities site, the writer shares research which has shown that “when students
participate in the arts they are four times more likely to be recognized for academic
achievement, have higher GPAs and SAT scores and show significantly higher levels of
mathematics proficiency by grade 12. They are also more likely to be engaged and
cooperative with teachers and peers and are more self-confident and better able to
express their ideas. These benefits are particularly pronounced in high-poverty, low-
performing schools.” (President’s Committee on the Arts and Humanities, n.d., para.
4).
Beyond the research and statistical data another truth remains: The arts are FUN!
They make students want to learn; they are, by nature, engaging and they are
motivational. This truth is obvious when students persist in their work on a project
or performance, when they experimenting without fear of mistakes and when they
are so focused that they don’t even realize the class period is over and it is time to
move on!

41. ARTS INTEGRATION
The Power of the Arts in Education
Students learning through the integration of the arts, "are learning through multiple
learning modalities, making creative decisions, adding to the direction of the lesson,
and helping to sculpt its form and format. And they are learning in the way that
children have always learned best - they are enjoying the process." (Kelner, 2010. p.
231, emphasis mine).
As we prepare the next generation to take their place in this world, it behooves us
to make every effort to prepare them to be both well-rounded and capable citizens.
Even if the arts couldn’t boost test scores or lead to increased school attendance
(though it does), education without the arts is an empty heritage. The arts are an
important part of our culture; of every culture and we impoverish our children when
we do not engage them in it. When signing the National Endowment for the Arts
into existence, President Lyndon Johnson was noted as saying, “Art is a nation’s most
precious heritage. For it is in our works of art that we reveal to ourselves and to
others the inner vision which guides us as a nation. And where there is no vision, the
people perish.”

42. ARTS INTEGRATION
The Power of the Arts in Education
“Logic will get you from A to B.
Imagination will take you everywhere.”
– Albert Einstein –

43. REFERENCES
Bolak, K., Bialach, D. & Dunphy, M. (2005) Standards Based Thematic Units Integrate the Arts and Energize Students and Teachers.
Middle School Journal, 36 (5). 9-19. Retrieved from http://www.amle.org/Publications/MiddleSchoolJournal/Articles/May2005/
Article2/tabid/122/Default.aspx
Calahan, J.M. (2010). Useful Quotes for Art Advocates. National Performing Arts Convention. Advocacy.
Retrieved from: http://www.performingartsconvention.org/advocacy/id=28
Cornett, C.E. (2007). Creating Meaning through Literature and the Arts. (3rd ed.) Upper Saddle River, New Jersey: Pearson Merrill
Prentice Hall.
Cornett, C. E. (2011). Creating meaning through literature and the arts: Art integration for classroom teachers (4th ed.). Upper Saddle
River, NJ: Pearson Education.
Florida Department of Education. (2011). Next Generation Sunshine State Standards.
Retrieved from http://www.floridastandards.org/Standards/FLStandardSearch.aspx.
Gullatt, D.E. (2008). Enhancing Student Learning Through Arts Integration: Implications for the Profession. The High School Journal.
91(4). 12.
Kelner, L.B. (2010). Miracle Moments: Tales of Art Integration. Teaching Artist Journal. 8 (4). 229.
President’s Committee on The Arts and Humanities. (n.d.) PCAH Launches the Turnaround: Arts Initiative to Help Improve Low-
Performing Schools. Retrieved from http://www.pcah.gov/news/pcah-launches-turnaround-arts-initiative-help-improve-low-
performing-schools
Rohrer. K. (2012) Incredible Art Department. Rubrics
Retrieved from http://www.princetonol.com/groups/iad/links/toolbox/rubrics.html