NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ985615
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 24
ISSN: EISSN-1932-7528
Arts-Infused Learning in Middle Level Classrooms
Lorimer, Maureen Reilly
Journal for Learning through the Arts, v7 n1 2011
To address arts education disparities in middle level schools, this paper 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 for all learners. The strategy, often identified as integrated or interdisciplinary arts education, is examined through the literature and a case study of five middle level classrooms. Findings from this study, derived from participant (teachers and administrators) interviews and classroom observations, provide the compelling argument to support implementation of arts integration pedagogy in middle level schools. Moreover, positive outcomes for diverse learners suggest that this study has direct implications for educational practice and policy. Arts-infused learning can shift the current educational paradigm and foster positive change in middle level classrooms. (Contains 2 tables.)
Center for Learning in the Arts, Sciences and Sustainability. University of California Irvine, School of Biological Sciences III, Office 2656, Irvine, CA 92697. Tel: 949-824-4317; Fax: 949-824-2965; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A