Running Head: LITERATURE REVIEW - DOMAIN F 1

Literature Review - Domain F

Lara Porte

13 June 2019

TED 690 – National University

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Abstract

This literature review explores the research conducted by authors Paige Vitulli, Susan Pitts

Santoli and Jeannette Fresne at the University of South Alabama in Mobile, AL. As part of a

nine year study, teachers and faculty from elementary, secondary and higher education

institutions in a south eastern United States metropolitan area investigate integration of the Arts

into all content areas, in particular the use of dance, music, theatre and visual arts to enhance

teaching styles and approaches for students to absorb the material through a logical, innovative

modality. This is done through a professional development grant program founded in 2004,

known as the Arts in Education (AiE) with the goal in mind to train and mentor teachers and

other educators to collaborate across content areas and implement structured activities using the

arts into their own classrooms. Such professional development opportunities like this can

increase strategy and educational strength between teacher departments and I hope to attend

trainings like this one someday.

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Literature Review – Domain F

The article titled, “Arts in Education: Professional Development Integrating the

Arts and Collaborating with Schools and Community” explores the idea of integrating the visual

and performing arts into general curriculum and collaboration with colleagues throughout the

process. Arts in Education’s (AiE) “primary goal is to train teachers to more effectively

integrate the Arts in the classroom by using dance, music, theater and visual arts to teach

English-language arts, mathematics, science and social studies” (Vitulli, P. et al, 2013, p.45).

From a differentiation or Shakespearean standpoint in English Language Arts, one would think

this has already been done. However, this training means teachers are being asked to “move from

their traditional role of teacher to a student role which demands that they engage, collaborate,

and take risks with colleagues” (Vitulli, P. et al, 2013, p.45). Not only is this activity for the

betterment of student curriculum and lesson design, but it challenges staff in new ways that

stretches their perspective and point of view on the matter. In the training, they are asked to

“describe an artwork of their choice . . . [and their] engagement with the artworks deepens, the

teachers begin to consider meaning, design elements and principles, and feelings evoked by the

broader gallery experience” (Vitulli, P. et al, 2013, p.45). According to the program details, the

48 hour training is a “combination of hands-on participation, frequent demonstration, and

lectures. Participants work with artists, artist-teachers, and content specialists who provide all-

encompassing training where knowledge in the Arts is married to content knowledge taught in

the classroom” (Vitulli, P. et al, 2013, p.49) What is amazing about this experience is the

connection teachers make by switching places with their students in this training to understand

the importance and significance of this art integration concept. Teachers also grow by realizing
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the theoretical framework and purpose of implementing these strategies and how it benefits

students’ brains, engagement and more.

The authors mention students being integrated and complex individuals, and therefore

“pedagogy and curriculum must adapt to this complexity rather than seeking to compel students

to engage with two dimensional schooling environments” (Vitulli, P. et al, 2013, p.46).

Ultimately, this furthers the idea of repetition of applied practice in multiple different ways and

student’s need to make sense of a concept do it is ‘theirs’ before they can truly learn and save the

information in their brain. In fact, the brain of students, who participate in diverse approaches to

learning, “grows and develops more in an interactive environment” (Vitulli, P. et al, 2013, p.46).

Students usually have higher success rates when they have expressed themselves visually,

artistically, kinesthetically and verbally and their imaginations are stimulated. When students

have written about something, drawn about something, talked about something and watched a

visual about something, they are more prepared for assessment and more knowledgeable about

the topic. The Arts “have the potential to deepen [student] learning experiences, foster creativity

and enhance [their] ability to make meaning in diverse ways through understanding . . . the world

and our role within it” (Vitulli, P. et al, 2013, p. 46). This technique can be very effective for

students of diverse cultures, at-risk or those who struggle with the traditional classroom

environment and need another modality to absorb the information.

In terms of teacher professional development, Arts integration is a clearly recognized

method of providing ways for students to access the material. Teachers in this study were quoted

having completely changed their teaching styles and practices for the better and feeling more

energized. Additionally, they felt more empowered and comfortable to seek professional

development. Unfortunately, “when curricula have been narrowed in many schools, the Arts are
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frequently omitted or greatly reduced,” but they “should not be seen as an optional extra to an

already crowded curriculum, but a logical addition” (Vitulli, P. et al, 2013, p. 48). Students

should be supported by a team of teachers rather than the one in the front of their classroom, a

team who takes the time to develop curricula with the Arts, share lesson plans and analyze

student progress together. AiE mentors provide “functional and personal adaptation for teachers

and their context through co-teaching, demonstration lesson working directly with their students

and other staff collaboratively presenting ways to foster potential content-rich lessons and on-

going inter-departmental collaboration.

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References

Vitulli, P., Santoli, S. P. and Fresne, J. International Journal of Pedagogies and Learning (2013).

Arts in Education: Professional Development Integrating the Arts and Collaborating with

Schools and Community. Retrieved from

http://web.a.ebscohost.com.nuls.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=8&sid=e4d

6a082-a713-4fdc-948c-f152ff58551e%40sdc-v-sessmgr01