I can see why this would be discouraging and boring. Students wouldn't be engaged, so learning wouldn't be fun. It would be hard to teach this way. I love that we are learning about this as pre-service teachers so we know how to prevent burnout for ourselves. Arts integration keeps learning AND teaching exciting and more meaningful!

I think this is pretty cool! I love how arts integration keeps students involved and engaged in their learning. It's so much more meaningful than just being lectured and having information thrown at you. It's amazing that arts integration can help students think deeply and build skills they will use for the rest of their lives.

I think this is so important. I think that would carry over into lots of other subjects. It's sad when students don't respond and are too afraid to respond, but it's wonderful that arts integration increases participation, communication, and connection, making it easier to risk responding! I wonder what the stats are on this and wonder if other schools have tested this since the article was last updated in 2020!

I love this! Learning is much more meaningful and memorable when it is personalized and engaging. I'm so happy arts integration is used in today's classrooms and am excited to use it to help make my students' learning more "whole, healthy, and connected"!

This is so important! In my classes that teachers have had us memorize facts, none of the information actually stays with me long term. The focus on helping students understand instead of memorize is much more worthwhile!

I love this! Giving our students opportunities to take charge of their learning and providing engaging learning experiences is awesome! We shouldn't just lecture and expect students to take in all information. They need experiences to be actively involved. Those rich experiences will stay with our students.

I love that we can collect evidence of learning by doing other things than standardized tests. Students can really show what they know by what they do, say, and create in the classroom. We just have to notice and observe those things that they're doing, saying, and creating! Formative assessment is crucial in helping us adjust instruction and seeing student needs.

From looking at this model, we can imply that arts integration is learner-centered. The teacher is guiding and the students are doing. The arrows (teachers) aren't the focus, the circles and words (students) are.

I really like that students can work together and help each other. I think this promotes better communication skills, teamwork, and other skills students will use throughout their lives. When perspectives and ideas are shared, there is more understanding and goals can be achieved! Carolyn Ghosn said, "Collaboration is like carbonation for fresh ideas. Working together bubbles up ideas you would not have come up with solo, which gets you further faster." I though that was a cool analogy!

I love goal setting and think it would be great in arts. However, with universal design, how can we ensure that students are still meeting objectives and learning the content within standards if they can move at different rates and set individualized goals at such different levels?

This is such an important point, and something everyone should learn. Art is a great way to show that there are multiple ways to go about something, especially solving problems. This can set someone up for success and will help a lot in the workforce. I think most bosses would appreciate an employee who has these qualities and ways of thinking. This starts in schools, when we let our students try new things, think outside the box, and give them room for creativity and failure.

In another class, I learned that reflection is connected to emotional and social intelligence. When we use reflection, we can discuss and manage feelings and are more understanding. We are also able to think more deeply when we reflect. This is a great skill for students to develop, especially through art. Their intelligence and maturity will be strengthened through this process.