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Teacher Collaboration and Elementary Arts Integration: Policy and Possibility

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Title: Teacher Collaboration and Elementary Arts Integration: Policy and Possibility
Language: English
Authors: Carpenter Estrada, Tara, Graham, Mark A. (ORCID 0000-0003-2521-5190), Peterken, Corinna (ORCID 0000-0003-3796-0278), Cannon, Mikaela, Harris, Anna
Source: Arts Education Policy Review. 2023 124(3):187-200.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Teacher Collaboration, Elementary School Teachers, Art Education, Interdisciplinary Approach, Educational Policy, Art Teachers, Teacher Role
DOI: 10.1080/10632913.2022.2037482
ISSN: 1063-2913
1940-4395
Abstract: Arts education can be an important part of the elementary child's experience. However, keeping the arts in schools is often a challenge because of funding concerns and competing academic priorities. An important strategy in arts education advocacy and policy is arts integration. Arts integration creates a rationale for the arts based on the enhancement of the educational experience for all students and the potential to engage underserved or less engaged students with academic disciplines through the arts. This article examines teacher experiences within a statewide program that funds arts specialists in elementary schools with the requirement that they integrate the arts with other subjects. The researchers describe how the program works with particular focus on collaboration between arts specialists and classroom teachers. This is a multifaceted study across four school districts with 640 participants including classroom teachers and arts specialists. An understanding of both arts integration and how collaboration happens between elementary teachers and arts specialists was gained through interviews, classroom visits, and surveys. The data suggest that effective integration and collaboration can enhance teachers' professional growth but require structural and policy support as well as the creativity and energy of individual teachers. The professional life of arts specialists, teacher knowledge, and professional development emerged as important issues for teachers, school leaders, and arts advocates.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1392772
Database: ERIC
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  Value: <anid>AN0164242821;aep01jul.23;2023Jun14.05:01;v2.2.500</anid> <title id="AN0164242821-1">Teacher collaboration and elementary arts integration: policy and possibility </title> <p>Arts education can be an important part of the elementary child's experience. However, keeping the arts in schools is often a challenge because of funding concerns and competing academic priorities. An important strategy in arts education advocacy and policy is arts integration. Arts integration creates a rationale for the arts based on the enhancement of the educational experience for all students and the potential to engage underserved or less engaged students with academic disciplines through the arts. This article examines teacher experiences within a statewide program that funds arts specialists in elementary schools with the requirement that they integrate the arts with other subjects. The researchers describe how the program works with particular focus on collaboration between arts specialists and classroom teachers. This is a multifaceted study across four school districts with 640 participants including classroom teachers and arts specialists. An understanding of both arts integration and how collaboration happens between elementary teachers and arts specialists was gained through interviews, classroom visits, and surveys. The data suggest that effective integration and collaboration can enhance teachers' professional growth but require structural and policy support as well as the creativity and energy of individual teachers. The professional life of arts specialists, teacher knowledge, and professional development emerged as important issues for teachers, school leaders, and arts advocates.</p> <p>Keywords: Arts integration; elementary arts; teacher collaboration; policy</p> <p>Arts education can be a vital part of the elementary child's experience. However, keeping the arts in schools is often challenging because of competing academic priorities. An important strategy in arts education advocacy, policy, professional development, and teacher preparation is arts integration. Arts integration merges arts disciplines with other subject areas to open new ways of experiencing or gaining knowledge. A key element in an arts-integrated curriculum at the elementary level is collaboration between arts specialists and classroom teachers. This study focused on collaborative practices within a program that emphasizes the importance of arts teachers as agents to create integration between subjects to enhance student learning beyond the arts.</p> <p>The study included four school districts that are part of a university and public school partnership. Using interviews, classroom visits, and surveys, the researchers explored how collaboration happened or did not happen between classroom teachers and collaboration's influence on professional development. Policies that determined teacher scheduling, curriculum, professional development, school culture, and institutional support were important factors that influenced teacher experiences with arts integration. Most studies of arts integration describe the benefits of an arts-infused curriculum for students. By contrast, our study explores teacher experiences with arts integration policy and how classroom teachers worked with arts specialists, a critical area that receives relatively little attention in research on arts integration. Because arts integration is an important way to advocate for arts education and is an influential model for delivering arts experiences, this study has significant implications for elementary arts education, professional development, teacher preparation, and policy.</p> <p>Arts teachers in this study are part of the Beverley Taylor Sorenson Arts Learning Program (BTSALP). The original endowment of the BTSALP gives funding to seven universities to provide professional development for arts specialists. The grant also provides funding for arts education advocacy, including lobbying for legislative appropriation to support elementary arts teachers. There are now 115 BTSALP arts specialists in visual arts, music, drama, and dance in 162 schools throughout the state of Utah. According to the BTSALP Handbook ([<reflink idref="bib7" id="ref1">7</reflink>]),</p> <p>Collaborative planning and arts-integrated teaching benefit teachers, students, and all other stakeholders within the school community. An arts-integrated curriculum increases student engagement and improves student learning while cultivating an arts-enriched and collaborative school environment. (p. 21)</p> <p>In this program, collaborative planning between the arts teacher and the classroom teacher is emphasized, with the hope that grade-level instructors will recognize the benefit of the arts in their core subjects and learn how to integrate the arts into their daily instruction.</p> <hd id="AN0164242821-2">A portrait of the visual arts specialist: Isabel</hd> <p>How policy shapes arts integration is illustrated by Isabel (name changed for anonymity), a visual art teacher in an elementary school where most of the students speak English as a second language. Her teaching conversations with students range from language arts to culture to artistic methods. In a study of blind contour drawing, she explained that instead of perfection she was more interested in careful observation. Isabel exuded enthusiasm for both the subject and her students' responses. She moved quickly around the room, offering direction and encouragement while at the same time managing a student who was in tears because her family was moving. Her students engaged in their artwork with concentration and laughter as their lopsided drawings emerged (Figure 1). Isabel seemed to know the names of all 700 students in the school as well as the names of their siblings. Her interest in each student's work and her concern for their individual challenges were contagious. She is a passionate advocate for the arts and has made a substantial contribution to the success of her school, which is in the process of becoming an arts magnet school. Isabel also meets with classroom teachers regularly to develop integrative arts projects. She attributes much of her success to the support of the classroom teachers who have embraced the visual arts in the school.</p> <p>PHOTO (COLOR): Figure 1. Blind contour drawing.</p> <hd id="AN0164242821-3">Background</hd> <p>In a review of research on integration, the Education Commission of the States defined integration as "an approach to teaching and learning in which students engage in a creative process that connects an art form with another subject to promote deeper learning in both" (Workman, [<reflink idref="bib47" id="ref2">47</reflink>]). LaJevic ([<reflink idref="bib27" id="ref3">27</reflink>]) defined arts integration as a dynamic process of merging arts disciplines with other areas to open new ways of experiencing or gaining knowledge. Integrated learning emphasizes interdisciplinary collaboration to foster problem solving and 21st-century skills, such as collaboration, innovation, and communication (Allina, [<reflink idref="bib1" id="ref4">1</reflink>]; Carpenter Estrada & Gandara, [<reflink idref="bib10" id="ref5">10</reflink>]; Graham, [<reflink idref="bib19" id="ref6">19</reflink>]). There is an expectation that new ways to understand content will arise from different ways of representing, connecting, or performing knowledge (Knochel, [<reflink idref="bib25" id="ref7">25</reflink>]<bold>;</bold> Marshall, [<reflink idref="bib30" id="ref8">30</reflink>], [<reflink idref="bib32" id="ref9">32</reflink>]; Peppler & Wohlwend, [<reflink idref="bib34" id="ref10">34</reflink>]).</p> <p>Arts integration creates a rationale for arts education policy and arts advocacy based on how the arts enhance the educational experience for all students (Duma, [<reflink idref="bib17" id="ref11">17</reflink>]). In the elementary schools we studied, the arts, including dance, drama, music, and visual arts, are taught by certified art specialists who work with all grade levels in the school. Arts specialists are expected to integrate their art form with other core subjects by collaborating with grade-level teachers, whom we refer to as classroom teachers. Four themes appear in the research literature regarding elementary arts integration: the benefits of the arts for student learning, the role of teachers in arts integration, professional development, and school leadership and policy that support arts integration.</p> <hd id="AN0164242821-4">Benefits of arts integration</hd> <p>The benefits of arts integration include positive effect on student academic achievement, improved instructional skills for teachers, enhanced creativity, higher student engagement, and enhanced social and emotional learning (Catterall et al., [<reflink idref="bib11" id="ref12">11</reflink>]; Duma, [<reflink idref="bib17" id="ref13">17</reflink>]; Railey et al., [<reflink idref="bib35" id="ref14">35</reflink>]; Rolling, [<reflink idref="bib38" id="ref15">38</reflink>]; Sousa & Pilecki, [<reflink idref="bib41" id="ref16">41</reflink>]). When knowledge is seen as interconnected and complex, it makes sense to integrate the arts with other disciplines. By combining multiple forms of knowledge and literacy, children are given a wider range of learning opportunities and more sophisticated ways of understanding (Armstrong, [<reflink idref="bib3" id="ref17">3</reflink>]; Collier & Wix, [<reflink idref="bib13" id="ref18">13</reflink>]; Eisner, [<reflink idref="bib18" id="ref19">18</reflink>]; Kowalchuk & Stone, [<reflink idref="bib24" id="ref20">24</reflink>]; Mannathoko & Mamvuto, [<reflink idref="bib29" id="ref21">29</reflink>]; Robinson & Aronica, [<reflink idref="bib37" id="ref22">37</reflink>]; Winner & Hetland, [<reflink idref="bib46" id="ref23">46</reflink>]).</p> <hd id="AN0164242821-5">Arts integration research</hd> <p>In the United States, the Every Student Succeeds Act (ESSA) established research guidelines used to rank research studies based on evidence requirements. According to ESSA, for an intervention to be evidence-based, research or theoretical support for the intervention must fall within one of four evidence tiers. Evidence in Tiers I through III must "demonstrate a statistically significant effect on improving student outcomes or other <emph>relevant outcomes</emph>." The three tiers represent varying levels of rigor from "strong evidence" to "promising evidence." Tier IV evidence must "demonstrate a rationale" that an intervention is "likely to improve student outcomes or other <emph>relevant outcomes</emph>," and it must be coupled with "ongoing efforts to examine the effects" of the intervention (ESSA, Title VIII, Section 8101(<reflink idref="bib21" id="ref24">21</reflink>)(A)).</p> <p>Evidence of the effects of arts integration on student outcomes exists at all four ESSA evidence tiers. However, most arts integration interventions are supported by Tier IV evidence only (Ludwig et al., [<reflink idref="bib28" id="ref25">28</reflink>]). The average effect found in the 27 studies examined was statistically significant but modest in magnitude. This analysis noted a correlation between arts involvement and academic achievement (Catterall et al., [<reflink idref="bib11" id="ref26">11</reflink>]; Sousa & Pilecki, [<reflink idref="bib41" id="ref27">41</reflink>]). More research is needed to provide evidence for the value of arts integration since many descriptions of arts integration are better characterized as advocacy rather than research (Lackey & Huxhold, [<reflink idref="bib26" id="ref28">26</reflink>]).</p> <hd id="AN0164242821-6">Teachers and arts integration</hd> <p>Several studies in arts interdisciplinary projects explore intersections between teacher experiences and arts-infused curricular practices (Scripp & Gilbert, [<reflink idref="bib40" id="ref29">40</reflink>]). Positive benefits for teachers involved with arts integration include increased ability to reach all students by creating engaging lessons that help students better understand content and bolstering student thinking skills of the discipline they teach. Arts integration also has positive outcomes for both the professional and personal aspects of teachers' work. For example, arts integration supports teachers' perceptions of their abilities to meet the educational needs of diverse learners and reach students who are disengaged (Lackey & Huxhold, [<reflink idref="bib26" id="ref30">26</reflink>]; Scripp & Gilbert, [<reflink idref="bib40" id="ref31">40</reflink>]). Arts integration may also provide teachers with opportunities to approach their practice in innovative ways that include positive impact on teachers' pedagogy (Duma, [<reflink idref="bib17" id="ref32">17</reflink>]; Isenberg et al., [<reflink idref="bib22" id="ref33">22</reflink>]; Railey et al., [<reflink idref="bib35" id="ref34">35</reflink>]; RealVisions, [<reflink idref="bib36" id="ref35">36</reflink>]).</p> <hd id="AN0164242821-7">Professional development and teacher collaboration</hd> <p>Since classroom teachers are not usually trained in arts disciplines or in integrated learning, professional development is often cited as a key element for the success of arts-infused programs (Anderson, [<reflink idref="bib2" id="ref36">2</reflink>]; Barnum, [<reflink idref="bib4" id="ref37">4</reflink>]; Isenberg et al., [<reflink idref="bib22" id="ref38">22</reflink>]; Marshall, [<reflink idref="bib31" id="ref39">31</reflink>], [<reflink idref="bib32" id="ref40">32</reflink>]). Arts integration requires professional development that informs teachers about the purpose and benefits of the arts as well as practical ways to make integration happen (Betts, [<reflink idref="bib5" id="ref41">5</reflink>]; Borden et al., [<reflink idref="bib6" id="ref42">6</reflink>]; Isenberg et al., [<reflink idref="bib22" id="ref43">22</reflink>]; Werner & Freeman, [<reflink idref="bib45" id="ref44">45</reflink>]). The program we studied sponsors two professional development days for arts teachers, web content that includes integrated lessons, and district-wide coaches for arts teachers. Teacher collaboration and social interaction can also be important and often overlooked components of professional learning and growth (Anderson, [<reflink idref="bib2" id="ref45">2</reflink>]). Frequent and less formal teacher collaboration and peer observations may provide more robust professional development than workshop-style training (Schlaack & Steele, [<reflink idref="bib39" id="ref46">39</reflink>]).</p> <hd id="AN0164242821-8">School leadership and policy</hd> <p>School leadership and policy also contribute to the success of arts-infused curricula (Duma, [<reflink idref="bib17" id="ref47">17</reflink>]; McAlinden, [<reflink idref="bib33" id="ref48">33</reflink>]). The John F. Kennedy Center for the Performing Arts sponsors a sustained partnership with schools, called Changing Education Through the Arts (CETA). During its first decade (1999 to 2009), the program examined its impact through three multiyear evaluation studies. In addition to describing student outcomes, these studies also evaluate program design, and the program's impact on teachers and schools. The CETA program's focus on arts integration is part of a national trend that suggests that an effective arts infusion program can contribute to a more cohesive learning community for teachers and students. Integrated arts programs were seen as key facilitators of learning, including the emotional and affective aspects of the school experience (Duma, [<reflink idref="bib17" id="ref49">17</reflink>]; Wakeford, [<reflink idref="bib44" id="ref50">44</reflink>]).</p> <hd id="AN0164242821-9">Method</hd> <p>This research focused on the experiences of teachers within elementary schools engaged with arts integration. The study was organized around the following research questions:</p> <p></p> <ulist> <item> How do arts specialists collaborate with classroom teachers to develop integrated content?</item> <p></p> <item> How are art specialists woven into the academic life of the school, and how do they feel about their roles within the school?</item> </ulist> <p>We used a qualitative research methodology designed to provide rich descriptions of learning environments and teacher experiences (Creswell, [<reflink idref="bib14" id="ref51">14</reflink>]; Katz‐Buonincontro & Anderson, [<reflink idref="bib23" id="ref52">23</reflink>]). We used a grounded theory approach to data analysis, guided by our research questions for both the surveys and interviews (Charmaz, [<reflink idref="bib12" id="ref53">12</reflink>]). After generating themes, we categorized responses according to the themes described in the results section. Surveys, observations, and interviews were analyzed along three emergent strands: how arts teachers and classroom teachers collaborate, how program and school policy support teacher collaboration, and how teacher growth and learning is influenced by collaboration.</p> <p>We gathered data through surveys of both classroom teachers and arts educators that included opportunities for open-ended responses. Survey data were corroborated and given context through interviews with teachers and observations of arts classrooms. We also interviewed program directors, observed professional development workshops, and conducted a focus group with teachers in the program. In the four school districts, 598 of the 2,125 classroom teachers responded to the survey, and 51 of the 67 arts teachers responded. Twelve teachers were chosen to participate in more detailed individual interviews and observations. Among the arts-teacher respondents, 19 (40.43%) were music specialists, 16 (34.04%) were visual arts specialists, 7 (14.89%) were drama specialists, 5 (10.64%) were dance specialists, and 4 (7.8%) did not identify their specialty.</p> <p>Although we surveyed all arts teachers, we emphasized visual arts teachers in our interviews and data analysis because visual art is the art form most often used for arts integration, as indicated in the 2015 NCES study of arts integration. This NCES study observed that a very small percentage of elementary schools include dance and drama (Sparks et al., [<reflink idref="bib42" id="ref54">42</reflink>]). Because of the predominance of the visual arts in elementary arts integration, our study created a purposeful sample of collaboration between visual arts specialists and classroom teachers to study how teachers were working together on arts integration. These teachers were chosen because of their success with arts-integrated curriculum and collaboration with their classroom teacher peers.</p> <hd id="AN0164242821-10">Results</hd> <p>When we asked classroom teachers to describe a collaboration that worked particularly well, 268 teachers wrote detailed responses that included examples of arts-integrated projects. One visual arts teacher describes his work in arts integration as follows:</p> <p>My hope is to facilitate an environment for students that encourages meaningful and personal learning. This is accomplished through a combination of contemporary art practices and integration. Contemporary artists engage in meaningful inquiry that reflects current ideas and diverse cultures. The core standards of science, social science, math, and language arts are the inspiration for the art making. Instead of having a curriculum revolving around art techniques and mediums, the curriculum emerges from interdisciplinary spaces, and the technical aspects of art making support the inquiry within those spaces.</p> <hd id="AN0164242821-11">Approaches to integration and collaboration</hd> <p>It was apparent that there was a wide range of teacher practices within the program, which stresses integration as both a methodology for arts teachers and a vehicle for professional growth. Specific projects included arts integrations with science, language arts, social studies, and math. Three effective approaches to collaborative integration included school-wide themes, targeted integration, and language arts integration.</p> <hd id="AN0164242821-12">School-wide theme</hd> <p>Emily (name changed), an experienced arts teacher, created a food theme for her art classes into which other subjects were integrated throughout the year (see Figure 2). In kindergarten, students imagined a creative cupcake and decided what it would look like and be able to do. They illustrated it in large format with more than one medium and were encouraged to include specific details. With teacher support, the students wrote about their creations. Fifth-graders integrated math concepts of angles and money with the visual concept of perspective drawing to design, price, and draw imaginative cakes. They created detailed renderings in oil pastels and wrote a paragraph describing their creation (Figure 3). Emily observed that her arts integration ideas came from walking around and observing the hallways to see what various classes were studying. This sometimes involved talking with classroom teachers about a particular unit; however, she also noted that without a structure for collaboration, being an arts integration specialist can be a lonely and challenging job.</p> <p>PHOTO (COLOR): Figure 2. Kindergarten cupcake artist statement: "If I could create a cupcake that I would give to my brother this is what it would look like!! He eats people. He can talk. He tastes like blueberry popcorn with butter on it. He has sharp claws."</p> <p>PHOTO (COLOR): Figure 3. Fifth-grade student's cake, "Rainbow Drizzle," price $19.99.</p> <hd id="AN0164242821-13">Targeted integration</hd> <p>Rather than teaching integrated content all day, Kristy (name changed) teaches art most of her class periods using a nonintegrated method called "Teaching for Artistic Behavior" (Douglas & Jacquith, [<reflink idref="bib16" id="ref55">16</reflink>]). Then, during small-group instruction blocks, she teaches in-depth integrated projects with classroom teachers. Teachers sign up for a time, plan and prepare beforehand with Kristy, and then co-teach their integrated lesson to the students. Among many other projects, Kristy has worked with teachers and students to create graphic novels about civil rights activists, abstract expressionist paintings with descriptive poetry, and landforms out of clay. Kristy remarked:</p> <p>I always integrate because I don't believe in silos of education. But the integration happens naturally and organically with the art form itself, so I'm not really concerned about whether or not I am ... teaching to their core. I'm more interested in "Hey, math is naturally integrating with this art. Have you noticed that?"</p> <hd id="AN0164242821-14">Language arts integration</hd> <p>Many visual arts specialists integrated language arts by having students create images to inform their writing process and to illustrate their stories. In Amy's (name changed) art class, students learned about famous artworks and created artworks inspired by them. For her second-grade students, Amy used Georgia O'Keeffe's <emph>Ladder to the Moon</emph> (1958) to show how an image such as a ladder could act as a metaphor for other ideas. After learning how to brainstorm, the students devised ways they might build something to get to the moon, then created their own images based on their ideas. For example, one student thought they could use a "jiinet hok" (giant hawk) or an ice cream stacked high or a jumping lion to get to the moon.</p> <p>In another lesson, using the example of the children's book <emph>Sea Bear</emph> by Lindsay Moore, Amy's students wrote a story that included a lead picture, a problem picture, and a solution picture. Based on her experience with bookmaking, Amy devised imaginative ways to design and present these books (Figure 4). Amy explained that she uses the power of pictures to help students with writing and thinking. "I think it's so effective to have what they're learning amplified here in my art room. They get really excited." She attributes her supportive administration to being able to develop these projects. She also sends a Google Doc to classroom teachers every 2 months on which they list the concepts they are teaching and the difficulties their students are having.</p> <p>PHOTO (COLOR): Figure 4. Illustration for an original story.</p> <hd id="AN0164242821-15">Methods of communication and collaboration</hd> <p>We asked classroom teachers and art specialists to describe the ways in which they communicated to coordinate arts-integrated instruction. These responses seemed to mirror each other, as illustrated in Figure 5. Significantly, most teachers rely on informal run-ins and emails rather than meeting to collaborate. Out of 649 teachers, only 138 were visiting one another in the classroom. One classroom teacher observed: "Our arts specialist knows what we are studying per grade or often topics and teaches accordingly. I am not part of conveying this information to her, but it happens magically." Nevertheless, a significant number of arts specialists said they co-developed curriculum with classroom teachers.</p> <p>PHOTO (COLOR): Figure 5. Ways classroom teachers and arts specialists communicate.</p> <hd id="AN0164242821-16">Desires for better collaboration</hd> <p>Although many classroom teachers praised the arts specialists' work with their students, they also expressed a desire for more collaboration. One teacher said,</p> <p>I love our arts specialist teachers and have the utmost respect for them and the work they do. Unfortunately, we don't do much collaboration. They bring amazing lessons that fit our curriculum and the needs of the children, but we don't tell them what to do or really give any input.</p> <p>Many classroom teachers expressed confusion about how collaboration should work. One teacher stated, "I find that I am sometimes unsure about the role I am supposed to take in arts instruction when there is an art specialist." There were also requests for more transparency and information from arts specialists. For example, one teacher mentioned that she would like to receive "a monthly email with ideas on what [the arts teacher] is doing in her room and what we can do to expand on that when we teach art in our room." Another teacher suggested that discussing ideas with how to take what [students] are learning in class and integrate it into my classroom would also be helpful."</p> <p>Some teachers expressed frustration about the lack of collaboration with the arts specialist. One teacher described it this way: "Everything is separate, meaning we don't plan or have any input as to what is being taught." Another teacher described this issue in more detail:</p> <p>Our art specialist has not taken time to collaborate with the grade-level teams. She is integrating the arts into whatever subject she wants to, and I have no idea what she is even teaching. It would be better if we could collaborate together, so she is integrating the arts into what our grade is teaching and reinforcing what the students are learning.</p> <p>On the other hand, many arts specialists expressed frustration that the classroom teachers did not seem to want to collaborate with them. They talked about the need to "track classroom teachers down" in the lunchroom or in the faculty room. They felt like they had to approach teachers with quick ideas already in mind, like an elevator pitch, so they could convince them that their art form could support learning in other areas. One teacher said,</p> <p>[Integration] is usually very one-sided, with the general teachers simply telling the art teacher what they are working on in their curriculum. I would like to see more of an interest from the general teachers on ways to integrate art into their classrooms.</p> <p>Another challenge for arts specialists was just getting to know the content of instruction for each grade level. One arts specialist said, "I would love to integrate more, but I do not know the core nearly as well as [the classroom teachers] do." Though the overall sentiment was that arts specialists were doing a great job integrating on their own, many arts and classroom teachers felt that better collaboration would be helpful. One classroom teacher said, "[The arts specialist] really did a great job of tying the arts lessons to our core curriculum, but this was largely his own research and preparation and not particularly done through collaboration."</p> <hd id="AN0164242821-17">The role of arts specialists in schools</hd> <p>Arts specialists assumed different roles within their school, ranging from prep-time support for classroom teachers to instructional specialists to collaborating teachers. These roles were connected to how the arts specialists are woven into the academic life of the school.</p> <hd id="AN0164242821-18">Prep-time support</hd> <p>Many classroom teachers seemed to appreciate that the arts specialist took their students so they could work on other things. They shared how this helps relieve their load and overall stress. Classroom teachers described arts time as planning time, prep time, and time for professional learning community meetings. One teacher described how their program was structured to give both the classroom teacher and the arts teacher more small-group instruction time:</p> <p>At our school, half the class goes to art one day, and the other half goes on a different day. This makes it possible for me to work with smaller groups and not have to manage independent groups of students in other areas of the classroom, so my small group lessons become more effective.</p> <hd id="AN0164242821-19">Teaching the arts for classroom teachers</hd> <p>Many teachers appreciated that the arts teacher took on arts content for them. Even though elementary classroom teachers are expected to teach all subjects, many teachers viewed the arts as "extra" or not as important and something their students would not have access to without an arts teacher in the building. Some classroom teachers lacked knowledge about the arts or were not comfortable teaching the arts. One teacher said that when students go to arts class, they "do things they would never get a chance to do/learn in [her] classroom." Classroom teachers also talked about lacking time to plan for and teach the arts. One comment typifies this type of response:</p> <p>I think that unfortunately with regular classroom teachers, the arts have become the last thing that we think about because we have so many other subjects that have to take precedence, we can't really put our full energy into planning quality arts-integrated curriculum.</p> <hd id="AN0164242821-20">Side-by-side teaching</hd> <p>When asked how art teaching usually occurs in their school, most teachers said that the arts specialist gives all the instruction and is the only one in the room. A recurring theme that emerged from arts teachers was the need for more classroom teachers to sit in on their arts-integrated lessons. Originally, the program included side-by-side teaching during arts instruction; however, current guidelines allow for more divergence from this model. In many schools, neither side-by-side nor collaborative teaching is consistently happening. One teacher noted:</p> <p>I truly miss the side-by side-teaching. Now that it is an option for teachers to come or not to come, 99% of them do not come. They desperately need and enjoy that break, which I understand. But there is a difference in the program now. I don't feel as connected to the teachers, ... but I also feel the teachers don't fully appreciate the program or understand it like they used to when they were required to come to class.</p> <p>One specialist discussed an alternative format that is working at his school: "My fellow faculty come into my class every other time their students do. This works well, because the students recognize me as an authority figure, but the traditional teachers get to be in the loop regarding our integration work" (see Figure 6). Both the side-by-side or staying with the arts specialist represent an important, but often neglected, component of professional development for both classroom teachers and arts specialists.</p> <p>PHOTO (COLOR): Figure 6. How art teaching takes place in the schools surveyed.</p> <hd id="AN0164242821-21">How arts specialists are woven into the academic life of their schools</hd> <p>The roles given to arts teachers within the school affected how they were woven into the academic life of their schools and whether or not they felt like valued members of the faculty. When we asked arts specialists "To what extent do you feel valued by the administration at your school?" their responses were split between feeling highly valued and not feeling valued (see Figure 7). Some arts specialists explained that priorities set by the administration set them at odds with the classroom teachers. Sometimes principals view arts time as time for classroom teachers to reteach concepts to struggling students one-on-one or in small groups. One specialist described it this way:</p> <p>PHOTO (COLOR): Figure 7. Extent teachers feel valued by administration in their school.</p> <p>It is ... hard for teachers to value what the arts teacher is doing when the principal directs them to use art instructional time to do progress monitoring (testing kids one on one). ... It also is a less-than-ideal teaching environment when the teachers are pulling kids every few minutes. ... That environment doesn't create a great collaboration feeling between myself and the classroom teacher.</p> <p>Sometimes a lack of understanding about what arts specialists do and how they can support academic achievement in other areas contributes to an overall devaluing of the program by administration and other faculty. One arts specialist stated:</p> <p>I rarely get teachers asking me to help teach a concept ... I believe that if the principal understood how the arts support academic achievement, and the purpose for my job ... I would be much more effective and would feel a part of a team instead of an "extra" teacher who entertains students while teachers do "more important" work like attending their PLC meetings.</p> <hd id="AN0164242821-22">Support from administration and faculty</hd> <p>Teachers felt that collaboration in their school would improve if there was more respect and appreciation for arts specialists. One teacher said,</p> <p>I was disappointed with the lack of communication about art at our school this year. The art specialist is always open to suggestions if we would like something incorporated; however, the classroom teachers were generally not at all aware of what was being focused on in art.</p> <p>Another teacher expressed discouragement about the way the principal interacted with the specialist: "I wish that our principal would treat our music teacher more like a teacher and less like an aide. I see some injustices as to uses of her time and inclusion that I think could be done better."</p> <hd id="AN0164242821-23">Challenges for arts collaboration and integrated learning</hd> <p>Teachers cited several concerns with the program, including lack of job stability, lack of time to collaborate, classroom management, support, training in arts integration, and the need for fewer students. Interest in collaboration among classroom teachers appeared to be constrained by both scheduling and the demands of teaching. Some teachers frankly shared that collaboration with the specialist is not happening in their schools. In one representative quote, a teacher forcefully explained why they were not collaborating:</p> <p>We don't collaborate. And before you get huffy about it, I have other things I need to teach. I don't have time to collaborate with art, music, library, PE, and computers to make sure their specialties are fully integrated into my subject matter. I barely have enough time to teach basic reading, writing, and arithmetic, plus plan lessons, grade work, analyze data, and communicate with parents. Would it be cool to integrate the arts? Sure. But I don't currently have the time to make that happen.</p> <p>Her response underlines a consistent theme of the study: Being an elementary educator includes many competing demands on time and energy.</p> <hd id="AN0164242821-24">Job stability</hd> <p>Because schools must reapply for arts funding every year, arts specialists often feel a lack of job stability. One arts specialist observed, "You never know if you're going to have your job the following year." Teacher turnover emerged as a consistent concern among both arts and classroom teachers. Without the same arts specialist to collaborate with, it is difficult to set up ongoing plans or lessons that build upon one another from year to year.</p> <hd id="AN0164242821-25">Time to collaborate</hd> <p>Many arts specialists expressed a need for more time to collaborate, including regularly scheduled meeting times that were part of teachers' regular contract hours. This need was also reflected in the responses of classroom teachers, many of whom wanted to work with arts teachers but who, because of scheduling conflicts, had no common time within the school day. Some arts teachers can work at as many as four different schools, which makes finding a time to collaborate even more challenging. More than half of the classroom teachers and a third of arts teachers said that their principal does not set aside paid prep time. The amount of time respondents had in paid prep for collaboration with arts specialists on a weekly basis varied widely, with some teachers getting as few as 30 minutes a month and others getting several hours a week (Figure 8). Many teachers expressed a desire to have a full-time arts specialist dedicated to their school, so they had more access to them.</p> <p>PHOTO (COLOR): Figure 8. Prep time for arts specialists to collaborate with classroom teachers.</p> <hd id="AN0164242821-26">Classroom management</hd> <p>Since specialists interact with all the students in their schools rather than just a single class, they need to be able to manage diverse age groups and students from different classroom cultures. One classroom teacher said, "[The arts specialists] need to be trained in classroom management and not depend on the classroom teacher to be their fallback when they can't handle normal behavior-management situations." Another arts teacher described this issue in depth:</p> <p>Classroom management is also a huge issue with arts specialists I have talked to and also from my own experience. [Arts teachers] often don't have the resources or knowledge of how to build relationships and appropriately handle so many students, with so little time each week, with so many grade levels.</p> <hd id="AN0164242821-27">Professional development</hd> <p>Arts specialists are expected to train the classroom teachers in their art form both directly and indirectly so that the classroom teacher can better integrate the arts in their own classrooms. Despite regular professional development provided by university partners, some classroom teachers were concerned that their arts specialist lacked needed training to collaborate on integration.</p> <hd id="AN0164242821-28">Formal professional development</hd> <p>Professional development and administrative support are important components of the program we studied. Professional development includes a twice-yearly arts integration day for arts specialists with a keynote, breakout sessions for individual disciplines, and hands-on workshops. The breakout sessions provided examples of integration in various arts forms. One district within the study has adopted a coaching model of arts integration where arts specialists are hired at the district level and tasked with training all classroom teachers in the district in the different art forms and integration strategies.</p> <hd id="AN0164242821-29">Discussion</hd> <p>This study examined teachers' experiences with collaboration and arts integration. The program has created a generative platform that encourages various levels of collaboration between arts teachers and classroom teachers. In our study, some of these collaborations happened regularly, while others resulted from art teachers taking the initiative to gain an understanding of each grade level's core curriculum. Several factors appeared to influence the frequency and quality of collaboration, including school leadership, program policy constraints, job stability, the number of students served, and administrative support.</p> <hd id="AN0164242821-30">Arts integration: Policy, promise, and possibility</hd> <p>Arts integration has become a prominent feature of elementary arts education advocacy because it gives the arts relevance within the existing academic structure. Despite acknowledging the need for improved collaboration, classroom teachers overwhelmingly shared positive comments about arts teachers and their work. Although the levels of collaboration were mixed, we observed many remarkable examples of art learning experiences that supported grade-level learning goals, student engagement, and changes in school culture toward a greater awareness of the value of the arts in learning.</p> <hd id="AN0164242821-31">Arts integration and student outcomes</hd> <p>Many school leaders and teachers believe that discipline-specific teaching and learning can be improved through arts integration practices (Burnaford et al., [<reflink idref="bib8" id="ref56">8</reflink>]). Arts integrated teaching and related professional development programs are positively linked to improved student learning (Scripp & Gilbert, [<reflink idref="bib40" id="ref57">40</reflink>]). Although student learning was not the focus of this study, many teachers commented on the value of arts integration for their students. Classroom teachers described how arts integration supported their classroom instruction. For example, one teacher said that the students "learn the content in diverse ways, which helps them retain the information longer." Another teacher said that the art specialist "reinforces core subjects with art." Another said that arts instruction "helps the students remember the concepts better." Other classroom teachers spoke about the importance of the arts for the well-being of the whole child. One teacher remarked that students are "energetic and alive after leaving the art room."</p> <hd id="AN0164242821-32">Too much collaboration?</hd> <p>While there were many examples of arts integration and positive educational collaborations in the schools we studied, some arts specialists commented that they just wanted to teach their art form without regard to integration. These comments point to the limitations of using integration as the primary medium for the delivery of arts learning to students. Some teachers felt that the arts became diluted when viewed as an enhancement for other subjects rather than important subjects themselves. Other arts educators worried about what would happen to their art form when classroom teachers, who are not trained in an arts discipline, begin teaching the arts (Scripp & Gilbert, [<reflink idref="bib40" id="ref58">40</reflink>]).</p> <p>The goals of using the arts to enhance other subjects or to develop 21st-century skills may neglect other issues such as social justice, place-based ecologies, and community activism. A focus on economic innovation may ignore other purposes of art and education that have traditionally been embraced by the liberal arts. The study of art can help students understand social justice, recover their history, and connect to the large ideas of human existence (Graham, [<reflink idref="bib19" id="ref59">19</reflink>]). What is most important in the work of many artists is the problematic questions their work embodies and their restiveness with boundaries. What is often missing in arguments for art education is the power of art to foster rebellion, critical self-awareness, refusals, reconstructions, and provocations (Greene, [<reflink idref="bib20" id="ref60">20</reflink>]). There may need to be a rebalancing of expectations that allows arts teachers to teach about artists and art methods they are passionate about, independent of what is happening in other classrooms.</p> <hd id="AN0164242821-33">School leadership, policy, and time to collaborate</hd> <p>It was apparent that arts specialists need both policy and structural support to succeed. The most common suggestion from the teachers for improving collaboration was scheduling more time to meet. Many arts teachers in this study faced challenging teaching schedules that included travel between more than one school. Although the work of these arts teachers is remarkable, we wonder whether it can be sustained. The program stipulates that a teacher must serve 1,000 students (either at one school or a combination of schools) to considered full time. During the study, classroom teachers, arts teachers, and program coordinators observed that this policy requirement stretches arts teachers too thin. Many of the arts teachers in this program are at the beginning of their careers, struggle with classroom management, and feel a lack of administrative support. At the same time, they are expected to provide leadership in collaborative curriculum development for their classroom teacher counterparts. These findings are consistent with other studies that suggest that support from school and school district administrators is needed to build and sustain an educational innovation and to maintain a productive learning environment (Borden et al., [<reflink idref="bib6" id="ref61">6</reflink>]; Burton et al., [<reflink idref="bib9" id="ref62">9</reflink>]; Darling-Hammond, [<reflink idref="bib15" id="ref63">15</reflink>]; Isenberg et al., [<reflink idref="bib22" id="ref64">22</reflink>]; RealVisions, [<reflink idref="bib36" id="ref65">36</reflink>]).</p> <hd id="AN0164242821-34">Professional development</hd> <p>Many classroom teachers lack the educational background or experience to institute pedagogical innovations such as arts integration. Perhaps the most significant aspect of the collaboration we observed was their potential to provide opportunities for informal professional learning and growth for teachers. These peer-based professional development events ranged from conversations to classroom observations to direct coaching experiences. The impact of these regular, socially engaged experiences with peers can have an important influence on teacher confidence and skills with arts integration (Anderson, [<reflink idref="bib2" id="ref66">2</reflink>]; Schlaack & Steele, [<reflink idref="bib39" id="ref67">39</reflink>]). We observed how these collaborations resulted in robust arts-integrated curricular design and engaging instruction. The most important implication of this study is that the professional growth of teachers requires strong support for peer-to-peer collaborations (Gulamhussein, [<reflink idref="bib21" id="ref68">21</reflink>]).</p> <hd id="AN0164242821-35">Conclusion</hd> <p>The quality of teacher collaborations was influenced by:</p> <p></p> <ulist> <item> Program policy constraints, which influence scheduling, class size, teaching loads, curriculum, professional development, and time for collaboration. These findings underscore the need for strong administrative and policy support for the value of arts integration and cultivation.</item> <p></p> <item> Professional development for both arts educators and classroom teachers had significant potential for improving arts integration practices (Isenberg et al., [<reflink idref="bib22" id="ref69">22</reflink>]). This included informal learning through side-by-side or other forms of teacher observations. These collaborative efforts helped teachers develop a stronger sense of community and become more involved with the overall school program. These results are reflected in studies of arts integration, where collaboration could result in innovative teaching practices (Burton et al., [<reflink idref="bib9" id="ref70">9</reflink>]; Duma, [<reflink idref="bib17" id="ref71">17</reflink>]; RealVisions, [<reflink idref="bib36" id="ref72">36</reflink>]; Stevenson & Deasy, [<reflink idref="bib43" id="ref73">43</reflink>]; Werner & Freeman, [<reflink idref="bib45" id="ref74">45</reflink>]).</item> <p></p> <item> Leadership, including principals who lead out philosophically by endorsing the importance of the arts and structurally by allotting funding and implementing procedures to make collaboration possible was a key to success. This finding is supported by research that points to the importance of administrative support for successful implementation and transformation of the school culture related to arts-integrated teaching (Duma, [<reflink idref="bib17" id="ref75">17</reflink>]; Isenberg et al., [<reflink idref="bib22" id="ref76">22</reflink>]; RealVisions, [<reflink idref="bib36" id="ref77">36</reflink>]). Ensuring that teachers understand the role of arts specialists in the school was an important, but sometimes missing, factor that influenced successful collaborations. Arts teachers need structural support from school leadership for effective collaboration and arts integration.</item> </ulist> <p>This study examined teachers' experiences within a program designed to infuse the arts into the elementary curriculum. We observed that arts teachers working with classroom teachers are powerful incubators of sophisticated arts integration. Informal teams of teachers created dynamic and engaging curricula. These collaborations have the potential to be an influential force in teacher growth and development. Consistent with other research findings, we observed that arts integration had a positive effect on pedagogy by creating dynamic and engaging curricula (Isenberg et al., [<reflink idref="bib22" id="ref78">22</reflink>]; RealVisions, [<reflink idref="bib36" id="ref79">36</reflink>]). Although the purpose of schools is often framed exclusively in terms of student learning, the intellectual or artistic growth of teachers is an important, but often neglected, factor in a school's effectiveness. Arts specialists in this study were engaged in many levels of collaboration and art integration. In the process, they provided remarkable, informal professional development in arts integration for classroom teachers.</p> <ref id="AN0164242821-36"> <title> References </title> <blist> <bibl id="bib1" idref="ref4" type="bt">1</bibl> <bibtext> Allina, B. (2018). 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  Label: Title
  Group: Ti
  Data: Teacher Collaboration and Elementary Arts Integration: Policy and Possibility
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Carpenter+Estrada%2C+Tara%22">Carpenter Estrada, Tara</searchLink><br /><searchLink fieldCode="AR" term="%22Graham%2C+Mark+A%2E%22">Graham, Mark A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2521-5190">0000-0003-2521-5190</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peterken%2C+Corinna%22">Peterken, Corinna</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3796-0278">0000-0003-3796-0278</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cannon%2C+Mikaela%22">Cannon, Mikaela</searchLink><br /><searchLink fieldCode="AR" term="%22Harris%2C+Anna%22">Harris, Anna</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Arts+Education+Policy+Review%22"><i>Arts Education Policy Review</i></searchLink>. 2023 124(3):187-200.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Teachers%22">Art Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10632913.2022.2037482
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1063-2913<br />1940-4395
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Arts education can be an important part of the elementary child's experience. However, keeping the arts in schools is often a challenge because of funding concerns and competing academic priorities. An important strategy in arts education advocacy and policy is arts integration. Arts integration creates a rationale for the arts based on the enhancement of the educational experience for all students and the potential to engage underserved or less engaged students with academic disciplines through the arts. This article examines teacher experiences within a statewide program that funds arts specialists in elementary schools with the requirement that they integrate the arts with other subjects. The researchers describe how the program works with particular focus on collaboration between arts specialists and classroom teachers. This is a multifaceted study across four school districts with 640 participants including classroom teachers and arts specialists. An understanding of both arts integration and how collaboration happens between elementary teachers and arts specialists was gained through interviews, classroom visits, and surveys. The data suggest that effective integration and collaboration can enhance teachers' professional growth but require structural and policy support as well as the creativity and energy of individual teachers. The professional life of arts specialists, teacher knowledge, and professional development emerged as important issues for teachers, school leaders, and arts advocates.
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  Data: As Provided
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  Label: Entry Date
  Group: Date
  Data: 2023
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  Label: Accession Number
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  Data: EJ1392772
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        Value: 10.1080/10632913.2022.2037482
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 187
    Subjects:
      – SubjectFull: Teacher Collaboration
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Art Education
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      – SubjectFull: Educational Policy
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      – SubjectFull: Art Teachers
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      – SubjectFull: Teacher Role
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      – TitleFull: Teacher Collaboration and Elementary Arts Integration: Policy and Possibility
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