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Frameworks and Methodologies for Understanding Arts Integration with Culturally Diverse and Struggling Learners

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Artistic Thinking in the Schools

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Abstract

“Disruptive engagement” is a term that means to dare to re-humanize education (Brown, 2015). I hope to inspire “disruptive engagement” by proposing a conceptual framework with applications for research to explore how arts integration can re-humanize education for culturally diverse students. First, I review the literature on academic achievement and arts education across countries and on arts integration with culturally diverse populations. To introduce my theoretical framework, I discuss the relationship between creativity, curiosity, vulnerability, and disruptive engagement. Next, I describe the arts integrated learning contexts and how it aligns to the Universal Design for Learning guidelines (CAST in Universal design for learning proving valuable in advancing education reform nationwide 2009), providing multiple means of representation, action and expression, and engagement. Finally, I explain how these art integrated learning contexts, which provide much recognition, re-humanize education by facilitating positive self-beliefs and resiliency which motivates students to be vulnerable and curious throughout the creative learning process; thus, increasing student behavioral and cognitive engagement leading to school success. In addition, I reflect on my own research that helped to shape the development and refinement of AIEM and discuss limitations.

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Authors and Affiliations

  1. University of South Florida Sarasota-Manatee, Sarasota, FL, USA

    A. Helene Robinson

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Correspondence to A. Helene Robinson .

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  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Pamela Costes-Onishi

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Robinson, A.H. (2019). Frameworks and Methodologies for Understanding Arts Integration with Culturally Diverse and Struggling Learners. In: Costes-Onishi, P. (eds) Artistic Thinking in the Schools. Springer, Singapore. https://doi.org/10.1007/978-981-13-8993-1_12

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  • DOI: https://doi.org/10.1007/978-981-13-8993-1_12

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