"Part of My Identity, But Not Something I Did": Arts Integration in Music and Dance as a Bridge to Cultural Connection

• In Event: Varieties of Arts-Integrated Learning Experiences

Abstract

This ethnographic case study examines the pedagogical practices of Mr. Benitez, a Latino elementary music teacher who employs arts integration to bridge cultural identity, community connection, and student engagement. Grounded in culturally sustaining pedagogy, the study explores how music, storytelling, and visual arts are interwoven with community-based traditions—particularly during Día de los Muertos and a Mariachi Festival—to create meaningful opportunities for cultural affirmation. Through these collective experiences, the classroom becomes a space where Latinx students navigate ancestral memory, negotiate identity, and participate in reimagining their roles within cultural traditions. The findings highlight the transformative potential of arts-integrated education in fostering belonging, self-expression, and cultural agency in bilingual, bicultural school settings.

Authors

• Katherine Espinoza-Talati, Trinity University

• Melissa A. Garza, Texas A&M University - San Antonio