Inequities in arts education permeate the educational landscape. Some schools provide programs for a few students; others provide for all students, but only sporadically (Burton, Horowitz, & Abeles, 1999; Fowler, 1996). According to a Los Angeles County Art Commission (2001) study, wealthy and high-achieving students are more likely to receive arts education than low-performing and economically-disadvantaged students. Sadly, arts education is virtually nonexistent for marginalized youth. "Disadvantaged and at-risk youth are often barred from school arts programs in favor of remedial instruction in reading and math" (California Alliance for Arts Education, n.d., Quality, Equity, and Access to Arts Education Section, Bullet 3). This imbalance is clearly evident in middle level schools where substantive arts learning, contingent upon the availability of funding and experienced personnel, occurs most often in specialized electives such as music (i.e. band or choir) or visual arts (Fowler, 1996; Woodworth et al., 2007). While these courses may offer a more in-depth arts experience, compared to a short-term rotation elective, participation is limited to students who are talented and who have successfully passed state exams (California Alliance for Arts Education, n.d.). As a result, only a small percentage of middle level youth receive quality arts education experiences. To address arts education disparities in middle level schools, this article explores evidence that infusing the visual and performing arts into language arts, math, science, and history/social studies courses is a pedagogical approach that meets the developmental needs of early adolescents and fosters a relevant, challenging, integrative, and exploratory curriculum to all learners. The strategy is often identified as integrated or interdisciplinary arts education (Arts Education Partnership National Forum, 2002). To organize an investigation of interdisciplinary arts education, an examination of the literature and a valuable case study of five middle level classrooms provide the compelling argument to support implementation in middle level schools serving diverse learners. Making a Difference with Arts-Infused Learning The focus group for this study includes English learners, students from economically disadvantaged families, and students from varied racial/ethnic backgrounds. The curricular emphasis is arts-infused learning in language arts, math, science, and history-social science middle level classrooms. As such, literature from several perspectives was reviewed to establish a theoretical framework. Middle level theory and practice, arts education policy and practice, and critical theory are intertwined to generate new thinking about developmentally and culturally responsive pedagogy. Developmentally Responsive Pedagogy To effectively explore arts-infused middle level learning, addressing the connection between arts-infused learning and developmentally responsive pedagogy is essential. According to the National Middle School Association, a curricul...
