The practice of arts integration – as a pedagogical approach and collaborative practice, supported by public policy - reminds us that the arts are not just a stand-alone enterprise; rather the arts enrich and are enriched when they interact with other disciplines or areas of learning and human development. In that sense, arts integration might be as old as cave paintings where the outlines of bison were enriched by the knowledge of local geology, knowledge of the seasons, and what may have been early literary or religious practices. In more contemporary times, arts integration as a pedagogical approach to teaching and learning, and as supported through public policies, has evolved in both in-school and out-of-school learning environments.
An Enriched Understanding of Arts Integration
In recent years, the definition of arts integration has been expanding, spurred by:
The evolving understanding that education is more than academic achievement and depends on other fundamental capacities such as social-emotional development.
The acknowledgement that learning happens in and outside of school and extends to what young people develop in afterschool programs, voluntary clubs and hobbies, in their homes, and as explorers of the digital world.
The increasing understanding of design thinking in both teaching and learning, especially as regards to workforce-related skillsets in career and technical education.
The growing body of evidence that the arts can play a powerful role in youth development in areas beyond academic learning, such as civic engagement and social-emotional growth.
The increasing role that the arts play in articulating issues of social justice, from structural inequities in health, environment, and education, to exclusionary definitions of beauty, excellence, and quality.
The changing policy landscape, which prioritizes local control, site-based decisions, and flexibility among state and federal education structures, potentially making space for cross-disciplinary learning.
In response, this exploration of the potential futures for arts integration builds on and expands the foundational idea that the arts can enrich young people’s learning and development. The project team set out to examine:
The multiple domains in which this integration or synergy between the arts and other disciplines or areas of learning and human development can occur, from school-based learning to global citizenship.
The many formats that can support and promote arts integration, including school residencies, informal learning in museums, parks and libraries, and digital platforms.
The range of outcomes that might result for young people, families, educators and the systems that serve them.
The graphic below suggests the many forms, which are values-neutral, that arts integration has expanded to take:
This work emerged from research from Creative Generation ahead of this project and was enriched through the projects process. Learn more about the process here.
IDEAS FROM THE FIELD
Throughout this work, over 150 practitioners from the intersecting fields of education and the arts shared their perspectives about the future of arts integration. Check out the more recent blogs below.
CONTRIBUTE TO THE DIALOGUE
Just as arts integration contains a diverse set of practices, so too is the field of practitioners (and their perspectives!) diverse.
Have an idea to share? Check out these blog guidelines and complete the form below to share your perspective!