Understanding How Arts Integration Contribute to Disadvantaged Students’ Success: A Theoretical Framework
Document Type
Article
Publication Date
2012
Keywords
Arts integration, Theoretical framework, Disadvantaged students, Common core standards, Self-efficacy
Abstract
Research is beginning to show the positive effects of arts integrated learning on disadvantaged student populations. In a recent review of studies evaluating the impact on this population, students classified as economically disadvantaged, English language learner, or a student with a disability seemed to thrive in classrooms where arts integrated learning experiences were occurring. Attempting to explain the power of arts integrated learning for disadvantaged students, I have proposed a new conceptual framework through the lens of Bandura’s concept of self-efficacy and Axel Honneth’s recognition theory. Timing is everything, and now in the United States of America, with the trend towards all students being held accountable to learn the Common Core standards, there is a window of opportunity for arts integration to receive the spotlight. Since arts integration uses the same curriculum design process as the Common Core standards and is a natural partner with the Universal Design for Learning guidelines, it should be considered as an excellent choice for school reform efforts in schools who have high percentages of disadvantaged students and are struggling to meet Annual Yearly Progress goals.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
International Journal of Arts & Sciences, v. 5, issue 5, p. 371-376
Scholar Commons Citation
Robinson, A. Helene, "Understanding How Arts Integration Contribute to Disadvantaged Students’ Success: A Theoretical Framework" (2012). Department of Curriculum, Instruction, and Learning Faculty Publications. 34.
https://digitalcommons.usf.edu/cil_facpub_tampa/34
