Creative Engagement of the Self: A Grounded Approach to Exploring the Effect of Arts-Integrated Learning in School

• In Event: 58.058 - Impacts of Arts Integration on Student Outcomes

Abstract

In this study we investigated students’ reported perceptions of their experience with an arts integration learning model. We studied middle school students in grade six attending schools in fringe rural and urban locales from small and mid-sized cities in the Pacific Northwest that are mostly White with high free- and reduced-lunch classification rates. In our qualitative research study we used a grounded theory approach to explore a new conception of creative engagement in learning that integrates intrapsychological (self) experiences with interpsychological (others) experiences. Schools involved in the study were part of a larger mixed-methods research investigation and received the school-wide arts-integration intervention. Findings have implications for future arts learning and creativity research and the design of instruction and learning environments.

Authors

• Christine Pitts, University of Oregon

• Ross C Anderson, Educational Policy Improvement Center

• Michele Sinclair, Educational Policy Improvement Center