“Unlocking My Creativity”: Teacher Learning in Arts Integration Professional Development

Abstract

This article examines the impact of two approaches to teacher professional development in arts integration-a summer institute model and a model combining the summer institute with instructional coaching. In an experimental design, the intervention trained third and fourth grade teachers to integrate visual arts and theater into reading curriculum. Findings suggest the coaching plus institute intervention had a greater impact on teacher confidence, use and frequency of arts integration than the institute-only intervention or the comparison group. Coached teachers reported greater confidence integrating the arts, produced higherquality work samples, taught more reading concepts with arts integration, implemented more arts standards, and used arts integration more frequently than did the institute-only teachers or the control group teachers. Coached teachers reported in greater numbers about the positive impact the professional development had on their teaching practice, including feeling more creative, inspired and finding greater enjoyment in teaching. Coached teachers were more likely than institute-only teachers to correctly use state VAPA standards and to perceive student progress toward those standards. Institute-only teachers demonstrated greater confidence in, and used, arts integration more frequently than did the comparison group. However, they did not reach the same levels as the coached teachers and were more likely to report time constraints and other roadblocks to successful implementation. Teachers in both treatment groups reported high student engagement and better expression of learning by students when using arts integration instructional strategies. This project was funded through the U.S. Department of Education Arts in Education Model Development and Dissemination Program.

Laughter Filled the Classroom: Outcomes of Professional Development in Arts Integration for Elementary Teachers in Inclusion Settings

“…In fact, all three, art learning, professional development, and academic outcomes, are inseparable when considering the impact of arts integration on an academic program (Scripp & Paradis, 2014). Professional development that is specific to arts integration can help to improve teachers' confidence, knowledge, knowledge and implementation in the classroom (Saraniero, Goldberg, & Hall, 2014). Teachers in Saraniero and colleagues' study (2014) who received professional development in arts integration reported they felt more creative and engaged in their teaching, were more focused in their lesson planning, and found that arts integration was an effective reading strategy.…”

Challenges and Supports to Elementary Teacher Education: Case Study of Preservice Teachers’ Perspectives on Arts Integration

“…The most cited challenge to classroom practitioner integration usage is time. This includes planning time, time to collaborate with arts specialists or other artistic teachers, and perceived time to execute arts integrated lessons and activities (LaJevic, 2013;Oreck, 2006;Saraniero, Goldberg, & Hall, 2014). Administrative support is also a contributing factor to integration frequency, as chronicled through different research designs (Bellisario and Donovan, 2012;Purnell, 2004;Van Eman et al, 2008).…”

“…Practitioners describe a singular administrative focus on both high stakes tests (Bellisario & Donovan, 2012;Oreck, 2004;Oreck, 2006) and pre-scripted curriculum (Garvis & Pendergast, 2010;LaJevic, 2013;Saraniero et al, 2014;Van Eman et al, 2008) as deterrents to using an integrated approach. Finally, literature indicates that preservice and professional development training in arts integrated practices improves teacher comfort and self-efficacy with varied art forms (Oreck, 2004).…”

The Evolution of Emilia: How Coaching and Drama Strategies Impacted a Teacher's Teaching Practices

“…Sustained in-depth collaborations help support implementation (Simpson, Herring, & Kelin, 2002). Furthermore, these types of coaching practices have been found to increase teacher confidence and implementing art practices in the classroom (Saraniero & Goldberg, 2014).…”