Arts for Academic Achievement: Images of Arts Infusion in Elementary Classrooms

Abstract

This paper presents the findings from a longitudinal research study of the experiences and conditions in which community-based artists have been blended into everyday, on-going instruction in six Minneapolis elementary schools. Along with an earlier paper, “Arts Integration—A Vehicle for Changing Teacher Practice,” this paper substantiates and deepens what was first described by teacher participants in group interviews. The methodology for this current study utilized extensive classroom observation conducted over time. The six schools studied were part of a larger district-wide arts integration initiative, where a total of 43 schools were involved in the Annenberg Arts for Academic Achievement Project. Within each of the six selected schools presented in this paper are individual and teams of classroom teachers who have worked with the same artist over the course of one to three years. The classroom teachers and teaching artists were observed on twenty-two different occasions by observer-researchers from CAREI over the course of a year.