Skip to main content

Arts Integration in the Curriculum: A Review of Research and Implications for Teaching and Learning

  • Chapter
International Handbook of Research in Arts Education

Part of the book series: Springer International Handbook of Research in Arts Education ((SIHE,volume 16))

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 429.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 549.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 549.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

    Google Scholar 

  • Barrett, J. R., McCoy, C. W., & Veblen, K. K. (1997). Sound ways of knowing: Music in the interdisciplinary curriculum. New York: Schirmer/Wadsworth.

    Google Scholar 

  • Beane, J. (1997). Curriculum integration: Designing the core of democratic education. New York: Teachers College Press.

    Google Scholar 

  • Beane, J., & Brodhagen, B. (1996). Doing curriculum integration. Madison, WI: University of Wisconsin.

    Google Scholar 

  • Beane, J. A. (1991). The middle school: The natural home of integrated curriculum. Educational Leadership, 49 (2), 9–13.

    Google Scholar 

  • Berghoff, B. (2005). Views of learning through the arts in elementary classrooms. Paper presented at the annual meeting of the American Educational Research Association, Montréal, Canada.

    Google Scholar 

  • Best, D. (1995). Collective, integrated arts: The expedient generic myth. Arts Education Policy Review, 97 (1), 32–39. Retrieved online September 23, 2005 via McGill University Library.

    Article  Google Scholar 

  • Borgmann, C. B. (2005). Views of learning through the arts in teacher education. Paper presented at the annual meeting of the American Educational Research Association, Montréal, Canada.

    Google Scholar 

  • Borgmann, C. B., Berghoff, B., & Parr, N. C. (2001). Dispositional change in pre-service classroom teachers through the aesthetic experience and parallel processes of inquiry in arts integration. Arts & Learning Research Journal, 17 (1), 61–77.

    Google Scholar 

  • Bresler, L. (1995). The subservient, co-equal, affective and social integration styles and their implications for the arts. Arts Education Policy Review, 96 (5), 31–37.

    Article  Google Scholar 

  • Bresler, L. (2003). Out of the trenches: The joys (and risks) of cross-disciplinary collaborations. Council of Research in Music Education, 152, 17–39.

    Google Scholar 

  • Brewer, T. M. (2002). Integrated curriculum. What benefit? Arts Education Policy Review, 10 (4), 31–37.

    Google Scholar 

  • Bumgarner, C. M. (1994) Artists in the classrooms: The impact and consequences of the National Endowment for the Arts’ artist residency program on K-12 arts education. Arts Education Policy review, 95 (3), 14–30.

    Article  Google Scholar 

  • Burnaford, G., Aprill, A., & Weiss, C. (Eds.). (2001). Renaissance in the classroom: Arts integration and meaningful learning. Mahwah, New Jersey: Lawrence Erlbaum Associates.

    Google Scholar 

  • Burton, J., Horowitz, R., & Abeles, H. (1999). Learning in and through the arts: Curriculum implications. Washington, DC: Champions of Change Report, The Arts Education Partnership, and the President’s Committee on the Arts and Humanities.

    Google Scholar 

  • Chrysostomou, S. (2004). Interdisciplinary approaches in the new curriculum in Greece: A focus on music education. Arts Education Policy Review, 10 (5), 23–29.

    Article  Google Scholar 

  • Consortium of National Arts Education Organizations. (1994). National standards for arts education. Reston, VA: Music Educators National Conference.

    Google Scholar 

  • Coufal, K. L., & Coufal, D.C. (2002). Colorful wishes: The fusing of drawing, narratives, and social studies. Communication Disorders Quarterly, 23 (2), 109–121.

    Article  Google Scholar 

  • Cowan, K. W. (2001). The arts and emergent literacy. Primary Voices, 9 (4), 11–18.

    Google Scholar 

  • Crumpler, T. (2002). Scenes of learning: Using drama to investigate literacy learning. Arts & Learning Research Journal, 18 (1), 55–74.

    Google Scholar 

  • Deasey, R. (Ed.) (2002). Critical links: Learning in the arts and student academic and social development. Washington, DC: Arts Education Partnership.

    Google Scholar 

  • DeMoss, K., & Morris, T. (2002). How arts integration supports student learning. Students shed light on the connections. Retrieved online September 12, 2005 from http://www.capeweb.org/demoss.pdf

  • Detels, C. (1999). Soft boundaries: Re-visioning the arts and aesthetics in American education. Westport, CT: Bergin & Garvey.

    Google Scholar 

  • Dewey, J. (1916). Democracy and education. New York: Free Press.

    Google Scholar 

  • Dewey, J. (1934). Art as experience. New York: Putnam.

    Google Scholar 

  • Doll, W. (1993). A post-modern perspective on curriculum. New York: Teachers College Press.

    Google Scholar 

  • Efland, A. (1990). A history of art education: Intellectual and social currents in teaching the visual arts. New York: Teachers College Press.

    Google Scholar 

  • Efland, A. (2002). Art and cognition, integrating the visual arts in the curriculum. New York: Teachers College Press.

    Google Scholar 

  • Eisner, E. W. (1985). Learning and teaching the ways of knowing: Eighty-fourth Yearbook of the National Society for the Study of Education, Part II. Chicago: University of Chicago Press.

    Google Scholar 

  • Freedman, K. (2003). Teaching visual culture: Curriculum, aesthetics and the social life of art. New York: Teachers College Press.

    Google Scholar 

  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic,

    Google Scholar 

  • Gee, C. B. (2003). Uncritical pronouncements build critical links for federal arts bureaucracy. Arts Education Policy Review, 104 (3), 17–20.

    Google Scholar 

  • Gee. C. B. (2004). Spirit, mind and body: Arts education the Redeemer. In E. Eisner & M. Day (Eds.), Handbook of research and policy in art education (pp. 115–134). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

    Google Scholar 

  • Goldberg, M. (2001). Arts and learning: An integrated approach to teaching and learning in multicultural and multilingual settings (2nd ed.). New York: Longman/Addison Wesley.

    Google Scholar 

  • Groves, P., Gerstl-Pepin, C. I., Patterson, J., Cozart, S. C., & McKinney, M. (2001). Educational resilience in the A + Schools Program: Building capacity through networking and professional development. Winston-Salem, NC: Thomas S. Kenan Institute for the Arts.

    Google Scholar 

  • Hanley, M. S. (2002). Bird in the air: Critical multicultural education through drama. Arts & Learning Research Journal, 18 (1), 75–98.

    Google Scholar 

  • Hetland, L., & Winner, E. (2000). The arts in education: Evaluating the evidence for a causal link. The Journal of Aesthetic Education, 34 (3/4), 3–10.

    Google Scholar 

  • Horowitz, R. (2004). Summary of large-scale arts partnership evaluations. Washington, DC: Arts Education Partnership.

    Google Scholar 

  • Horowitz, R., & Webb-Dempsey, J. (2002). Promising signs of positive effects: Lessons from the multi-arts studies. In R. Deasey (Ed.), Critical links: Learning in the arts and student academic and social development (pp. 98–101). Washington, DC: Arts Education Partnership.

    Google Scholar 

  • Maher, R. (2004). “Workin’ on the railroad:” African American labor history. Social Education, 68 (5), 4–10.

    Google Scholar 

  • Mansilla, V. B. (2005). Assessing student work at disciplinary crossroads. Change, 37 (1), 14–22.

    Google Scholar 

  • Marshall, J. (2005). Connecting art, learning, and creativity: A case for curriculum integration. Studies in Art Education, 46 (3), 227–241.

    Google Scholar 

  • Mason, T. C. (1996). Integrated curricula: Potential and problems. Journal of Teacher Education, 47 (4), 263–270.

    Article  Google Scholar 

  • McCammon, L., & Betts, D. J. (2001). Breaking teachers out of their little cells. Youth Theatre Journal, 15 (1), 81–94.

    Article  Google Scholar 

  • McDermott, P., Rothenberg, J., & Hollinde, P. (2005). “Let me draw!” How the arts foster knowledge and critical thinking in an urban school. Arts & Learning Research Journal, 21 (1), 119–138.

    Google Scholar 

  • Meban, M. (2002). The postmodern artist in the school: Implications for arts partnership programs. International Journal of Education and the Arts, 3 (1). Retrieved online September 12, 2005 from http://ijea.asu.edu/v3/n1

  • Mello, R. (2001). The power of storytelling: How oral narrative influences children’s relationships in classrooms. International Journal of Education and the Arts, 2 (1). Retrieved online September 12, 2005 from http://ijea.asu.edu/v2n1

  • Mello, R. (2004). When pedagogy meets practice: Combining arts integration and teacher education in the college. Arts & Learning Research Journal, 20 (1), 135–164.

    Google Scholar 

  • Oreck, B. (2002). The arts in teaching: An investigation of factors influencing teachers’ use of the arts in the classroom. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.

    Google Scholar 

  • Oreck, B. (2004). The artistic and professional development of teachers: A study of teachers’ attitudes toward and use of the arts in teaching. Journal of Teacher Education, 55 (1), 55–69.

    Article  Google Scholar 

  • Parr, N. C. (2005). Semiotic cycles of learning and the challenges of visual data. Paper presented at the annual meeting of the American Educational Research Association, Montréal, Canada.

    Google Scholar 

  • Parsons, M. (2004). Art and integrated curriculum. In E. Eisner & M. Day (Eds.), Handbook of research and policy in art education (pp. 775–794). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Patteson, A. (2002). Amazing grace and powerful medicine: A case study of an elementary teacher and the arts. Canadian Journal of Education, 27 (2&3), 269–289.

    Google Scholar 

  • Patteson, A. (2004). Present moments, present lives: teacher transformation through art-making. Unpublished doctoral dissertation. Queen’s University, Kingston, Canada.

    Google Scholar 

  • Patteson, A., Upitis, R., & Smithrim, K. (2002). Teachers as artists: Transcending the winds of curricular change. In B. White & G. Bogardi (Eds.), Professional development: Where are the gaps? Where are the opportunities? Educators’ and artists views on arts education in Canada (pp. 83–100). Montréal, Canada: The National Symposium on Arts Education.

    Google Scholar 

  • Perkins, D. (1989). Selecting fertile themes for integrated learning. In H. Jacobs (Ed.), Interdisciplinary curriculum: Design and implementation (pp. 67–76). Alexandria, VA: ASCD.

    Google Scholar 

  • Russell, J. (2006). Preservation and development in the transformative zone: Fusing disparate styles and traditions in a pedagogy workshop with Cuban musicians. British Journal of Music Education, 23 (2), 1–12.

    Article  Google Scholar 

  • Trainin, G., Andrzejczak, N., & Poldberg, M. (2005). Visual arts and writing: A mutually beneficial relationship. Arts & Learning Research Journal, 21 (1), 139–156.

    Google Scholar 

  • Upitis, R., & Smithrim, K. (2003). Learning Through The Arts™: National assessment 1999–2002 Final Report to the Royal Conservatory of Music. Toronto: The Royal Conservatory of Music.

    Google Scholar 

  • Upitis, R., Smithrim, K., Patteson, A., & Meban, M. (2001). The effects of an enriched elementary arts education program on teacher development, artist practices, and student achievement: Baseline student achievement and teacher data from six Canadian sites. International Journal of Education & the Arts, 2 (8). Retrieved online September 12, 2005 http://ijea.asu.edu

  • Veblen, K., & Elliott, D. J. (2000). Integration: For or against? General Music Today, 14 (1), 4–12.

    Google Scholar 

  • Waldorf, L. A. (2002). The professional artist as public school educator: A research report of the Chicago Arts Partnerships inn Education, 2000–2001. UCLA Graduate School of Education & Information Studies.

    Google Scholar 

  • Wilson, B., Corbett, D., & Noblit, G. (2001). Executive summary: The arts and education reform: Lessons from a 4-year evaluation of the A + Schools Program 1995–1999. North Carolina School of the Arts, NC: Thomas S. Kenan Institute for the Arts.

    Google Scholar 

  • Wilson, M. (2002). Integrated arts: A partnership model for teacher education. Symposium paper. In B. White & G. Bogardi (Eds.), Professional development: Where are the gaps? Where are the opportunities? Educators’ and artists’ views on arts education (pp. 119–126). National Symposium on Arts Education.

    Google Scholar 

  • Wineberg, S., & Grossman, P. (Eds.). (2000). Interdisciplinary curriculum: Challenges to implementation. New York: Teachers College Press.

    Google Scholar 

  • Winner, E. (2003). Beyond the evidence given: A critical commentary on Critical Links. Arts Education Policy Review, 104 (3), 1–13.

    Article  Google Scholar 

  • Winner, E., & Hetland, L. (2000). The arts and academic achievement: What the evidence shows. Executive Summary. The Journal of Aesthetic Education, 3 (4), 1–10.

    Google Scholar 

Integrated Arts Education in South Africa

  • Agawu, K. (1995). African rhythm: A northern Ewe perspective. Cambridge, MA: Cambridge University Press.

    Google Scholar 

  • Dlamini, S. (2004). The role of the umrhubhe bow as transmitter of cultural knowledge among the amaXhosa: An interview with Latozi “Madosini” Mpahleni. Journal of the Musical Arts in Africa, 1, 138–160.

    Google Scholar 

  • Dzansi, M. (2002). Some manifestations of Ghanaian indigenous culture in children’s singing games. International Journal of Education and the Arts, 3 (7). Retrieved November 18, 2005, from http://ijea.asu.edu

  • Herbst, A., De Wet, J., & Rijsdijk, S. (2005). A survey of music education in the primary schools of South Africa’s Cape Peninsula. Journal of Research in Music Education, 53 (3), 260–283.

    Article  Google Scholar 

  • Human Sciences Research Council with the Education Policy Consortium for the Nelson Mandela Foundation/HSRC. (2005). Emerging voices: A report on education in South African rural communities. Cape Town: HSRC Press. Retrieved November 18, 2005, from http://www.hsrcpress.ac.za

  • Klopper, C. (2004). Variables impacting on the delivery of music in the learning area arts and culture in South Africa. Unpublished doctoral thesis, University of Pretoria, South Africa.

    Google Scholar 

  • Mans, M. (1999). Namibian music and dance as Ngoma in arts education. Unpublished doctoral thesis, University of Natal, Durban, South Africa.

    Google Scholar 

  • Mans, M., Dzansi-McPalm, M., & Agak, H. (2003). Play in musical arts pedagogy. In A. Herbst, M. Nzewi, & A. Agawu (Eds.), Musical arts in Africa: Theory, practice and education (pp. 195–214). Pretoria: University of South Africa Press.

    Google Scholar 

  • National Department of Education, South Africa. (2002). Revised national curriculum statement, Arts and culture. Retrieved September 16, 2005, from http://curriculum.wcape.school.za/ncs/index/lareas/view/6/#9

  • National Research Foundation of South Africa (NRF). (2005). Nexus database of completed and current research projects undertaken in South Africa. Retrieved September 16, 2005, from http://www.nrf.ac.za

  • Ng’andu, J., & Herbst, A. (2004). Lukwesa ne Ciwa [The story of Lukwesa and Iciwa]: Musical storytelling of the Bemba of Zambia. British Journal of Research in Music Education, 21 (1), 41–61.

    Article  Google Scholar 

  • Nzewi, M. (2001). Music education in Africa: Mediating the imposition of Western music education with the imperatives of the indigenous African practice. In C. Van Niekerk (Ed.), PASMEC 2001: Selected conference proceedings from the conference held in Lusaka, Zambia, 21–25 August 2001 (pp. 18–55). Pretoria: Pasmae.

    Google Scholar 

  • Nzewi, M. (2003). Strategies for music education in Africa. In A. Herbst, M. Nzewi, & A. Agawu (Eds.), Musical arts in Africa: Theory, practice and education (pp. 13–37). Pretoria: University of South Africa Press.

    Google Scholar 

  • Potgieter, H. (Ed.). (2005). Musical arts education in transformation: Indigenous and global perspectives in South Africa. Cape Town: African Minds.

    Google Scholar 

  • Primos, K. (2001). Africa. In D. Hargreaves & A. North, A. (Eds.), Musical development and learning: The international perspective (pp. 1–13). London: Continuum.

    Google Scholar 

Arts Integration in Greece

  • Aggelidis, P., & Mavroidis, G. (Eds.). (2004). Educational innovations for the school of the future (Vol. A). Athens: Typothito.

    Google Scholar 

  • Alahiotis, S. (2004). Towards a contemporary educational system: Integration and flexible zone change education and upgrade educational quality. In P. Aggelidis & G. Mavroidis, G. (Eds.), Educational innovations for the school of the future (Vol. A). Athens: Typothito.

    Google Scholar 

  • Grollios, G. (2003). Foundation, aims and integration in the new curriculum for education. Ekpaideutiki Koinotita, 67, 30–37.

    Google Scholar 

  • Matsaggouras, I. (2003). Integration in school knowledge. Athens: Gregory.

    Google Scholar 

  • Melina Project Education & Culture. (n.d.). Retrieved September 14, 2005 from http://www.prmelina.g

  • Noutsos, M. (2003). Unified curriculum: The ideology of confusion. Ekpaideutiki Koinotita, 67. 24–29.

    Google Scholar 

  • Spiropoulou, D. (2004). The flexible zone as educational innovation: A case study of three secondary schools. Epitheorisi Ekpaideutikon Thematon, 9, 157–171.

    Google Scholar 

  • Therianos, K. (2003). Integration in education: Can DEPPS and Flexible Zone change schools if we do not change examinations and assessment? Ekpaideutiki Koinotita, 67, 18–23.

    Google Scholar 

Arts Integration in Japan

  • Kyoiku Ongaku. (1999). Kyoiku Ongaku Shogakuban: Ongakuka ga kakawaru sogoteki na gakushu jissen jirei 32 [Elementary music education: 32 Cases of integrated programs involving music]. Tokyo: Ongaku no Tomosha.

    Google Scholar 

  • Matsunobu, K. (2005). Ongakuka ni okeru togokyoiku no tenkai ni kansuru kenkyu [A study on music in the integrated curriculum]. Unpublished doctoral dissertation, Tokyo Gakugei University, Tokyo.

    Google Scholar 

  • Sato, N. E. (2004). Inside Japanese classrooms: The heart of education. New York: RoutledgeFalmer.

    Google Scholar 

Flashes on Research and Practice in Integrated Music Education in German-speaking Europe

  • Breuer, H., & Weuffen, M. (2000). Lernschwierigkeiten am Schulanfang – Schuleingangsdiagnostik zurFrüherkennung und Frühförderung [Learning difficulties when starting school – diagnostics for early diagnosis and encouragement]. Weinheim, Germany: Beltz.

    Google Scholar 

  • Cslovjecsek M., & Spychiger M. (1998). Mus ik oder Mus ik nicht? – Musik als Unterrichtsprinzip [To sound or not to sound – Music as an educational principle ]. Hölstein [Switzerland]: Verlag SWCH.

    Google Scholar 

  • Cslovjecsek, M. (Ed.). (2001/2004). Mathe macht Musik: Impulse zum musikalischen Unterricht mit dem Zahlenbuch [Music by maths: Impulses for music education with the Math-Textbook ]. (vols. 1–3). Zug [Switzerland]: Klett und Balmer.

    Google Scholar 

  • Cslovjecsek, M. (2003). Klang und Bewegung als Zugang zur Welt der Zahlen –ein lohnender Zugang zu einem musikbetonten Unterricht? [Sound and movement as the gateway to the world of numbers – a rewarding approach to education emphasizing music?]. Musikerziehung: Zeitschrift der Musikerzieher Österreich [Music education: Magazine of the Austrian Music Teachers ] 57, 15–18. öbv&hpt. Vienna, Austria.

    Google Scholar 

  • Elschenbroich, D. (2001). Weltwissen der Siebenjährigen: Wie Kinder die Welt entdecken [World knowledge of the seven-year olds: How children can discover the world ]. München [Germany]: Kunstmann.

    Google Scholar 

  • Holoubek, H. (1998). Musik im Deutschunterricht. (Re-)Konstruierte Beziehungen, oder: Thema con Variazioni. [Music within the language class. (Re)-constructed relationships or tema con variazioni ]. Frankfurt on the Main: Peter Lang.

    Google Scholar 

  • Kramer, A. (2002). Musikalische Wege zur Fremdsprache in der Grundschule [A musical approach towards foreign language education in elementary school]. Teaching and learning. Lehren und Lernen, Zeitschrift des Landesinstitutes für Erziehung und Unterricht [Journal of the Federal Institute of Education], 9 (28),19–25. Germany.

    Google Scholar 

  • Ptok, M. (2000). Auditive Verarbeitungs – und Wahrnehmungsstörungen und Legasthenie [Auditive processing and percepting disorders and dyslexia]. Hessisches Ärzteblatt [Medical Journal of Hesse], 2, 52–54. Germany.

    Google Scholar 

  • Spychiger, M. (1995). Mehr Musikunterricht an den öffentlichen Schulen? [Should public schools offer more music education?]. Hamburg: Kovac.

    Google Scholar 

  • Spychiger, M. (2001). Understanding musical activity and musical learning as sign processes: Toward a semiotic approach to music education. Journal of Aesthetic Education, 35 (1), 53–67.

    Article  Google Scholar 

  • Tewes, U., Steffen, S., & Warnke, F. (2003, January). Automatisierungsstörungen als Ursache von Lernproblemen [Automatization disorders as the origin of learning difficulties]. Forum Logopädie [Forum for logopedics], 1 (17), 2–8.

    Google Scholar 

  • Weber, E., Patry J. L., & Spychiger, M. (1993). Musik macht Schule [Music makes the school ]. Essen [Germany]: Die blaue Eule.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2007 Springer

About this chapter

Cite this chapter

Russell, J., Zembylas, M. (2007). Arts Integration in the Curriculum: A Review of Research and Implications for Teaching and Learning. In: Bresler, L. (eds) International Handbook of Research in Arts Education. Springer International Handbook of Research in Arts Education, vol 16. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-3052-9_18

Download citation

Publish with us

Policies and ethics