Diversified Technologies Supporting Arts Integration in Education
Jeannette Fresne, Paige Vitulli, Susan Santoli
University of South Alabama
United States
jfresne@southalabama.edu
Abstract: Arts in Education, a professional development program, integrates not only the arts but
also technology to facilitate teaching and learning. Under the umbrella of one program, Arts in
Education-Elementary provides interactive and engaged learning practices for classroom teachers
(teaching English language arts, social studies, math, and science) from Kindergarten through fifth
grade. Arts in Education-Middle introduces middle school teachers of English language arts and
social studies to the tools that infuse their classes with the arts and technology. The multifaceted
uses of technology for teaching, learning, communication and integration as well as links to
resources will be shared in this roundtable presentation.
Arts Integration
Teachers and faculty from elementary, secondary and higher education in a south eastern U.S. metropolitan
area are in their ninth year of collaborating about innovative ways to integrate the arts into content areas though a
professional development grant program, Arts in Education. Presenters and mentors use diversified technologies
during the program to more effectively integrate the arts (dance, music, theatre and visual arts) in the classroom to
teach language arts, math, science and social studies. Through extensive and intensive professional development
with individual mentoring throughout the year, classroom teachers have the opportunity to collaborate with
educators across disciplines, discovering how to make the arts a natural part of every content area. Through social
networking tools and content-related sites, the Director, Assistant Director, and Subject Matter Expert Consultants
have integrated technologies in multifaceted ways.
Integrating language arts, math, science, social studies, dance, music, theatre, visual arts and technology
creates a dynamic classroom where connections are made within and among each area. This approach to teaching is
an instructional strategy that engages students in multi-subject learning, connecting the arts with the non-arts classes.
(Rabkin & Redmond, 2006, p.60). People are complex beings that integrate activities and thoughts. (Oddliefson,
1995, p. 1). Why do we separate these activities in school? Why not multi-teach as we multi-task?
These are issues addressed during the Arts in Education program. Students enjoy a multi-disciplined
approach to learning as the activities mirror more authentic daily scenarios. Eisner (2002) notes the advantage as an
“ability to develop his or her mind through the experience that the creation or perception of expressive form makes
possible” (p. 24). Continued integration of the arts, core subjects, and technology result in an atmosphere where
“sensibilities are refined, distinctions are made more subtle, the imagination is stimulated, and skills are developed
to give form feeling.” (Eisner, p. 24).
Visualize students actively participating as they engage in communication and learning activities through
music, role-playing, movement, and visual representation. This organized classroom with multi-levels of learning
meets the students at their level and helps them develop their own mind (Fresne & Vitulli, 2011). These distinctive
contributions of self-expression and self-initiative have distinctive contributions of imaginative and creative
capacities, promoting students’ abilities to become the architects of their own experiences. (Eisner, 2002).
Examining the integration of the arts into content areas, studies indicate the benefits for not only the
students but the teachers, also. The following studies document this positive impact for all students despite their
socio-economic status or preferred content areas:
 Improving test scores: Fiske, 1999; Jensen, 2001; Kosky & Curtis, 2008; Laney, Moseley, & Pak, 1996;
Oddelifson, 1995; Presidents Committee on the Arts and the Humanities, 2011
 Developing critical thinking skills: Christensen, 2008; Costa, 2005; Gardner, 1994; Sandell, 2011


Increasing reading comprehension: Dickinson, 2002; Jensen, 2001; Kosky & Curtis, 2008; McCarty, 2007;
President’s Committee on the Arts and Humanities, 2011
Motivating student involvement: Deasy, 2002; Dickinson, 2002; Kosky & Curtis, 2008; Romero, 1996;
Sandell, 2011; Stomfay-Stitz & Hinitz, 1998
Throughout the development and evolution of Arts in Education, the obvious benefit to teachers manifests
itself through improving teaching effectiveness, altering teaching styles, and imploring strategies that are more
enjoyable for student and teacher. These improved strategies impact all students with the highest impact occurring
when working with children who have special needs. (Kosky & Curtis, 2008). Presenters and mentors in Arts in
Education witnessed similar results as the President’s Committee on the Arts and Humanities publication reports. (p.
21) Arts Integration completely changes how critical thinking skills are explored and presented in the classroom.
Arts in Education participant-teachers consistently report an increased enjoyment in teaching, which
emulates a study of art schools along the east coast. Teachers lean towards leadership positions in the schools,
looking forward to sharing creative teaching techniques, and seek additional professional development training.
(Burton, Horowitz & Abeles, 1999, p. 45). Training is key. (President’s Committee on the Arts and the Humanities,
2011, p.50).
With any approach to teaching, time is always an issue. (Schmidt, 2007, p. 16). Integrating arts, core
subjects and technology can maximize instructional time if the approach is a natural integration, avoiding the
separation of curriculum prevalent in our schools. (Brewer & Brown, 2009; Schmidt, 2007).
The Arts in Education program incorporates the use of technology in its programs as teachers communicate
with mentors via email for problem solving and support. Websites are accessed for content during instructional
sessions, with links to other related sites referenced. In partnership with the Alabama Institute for Education in the
Arts [AIEA], Arts in Education (elementary and middle) and AIEA have offered several sessions with a Technology
focus, covering topics such as the creation of wikis and digital storytelling; exploring free interactive arts sites and
downloadable programs; using internet research in class to prepare historically accurate recreations of events, such
as political debates; and recording students’ productions to accurately assess performance techniques in drama and
music while learning content in math, science, English, and/or social studies. This training in the program supports
the Alabama Math, Science and Technology Initiative (AMSTI) and addresses the need for increased technological
expertise in the 21st century.
SMART board
Using technology in the P-12 classroom has moved beyond the conversation of student preparation for the
competitive world of technology after graduation and into necessitation on the part of the classroom teacher to
deliver instruction in ways that align themselves with the manner in which students more commonly consume
knowledge in their daily lives. The SMART board offers opportunities for integrated presentations and interactive
lessons. Classrooms are increasingly being equipped with SMART boards and similar technologies. Classroom
teachers need to be educated about how to best utilize these tools as more than simply digital white boards.
There are various brands of interactive whiteboards. SMART BoardTM, first introduced by Smart
Technologies in 1991, combines a whiteboard, computer, and projector into a single system. Students perform
mouse and keyboard functions, use digital ink to write over documents, Web sites, and images as well as access or
produce information by simply touching the board. SMART’s touch-control feature takes advantage of children’s
natural, instinctive movements and intrinsic desire to touch and is not limited to the touch of a finger or hand. Paint
brushes, tennis balls, and other non-abrasive pointers may be used to meet a diversity of motor skill levels. The
simple operation empowers all learners to independently navigate the system as they engage in multi-sensory
learning experiences.
SMART Exchange (http://exchange.smarttech.com/) is a site with a community of over one million
educators sharing interactive resources using the SMART Notebook software. At the SMART Exchange website
you can download free standards-correlated digital lessons, assessments, and content that is categorized by grade
level and subject matter to use with a SMART board. This educator community extends the power of SMART
Notebook software through sharing teacher-created resources.
Facebook
Sarah Cress (2013) indicates digital interaction formed through social networking can provide an important
avenue of communication, socialization, and connection for people who all too often do not pursue these identity
tasks in person. Social networking, then, provides a niche online that can act as a" third space." Traditional face-toface contact is replaced with online presence and helps with identity formation. By and large, online lives look very
similar to offline lives. The use of social networks to collaborate and socialize is not unlike the ways in which
students of the past used malls, parks, backyards, and basements.
Arts in Education directors created a Facebook page as a vehicle for sharing information on workshops,
websites, and grants. Presenters and teacher-participants, past and current, can post integration ideas, questions, or
information they have found online. It is also a convenient and fun source for posting photos and videos of sessions
at https://www.facebook.com/pages/Arts-in-Education/
Pinterest
Our newest development for Arts in Education is Pinterest. The Arts in Education Pinterest page includes
boards for each of the core content areas (English language arts, Math, Science, Social Studies) and each of the arts
disciplines (Dance, Music, Theatre, Visual Art). Followers receive updates on educational ideas. A Straightforward
Guide To Using Pinterest In Education is located at the Edudemic site http://edudemic.com/2012/12/astraightforward-guide-to-using-pinterest-in-education/with an interesting graphic providing information on Pinterest
uses from higher education to personal applications. The Arts in Education site is at
http://pinterest.com/artsineducation/
Blogs and Wikis
Demonstration on the use of blogs in the classroom is an integral part of the instruction during our
technology segment. There are postings for each core discipline (English language arts, Math, Science, Social
Studies) and each arts discipline (Dance, Music, Theatre, Visual Art). Websites and educational videos are shared at
the content specific blog posts. These sites will be accessed at the roundtable and made available to the participants.
Direct and functional content is important to our teacher-participants. The following Wikis are some of the grant
participant favorites that we plan to share and make known during our roundtable discussion.
Art Talk http://arttalk.wetpaint.com/
Art at the Heart of Social Studies http://artandsocialstudies.wetpaint.com/
With all that is available today to facilitate arts teaching and learning, “The challenge for educators is to
continue to create high quality, relevant, exciting, and demanding learning experiences in art classrooms.” (Wilks,
Cutcher & Wilks. 2012, p. 59). New technologies are not ends in themselves but they have great potential to be
utilized in ways that are meaningful and relevant, as well as worthy in the creation and criticism of the arts. Teachers
and student can and should continue exploring and learning how to use digital technologies to imagine, generate,
develop, and produce artworks and to critically and creatively evaluate both products and ideas of their own as well
as others.
References
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