Annelise VanDyken

March 15, 2016

Honors Thesis
Annotated Bibliography
Bresler, L. (1995, May). The Subservient, Co-equal, Affective, and Social Integration Styles and
their Implications for the Arts. Arts Education Policy Review, 96(5).
Breslers article gives a list of different approaches to arts integration and her opinion on
the value of each of those approaches. The first approach is a subservient approach,
viewing arts integration as a way to add interest to other subject areas. Tasks might be at
lower cognitive levels such as cutting, pasting, and memorizing simple lyrics, but they
are time efficient and intended to build on students self-esteem. Co-equal integration
involves the arts being used to actively enrich another discipline, promoting critical
thinking and awareness. The affective style of integration puts the use of the art and
music in terms of affecting the mood and creativity levels such as playing background
music while working. Finally, social integration involves arts being used for school
programs and events, such as a Christmas program. Bresler argues that the co-equal
approach is the most effective for promoting student learning and development.

Building Mathematics and Science Competencies through an Arts Integration Model Year Two.
(2012) Arts Link. Web. Retrieved 15 Mar. 2016.
This report was done by the Philadelphia Arts in Education Partnership and was funded in
part by the United States Department of Education. The Arts Link project was
implemented in order to research and experiment on integrating visual art with
mathematics and science curricula in Philadelphia public schools. This research was an
extension of research done on integrating the arts with literary skill acquisition. This was
carried out with the same school district, and the results proved to be successful based on
responses from the teachers and students. The specific lesson plans and objectives for
grades 2 to 5 are included from four elementary schools.

Cheers, I., & Chen, K. (2012, July 1). STEAM Ahead: Merging Arts and Science
Education. PBS Newshour. PBS, Retrieved 17 Mar. 2016.
This article talks about the pursuits of Wolf Traps Institute for Early Learning Through
the Arts, an organization that strives to integrate art with math and science (STEAM
science, technology, engineering, arts, and mathematics). For this program, teachers are
already using the arts in their core subjects at the preschool and kindergarten levels. Some
of the reasons given for this combination include preparing students to compete at a
global level of intelligence and reaching out to English language learners.

Gardner, H. (1983). Frames of mind: The Theory of Multiple Intelligences. New York City, NY:
Basic Books.
In this book, Gardner seeks to explain his theory of multiple intelligences, in contrast to
the notion that there is only one type of general learning that is common to each human
being. He says that people can learn through spatial, musical, kinesthetic, logical,
linguistic, natural, interpersonal, and intrapersonal means. He also uses many examples
of these intelligences being observed in different people, which give support to his theory.
One of the applications of this book is informing educators that different students have
different preferred learning styles, so they must not be sedentary in their teaching
methods.

Groff, J. (2013). Expanding Our Frames of Mind for Education and the Arts [Electronic
version]. Harvard Educational Review, 83(1), 1-35.
In this journal article, Jennifer Groff seeks to understand the role of the arts in education
by using recent neuroscientific research and technologys effect. She has done significant

studies on Gardners Multiple Intelligences Theory, and she suggests a new, updated
theory called whole-mindedness. This theory is based on mental processing systems
including object visualization, spatial visualization, and verbal. Both verbal and nonverbal processing systems are required to develop a full understanding of a particular
topic. She argues that we need to give students activities that strengthen each processing
system, and the use of arts integration promotes development in spatial and object
visualization. She presents further evidence for this theory in her article, how it relates to
Gardners Theory, and how it may give a case for the importance of art education in
schools today. Her article also demonstrates the relationship between the arts, learning,
and human development.
Gullatt, David. "Enhancing Student Learning through Arts Integration: Implications for the
Profession." The High School Journal, vol. 91, no. 4, 2008, pp. 12-25.
Gullatts article argues for the use of arts integration. He describes the work of previous
researchers and how they thought students should be taught holistically, believing that the
arts were an essential part of this educational process. He gives examples of the ways that
other countries have given great value to the arts at all levels of education, and he
questions why the U.S. does not give the arts the recognition that these other countries
give. He also provides eight ways schools in the U.S. view art; some examples include
art-based (arts as a core subject), arts-injected (art activities included in the general
curriculum), and arts-cultural (arts being seen as ways to connect the cultures of the
world). He goes on to offer examples of effectives ways the arts can be integrated into
math, English Language Arts, and other subject areas, whether its music, visual art, or
drama. His main conclusion is that the arts should be an integral part of school
curriculums since they enrich student knowledge and offer meaningful development.

Hash, P. (2010). Preservice Classroom Teachers' Attitudes Toward Music in the Elementary
Curriculum. Journal of Music Teacher Education, 19(2), 6-24.

Hashs article reviews a survey that was carried out in order to determine views held by
preservice elementary educators about the role of music in the elementary classroom. His
survey was administered to one hundred sixteen students at a single institution, asking
questions about their musical background in education, the importance of musical
instruction in relation to other subject areas, the comfort levels they have with teaching
music, and other similar topics. His research found that although these preservice
teachers held generally positive views on music, they did not feel as comfortable teaching
music in comparison to other subject areas. The results from this survey may impact the
design of future courses for preservice educators, focusing more on the integration of
music than the concepts of music itself.

Morgan, E., & Ansberry, K. (2016, February). The science of art. Science and Children., 53(6),
15. Retrieved from Academic OneFile.
This article gives a concrete example of how two elementary teachers implemented a
STEAM based lesson plan that incorporated crayons into their science lesson. Students
were able to learn about different scientific phases, for example, how crayons can change
from the solid to liquid phase through melting. They also learned about art concepts, such
as mixing different colors together to produce new colors. The point of the lesson is to
show how the arts can be implanted in STEM (science, technology, engineering, and
math) based lessons, helping the students learn more about the scientific concepts while
getting experience with the arts.

Nixon May, B. (2013, January). Arts Integration: What's the Problem? General Music Today,
26(2), 5-8. Retrieved from AcademicOneFile .
In this article, Nixon describes the use of arts integration in the classroom. She explains it
as the way teachers can use artistic means in the classroom as another way for the
students to construct meaning. She focuses on the benefits for the students, including the

development of a greater breadth and width of knowledge and stronger engagement in

the material. It can be challenging for teachers from art, music, and general elementary
classrooms to collaborate on creating effective integrated lessons, but in the end, it is
worth it for the sake of the students.

Orzulak, Melinda. "Reviving Empathy and Imagination: Arts Integration Enlivens Teaching and
Learning." The English Journal, vol. 96, no. 1, 2006, pp. 79-83
In her article, Orzulak describes the way arts integration can initiate a sense of empathy
in the students. Orzulak focuses on the use of drama as the means of arts integration, but
many of her points are applicable for arts integration in general. She describes how using
drama to act out scenarios helps students feel empathy for those involved, especially
when they involve issues of controversy and social justice. She quoted the research of
other scholars such as psychologist David T. Willingham, noting that he describes how
cognitive science shows that learners do not simply store the content taught them in their
minds they put in the product of what they learn when they encounter the material. In
general, Orzulak argues that students need to meaningfully engage in the content when
they learn, and the arts facilitate this in the classroom.
Philadelphia Arts in Education Partnership. (2016). United States Department of Education.
Retrieved 17 Mar. 2016.
This website gives more information on the goals, activity, and history of the
Philadelphia Arts in Education Partnership (PAEP), which was the group that
implemented the art integration with science and math in the Philadelphia School
District. This groups mission is to help students learn about the world through the use of
the arts. They pursue this goal by forming relationships with teachers, universities, art
organizations, school districts, and artists.

Posner, M., & Brenda, P. (2009). How Arts Training Improves Attention and Cognition. In
Cerebrum. Retrieved March 15, 2016.
This article explains how involvement in the arts can positively influence brain
functioning. The authors address the fact that there are a variety of different art activities
that people may be interested in but may not participate in on a daily basis. Posner and
Patoine explain that when people are given opportunities to be involved in a particular art
form that interests them; they can strengthen a host of functions, including increased
attention spans and improved cognition. They also provide scientific research that tracks
brain activity in response to involvement in the arts. However, they do admit that there is
still need for more research in these areas, since there are many factors that affect how
people react to participation in the arts.

Root-Bernstein, R., & Root-Bernstein, M. (1999). Sparks of Genius. New York City, NY:
Houghton Mifflin Company.
The Bernsteins are passionate about the arts, and this comes through in their book,
Sparks of Genius. In it, they describe the amazing discoveries of many important
innovators including Albert Einstein, Louis Pasteur, and Thomas Edison. They claim that
although many of these people were prolific in the sciences, none of their success would
have been possible without the creativity and imagination that comes from studying the
arts. The Bernsteins go on to provide thinking tools that are the foundations for the arts
and the sciences, which shows how these areas are connected to each other. Some of
these thinking tools are imaging, observing, pattern recognizing, and dimensional
thinking. Finding the connection between the arts and sciences is key, since it promotes
unity and equality between these subject areas rather than division.

Sharapan, H. (2012, January). From STEM to STEAM: How Early Childhood Educators Can
Apply Fred Rogers' Approach.Young Children, 67(1), 36-40. Retrieved from
AcademicOneFile .
This article talks about arts integration as it applies to the STEAM movement. Since
science, math, technology, and math are becoming important subjects as a result of our
changing society, many teachers are trying to focus their curriculum on those elements.
Sharapan argues that it is effective to include the arts in this group since they can serve as
a means for students to express themselves in the logical-based subject areas. The author
says that the arts are a natural part of students childhoods, so they feel comfortable
working with these elements. Letting their interests direct their studies can impact the
amount of information they learn and the engagement they have with the content.