Direct Arts Instruction vs. Arts Integration: A Chance for Reconciliation

In the recent issue of Teaching Artist Journal, Arnold Aprill, Founding and Creative Director of Chicago Arts Partnerships in Education (CAPE, www.capeweb.org), addresses the dichotomous, and seemingly inimical, relationship between direct instruction in the arts and arts integrated learning, in his article “Direct Instruction vs. Art Integration: A False Dichotomy.”  He suggests that the scarcity of funds bore the rivalry, pitting program against program and content area against content area, all the while neglecting the truth that, by working together, couldn’t both parties serve the children better?

Properly delivered, high-quality arts instruction ought to be cultivated as part of the whole culture of the school, both as it is integrated into the core subjects and taught as a stand alone, fundamental element of the curriculum.  Developing arts integrated programs that concurrently and significantly impact arts and academic learning involves collaboration among classroom teachers, arts specialists, and teaching artists.

Arts integrated programs like Arts for Learning Lessons combine professional development sessions for teachers to implement the program withteaching artist residencies that build on art skills introduced during classroom instruction.  By collaborating with in-school art specialists, teaching artists can develop adaptations for their residencies that enhance the skills being addressed as part of the in-school curriculum.  A synergetic approach to integrated learning means the students are participating in high quality arts and academic instruction with depth rather than breadth.

As states continue to cut arts funding, it is important to develop and implement programs that involve participation from arts instructors, educators, and teaching artists, and address both the academic and creative needs of children and young people.   Arts in education organizations need not be viewed as cannibalistic entities, supplying teaching artists to schools to undercut the necessity of full time arts instructors.  Through collaboration and reinforcement of the curriculum and state standards, a seemingly dichotomous relationship can become much more collegial.