As we embark on the new academic year 2024/2025, we challenge administrators and teachers to consider the integration of the arts into their curricula, irrespective of grade level. The incorporation of the arts into the curriculum holds significant potential for fostering school improvement (Ishiguro, Ishihara, Morita, 2023). While traditional pedagogical methods offer substantial benefits, the integration of art disciplines—such as art, music, drama, and others—within the curriculum can enhance student English and mathematics test scores and attitude toward mathematics (Jeronimo, 2019; Şengün and İskenderoğlua, 2010; The Oregon Community Foundation, 2017) and elevate the overall morale of the school community (Ishiguro, Ishihara, Morita, 2023). The premise is that a creative learning environment, enriched with the integration of art, can facilitate a more comprehensive understanding of educational objectives among students (Batdi and Batdi, 2015). By embracing the arts, administrators and teachers can provide a more holistic and enriching educational experience that nurtures both academic and personal growth (Lee et al., 2015).
What does the research say?
Educators within the GCC region frequently encounter the challenge of motivating student engagement, similar to other regions around the world. Integrating arts into the curriculum presents a practical strategy to address this issue. Research indicates that arts integration promotes the development of 21st-century skills, including creativity, collaboration, and communication (Hunkins, 2019; Lee et al., 2015). As well, research indicates that arts integration positively impacts student outcomes. Students involved in arts-integrated curricula demonstrate enhanced self-esteem, creativity, empathy, perseverance, and risk-taking (Bernard, 2004; Diket, 2003; The Oregon Community Foundation, 2017). These experiences also contribute to the development of cognitive skills (Dhanapal et al., 2014). Furthermore, teachers have witnessed great success with the integration of art into the curriculum. The Oregon Community Foundation (2017) reported increased teacher collaboration, innovation, and satisfaction among educators implementing arts-integrated curricula. Schools that adopted these practices experienced reduced teacher turnover, enhanced school identity, and strengthened community and parental engagement. By adopting an arts integrated curricula, teachers can foster a more dynamic and engaging educational environment.
Examples of Arts in the Curriculum
Reading
When the students can include creativity in what they are reading, they become more engaged and are more likely to have a better understanding of the story (Young et al., 2019). Ms. Nikki Williams, an experienced teacher in Abu Dhabi, reflects on her students benefiting from creating lessons that use arts and reading. One strategy that she uses is the reader’s theatre. Reader’s theatre is a collaborative learning activity where learners engage in read-alouds adapted from diverse literary sources, such as plays and written texts. This strategy has demonstrated the ability to enhance learners’ reading comprehension, speaking, and vocabulary development (Young et al., 2019). Learners also benefit from having increased confidence in reading aloud when engaged in reader’s theatre (Young et al., 2019).
Mathematics
There are several opportunities to integrate the arts in mathematics. For instance, in Susan Riley’s article “15 Ways to Integrate Art and Math in Elementary Classrooms,” for the website “Institute for Arts Integration and STEAM,” she argues that by expanding the approach of mathematics beyond arithmetic to encompass problem-solving, geometry, and visualization, innovative integrated lesson plans can be developed. Successful integration of the arts into mathematics demands a paradigm shift from a purely numerical perspective to a broader appreciation of the discipline. Riley goes on to list several practical strategies that can be implemented in the classroom. Ms. Williams reflects on using one of Riley’s strategies – Telling Time activity. This activity involves the students drawing a picture of a clock and colour-coding the various parts to learn the different aspects and their functions. This works perfectly in elementary classrooms because young learners tend to learn things more easily when they can associate learning with colour (Riley, 2018). Ms. Williams says, “I utilize this strategy as an introductory activity that introduces my children to the new concept of telling time. This strategy can be used for an analogue or digital clock. The feedback from students and parents is always positive.”
Science
Art and science, often perceived as contrasting subjects, share fundamental epistemological underpinnings. As Schukei (2018) asserts, both subjects are characterized by inquiry, exploration, and discovery. This connection has profound implications for pedagogical practice. Ms. Williams says, “Recognizing the intrinsic link between art and science has significantly enhanced my capacity to design stimulating and flexible learning experiences.” Ms. Williams reflects on an art and science example, where her students were asked to create animal habitats through visual arts that integrate research, creativity, and critical thinking. While this activity is primarily suitable for Cycle 1 learners, this activity can be adapted for older students by incorporating more complex ecological concepts. Encouraging students to design hypothetical creatures tailored to specific environments fosters higher-order thinking skills and reinforces interdisciplinary learning.
Conclusion
A substantial body of research has demonstrated the positive correlation between arts integration and student learning outcomes (Ishiguro, C., Ishihara, T. & Morita, N., 2023). Given the compelling evidence supporting this relationship, it is apparent that the incorporation of arts into the curriculum can yield substantial benefits. School improvement initiatives should prioritize student engagement, content retention, and morale (Ishiguro et al., 2023). The integration of arts into the curriculum offers a promising opportunity for enhancing all three of these critical dimensions. Research consistently demonstrates a positive correlation between arts integration and overall school improvement (Young et al., 2019). Through the integration of arts into the curriculum, educators can foster a more comprehensive and stimulating learning experience.
References
Batdi, V., and Batdi, H. (2015). Effect of creative drama on academic achievement: A meta-analytic and thematic analysis. Educational Sciences: Theory & Practice, 15(6), 1459–1470.
Bernard, B. (2004). Resiliency: What we have learned. San Francisco, CA: WestEd.
Dhanapal, S., Kanapathy, R., and Mastan, J. (2014, December). A study to understand the role of visual arts in the teaching and learning of science. In Asia-Pacific Forum on Science Learning and Teaching, 15(2), 1 – 25. The Education University of Hong Kong, Department of Science and Environmental Studies.
Diket, R. M. (2003). The arts contribution to adolescent learning. Kappa Delta Pi Record, 39, 173-177.
Hunkins, M. M. (2019). The Art of Science: An Exploration of Art Integration in a Science Classroom. Middle Grades Review, 5(2), 1 – 15. https://scholarworks.uvm.edu/mgreview/vol5/iss2/6
Ishiguro, C., Ishihara, T. and Morita, N. (2023). Extracurricular music and visual arts activities are related to academic performance improvement in school-aged children. npj Sci. Learn. 8(7). https://doi.org/10.1038/s41539-023-00155-0
Jeronimo, J. (2019). Integrating Art Into a Math Curriculum. [Master’s Thesis, California State University, Monterey Bay]. Digital Commons CSUMB, https://digitalcommons.csumb.edu/caps_thes_all/491
Lee, B. K., Patall, E. A., Cawthon, S. W., and Steingut, R. R. (2015). The effect of drama-based pedagogy on preK–16 outcomes: A meta-analysis of research from 1985 to 2012. Review of Educational Research, 85(1), 3–49. https://doi.org/10.3102/0034654314540477
Riley, S. (2018, December). 15 Ways to Integrate Math and Art in the Elementary Classroom. The Institute for Arts Integration and STEAM, artsintegration.com/2012/05/15/ways-to-integrate-art-and-math-in-an-elementary-classroom/.
Şengün, Y., and İskenderoğlua, T. (2010). A review of creative drama studies in math education: Aim, data collection, data analyses, sample and conclusions of studies. Procedia – Social and Behavioral Sciences, 9, 1214–1219. https://doi.org/10.1016/j.sbspro.2010.12.309
Young, C., Durham, P., Miller, M., Rasinski, Timothy V., and Lane, F. (2019). Improving reading comprehension with readers theater, The Journal of Educational Research, 11(5),
615–626, DOI: 10.1080/00220671.2019.1649240
Nikki Williams – 3rd Grade Teacher-Shaikha Bint Suroor School
Jason D. Johnson-Associate Professor-Emirates College for Advanced Education
