California State University, Monterey Bay California State University, Monterey Bay
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Capstone Projects and Master's Theses
Spring 5-19-2016
The Importance of Art in Elementary Education The Importance of Art in Elementary Education
Heather Gattis
California State University, Monterey Bay
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Capstone Projects and Master's
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Running Head: THE IMPORTANCE OF ART IN ELEMENTARY EDUCATION
1
The Importance of Arts in Elementary Education
Heather Gattis
California State University Monterey Bay
THE IMPORTANCE OF ART
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Abstract
Art is an important component of elementary education. Including art in the elementary
classroom has shown to have many positive benefits including helping students develop
intellectually, creating better understanding of different perspectives and cultures and improving
test score. Even though there is evidence supporting the importance of art in the elementary class
room, time spent of art has been decreasing. The decrease in time has been contributed to
focusing on high-stakes testing, lack of funding and a lack of teacher preparation focusing on art.
This project examined the different obstacles which prohibit students from receiving art at the
elementary level and focused on the use of art integrated lessons as a means of including art in
the classroom. For this project, the author worked with a local fifth grade class, implemented a
lesson plan and evaluated the student’s engagement.
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The Importance of Art in Elementary Education
In a recent class here at California State University Monterey Bay, the author’s professor
asked the whole class what their favorite subject was when they were in elementary school. After
ruling out recess as a subject, the most mentioned subject was Art. The author also mentioned art
as her favorite subject. Many were able to recall specific projects or plays that they participated
in and how it still stuck with them all these years later. As a class the author recalled creating
California Missions, relief maps, plays and many other pieces of art that helped the author
understand the subject a little more, or learn something that the author wouldn’t have just in a
book.
Recently, as the author started working in different school sites as a service learner the
author has had the opportunity to see the great joy and deeper understanding that creating
something brings to the students. In the days of high stakes testing, art education has taken a
back seat. In a conversation with one local teacher, she said that “only a handful of teachers at
her site teach about different artist or styles of art” (K. Bradley, personal communication,
February 21, 2016).
There are many different people involved and affected by lack of arts in elementary education.
School boards, who set curriculum, principals, teachers, who implement the curriculum,
students, parents and the community in which the school are in are all affected by this growing
lack of arts in the classroom.
Why Arts in Elementary School Classrooms
Why art an important component in early childhood is multi-faceted. In To Move
Forward: An Affirmation of Continuing Commitment to Arts Education (2001) the author
explains that studying one or more forms of art helps a students develop intellectually. In
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addition, art creates a unique access point for the student to understand multiple cultures and
different importance historical contributions (To Move Forward, 2001). In addition, arts-based
learning pedagogies have shown to have positive impact on multiple student academic
performances (Lee, B., & Cawthon, S., 2015).
Arts education which includes visual, music, dance and drama. Parsard and Spiegelman
(2012) have found that there has been a decrease in time spent on the arts except for music.
Recently, there has been an increase is the amount of time spent of math and language arts
instruction (Parsad & Spiegelman, 2012). This increase in time devoted to language arts and
math has come at a cost to time spent on the arts. In the Parsard and Spiegeman (2012) study that
tracked access to arts education for a ten-year period, concluded that over 1.3 million elementary
students do not receive any music instruction and over 4 million receive no instruction in visual
arts. Which is a decrease from the decade that the study was first conducted in.
Arts Instruction in the Era of High-Stakes Testing
Under the Bush administration The No Child Left Behind Act was put into law in 2002,
requiring all states by law to introduce school accountability systems (Dee & Jacob, 2010). The
accountability comes in the form of annual testing of students in mathematics and reading (Dee
& Jacob, 2010). This era of test resulted in changes in the way schools focused time, spending
less time on the arts. (Hanford, 2016).
Part of the reason for this decrease in time spent on the art is due to teachers having to
focus on state testing (Hanford, 2016). Baker (2012) argues that students across the United
States have little or no access to art because of policies to increase language arts and
mathematics scores. These tests, known as high-stakes testing, which is any test that is used for
accountability of the school, district, student or teachers (Hanford, 2016; Eckhoff, 2008). More
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time is being spent focusing on material specific to the test themselves. With President Obama’s
“Race to the top” initiative, for schools to be eligible for funding, they must accept that a
teacher's job is tied to their test scores (A learning point, 2010). That is to say, if a teacher is not
able to raise their students test scores, then they will need to find another profession (Hanford,
2016).
Which such importance placed on the scores of standardized tests it is no wonder that teachers
are spending more time on preparation. In fact, in New York State, during the 2014-2015 school
year, for grades 3-6 teachers spent on average 1,100 minutes specifically dedicated to teaching to
the standardized testing process. In addition to teaching for the tests, students all across the
country spend weeks every year actually taking the test themselves (Hammond, 2011).
Funding is also an issue for arts education at the public school. In New York City, in the 2019-
2010 school year alone, the budget for the arts education decreased by almost $14 million or 4.3
percent (Accelerating Arts Education, 2011). This was the fourth year consecutively for a
decrease in budget specific for arts in New York City elementary school (Accelerating Arts
Education, 2011). This cut meant the loss of not only qualified art instructors either on a part
time or a full time bases but also for supplies need to implement art programs across the city
(Accelerating Arts Education, 2011).
Arts in the California Public Schools
In 2001 California adopted art standards for all public schools which include four
domains of art; theater, visual art, dance and music (Status of Arts Education in California Public
Schools, n.d.). Even though it is a standard for all public schools in California to teach art, this
article reports that due to federal accountability requirements of math and reading (high-stakes
testing), California school’s arts education is “highly inconsistent” in terms of quality as well as
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in frequency (Status of Arts Education in California Public Schools, n.d.). In addition to there
being minimal time being spent across the board on the arts, students who are considered at risk
or disadvantaged are often forced to take remedial courses instead of participating in arts based
projects to help bring up test scores (Status of Arts Education in California Public Schools,
n.d.).
Through research the author has found that including art into elementary curriculum in
beneficial for student’s intellectual development (To Move Forward, 2001). The need for art in
school is clear, there are many obstacles facing art integration in the elementary classroom, the
author is focusing on three possible solutions; funding, teacher’s preparation, and art integration
with a focus on Studio Habits of Mind (Hetland, L., Winner, E., Veenema, S., & Sheridan, K.
2007).
Reasonableness
Cost
Time
Crowdfunding
(Donorschoose.org)
Pro-Everyone has access
to site.
Con-Not everyone may
be comfortable setting
up page
Pro-There is no
cost to set up.
Con-There is no
con for cost.
Pro- Takes little
time to set up.
Con-May not reach
goal in reasonable
amount of time, if
at all.
Arts Integration
(with Studio Habits of
Mind Framework)
Pro-Universal, may be
used with any grade
level
Con- Training, Funding,
time.
Pro-There is no
pro for this option.
Con-Can be
expensive to
purchase supplies
Pro- There are no
pros for this option.
Con- may take
more time to set up
lessons.
Teacher Preparation
Pro-If teachers have
training, they are more
likely to include are.
Con-Teachers already
Pro- There are no
pros for this
option.
Con- Teachers
may not want to
pay to take
additional classes
Pro- Can be done
over length of time.
Con-Possible
increase length of
time of school.
THE IMPORTANCE OF ART
7
Teacher Preparation
In the 1970’s with the passage of the Ryan Act, which took teacher licensing out of the
Depart of Education and created a new commission for teacher licenses, and created the multiple
subject credential required for elementary school teachers (Stryker, W. G., 1974). The passage
of this bill art and music requirements for elementary teacher’s preparation were eliminated
(Status of Arts Education in California Public Schools, n.d. & Stryker, W. G., 1974). There has
since been a shift in teacher education, with an importance placed on “highly qualified teachers”,
and the adoption of common core standards including art standards, California now requires
minimal training in art education for all prospective teachers (Status of Arts Education in
California Public Schools, n.d.).
It has been shown that Professional development in art education has a positive impact on
a teacher’s use of arts integration in their classrooms, which has shown to have a positive
influence on student in literacy and reading (Saraniero, P., Goldberg, M. R., & Hall, B., 2014).
Teachers spending 30-80 hours in professional learning over a period of time were found to have
the most positive benefit (Saraniero, P., Goldberg, M. R., & Hall, B., 2014).
Funding
Funding is also an issue when it comes to arts in elementary education (Jacobson, M. K.
2011). With high-stakes testing taking priority, funds for arts have been cut, making art an
expendable part of elementary education (Jacobson, M.K., 2011). Schools and teachers are
becoming responsible for funding themselves (Jacobson, M.K., 2011). The author has researched
a variety of ways that local schools have funded the arts, one of which is through crowd funding
websites, such as Donorschoose.org. Though websites such as Donorschoose.org, teachers are
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able to create a profile and specifically ask for art supplies for projects, the public is able to
donate to that specific class or teacher.
The benefits of sites such as these are remarkable, but not without issue. According to a local
fifth teacher who has used Donorschoose.org, Krysta Bradley, Donorschoose.org is very easy for
her to set up, but not everyone is as comfortable with it as she was (K. Bradley, personal
communication, April 7, 2016). She also shared that it took time for her to get the money she
was requesting to purchase the art supplies she was requesting (K. Bradley, personal
communication, April 7, 2016).
Arts Integration (Studio Habits of Mind Framework)
The John F. Kennedy Center for Performing Arts defines “art integration as an approach
to teaching in which students construct and demonstrates understanding through an art form.
Students engage in a creative process which connects an art form and another subject area and
meets evolving objectives in both (Silverstein, L. B., & Layne, S. 2010).
The benefits of Arts Integration are vast and wide reaching (Crawford, L. 2004). Art
integration has been shown to help students better connect and understand the content (Crawford,
L. 2004). It has also been shown that test scores of students who receive arts integration
curriculum are positively affected (Burnaford, G. E. 2001). In addition, arts integration has been
shown beneficial when teaching different learning styles how to be creative and also has been
shown to foster critical thinking (LaJevic, L., 2013).
Frameworks in art education help teachers better organize art in their classrooms. The
author is focusing on the 8 Studio Habits of Mind (Hetland, L., Winner, E., Veenema, S., &
Sheridan, K. 2007). The eight habits that this framework focuses on are developing craft,
express, envision, understand arts community, engage and persist, reflect and stretch and explore
THE IMPORTANCE OF ART
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(Hetland, L., Winner, E., Veenema, S., & Sheridan, K. 2007). What makes this framework so
beneficial is that it is universal, it can be used within any grade level or experience level (Hare,
T. n.d.).
Although there are many benefits to art integration, it is not without problems. While
many teachers may start off with good intentions but many teachers find it too time consuming to
incorporate art into a lesson (LaJevic, L. 2013). Also, teachers may have little training or funding
to fully implement art integration into their classrooms (LaJevic, L. 2013).
Conclusion
There is no one way to implement art in elementary classroom, but it is clear there are
multiple benefits. Each solution has its own set of benefits and problems. Through research the
author feels that combining the three solutions outlined is a great option.
Research Questions
Are Students given the opportunity to learn how to use basic art tools and art techniques in local
classrooms?
Are they given the chance to develop the craft of art by way of stretching their individual artist’s
abilities in a safe and supported way?
After students create a piece of art, are they reflecting on what they did and the process involved
in making it?
Action Project Significance
Below is a table listing and giving a brief description of Lois Hetland et al. (2007) Studio
Habits of Mind
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Develop Craft
Engage and
Persist
Envision
Express
Observe
Reflect
Stretch and
Explore
Understand Art
World
The author understands the importance of all 8 Studio Habits of Mind by Lois Hetland, the
author is choosing to focus on three; Develop Craft, Reflect, and Stretch and Explore. These
three are important to the development of an artist. In addition to the development of an artist,
being able to reflect of works helps develop critical thinking skills (Miller, A. (2011). For this
project, the author developed an arts integrated lesson plan with the Studio Habits of Mind
Framework.
Benefits of Action Project
The benefit of the research project is to create an art integrated lesson plan that can be used as a
templet by other educators to create other lessons involving art. This project will also show the
teachers view on art in the classroom.
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Methods and Procedures
Context and Setting
The setting for this project is in a 5 grade classroom in an urban setting. The school’s student
demographics are 82.6% Hispanic, 9% White, and the remaining percentages consist of Black or
African American, Asian, or Filipino. The school also has a socioeconomically Disadvantaged
population of 77.8% and 37% of the students are English learners (California Department of
Education, (n.d.). The school is located on the southwest side of Salinas, in what would be
described as a suburban neighborhood. The housing surrounding the area of the school consist of
both single- family homes and two large apartment buildings located across the street. A unique
feature of this site is that the class the researcher will be working in is in what is called a pod.
The pod system is a large building where multiple class are held. Each class is only separated by
bookshelves. Art inclusion in the curriculum in this school depends largely on the teacher. The
class that the research is working with has had multiple art project throughout the year. The
school is also planning on hosting an art show towards the end of the school year.
Research
The researcher became motivated to this topic because of personal experiences as a young
student with art. More recently working in classrooms a working with students on art projects in
the class and seeing the joy, excitement and the deeper understanding of the subject when art was
used.
The connection the researcher has to the class and teacher she will be working with is that the
researcher previously worked with them as a student learner.
Participants
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The participants of the research project include the teacher of the local 5
th
grade class and
her students. This class is being used because the author has worked with them previously as a
service learner. The students in the class represent an average class in the city of Salinas.
Procedures
The author initially contacted the teacher and requested permission to work with her and
her class. The author then set up a meeting with the teacher to decide what units of study the
class would be working on and what would best benefit the student during the time the author
would be completing the project. After lesson plan was decided on, the author created the lesson
plan, then shared it with the teacher for approval. Once lesson plan was accepted by the
croporating teacher, the author went in to the class and implemented the lesson.
Risks
Although risks for this project are small there are still risks involved, all relating to time.
The risks included the time taken away from the community partner teacher for the meeting to
work with the author. Also, instruction time was used to complete the art lesson, which could be
considered a risk because it was taking away valuable class instruction time.
Protections
To ensure the protection of the students, the researcher will not use any images or interviews of
the students. Artwork or images of the artwork that the student creates may be used, but any
identifying items, such as names will be covered before displaying.
Instruments and Equipment
The stakeholders intended for the study include the students and teachers. In addition to
the students directly involoved in this lesson plan, the stakeholders include a much boarder
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group. All students and teacher can benefit from understanding the importance of art in
elementary education.
Action Project Solution Description
The author identified why art is important in elementary schools and also possible
solutions that would help get art into the elementary classroom.
The first solution the author identified is using crowdfunding sites, such as
donorschoose.org. Using sites such as the one mentioned is a great way for teachers to ask for
specific supplies for their classrooms. What makes this option noteworthy is the ease in which
teachers are able to access it. In addition, there is no cost for teachers to set up the site.
Secondly, more art emphasis in teacher preparation. Research has shown that if a teacher
receives professional development in art instruction they are more likely to implement it into
their class (Saraniero, P., Goldberg, M. R., & Hall, B., 2014).
While all three aspects are important parts of getting more art into the elementary school
classroom, the author choose to focus on was the implementation of art integration. Art
integration has been shown to have many benefits for students. Test scores, students being able
to connect content from multiple areas, and art integration is helpful in teach to multiple learning
styles (Burnaford, G. E. 2001 & Crawford, L. 2004 & LaJevic, L., 2013).
Action Solution Project
The author created this lesson because it was unit of study that the student was currently
working on and used the framework because the author was interested in how the students
responded to a lesson with little to no direct or explicit instruction. This lesson connected
researching and presenting knowledge (in form of the stamp). This lesson connects content areas
to art.
Below is the lesson plan the author used.
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Topic: Creating Postage Stamps
Focus: Fifth Grade
Common Core State Standard: W.5.7
Objective: Students will create a postage Stamp representing assigned state for their state report.
Summary: Beginning- (7 minutes) Hook- Ask students what they know about stamps
and then show students images of commemorative state stamps. Then the students
were asked what images they see on the stamps and why the images were important.
Middle- (15 minutes) Students are given practice stamp templates. Students are then
asked what state they are studying, and what images would best represent that state.
Students are able to use computers, books or other materials to help them decide on
images . Students are then asked to begin sketching out images (minimum of three) on
their practice stamp template.
End- (Homework) After students have decided on images and placement of images,
students are given stamp template that will be the final copy which they will turn in for
credit. Students are instructed to use color (pencils, markers, crayons, etc.). Students are
Asked to complete assignment as homework or when they have free time in class.
Students turn in completed stamp as part of their state report.
Framework: The art frameworks used for this assignment is from Lois Hetland et al. (2007),
Studio Habits of Mind. There are eight Studio Habits in total, this lesson focuses on two. The
first being to “Express”. This means that students are creating art to express an idea or personal
meaning about the state represented on their stamp. The second framework is “Stretch and
Explore”. This framework is focusing on learning to reach pasts one's own creative limits by
sketching and exploring without having a preconceived plan (Hetland, 2007). This framework
THE IMPORTANCE OF ART
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was accomplished by not giving the students any concrete way that the stamp needed to be
completed. Students were able to come up with their own ‘important images’ and place them
however they wanted on their own stamp
Context: This project was completed in a local fifth grade classroom. The classroom is in large
building, with classrooms located in it, separated by partitions. The class is made up of mostly
Hispanic students. The class is made up of a fairly equal number of both male and female
students. The class itself is very large with 31 students in all. This project however was done in
small groups of three or four in an empty classroom located behind their class.
I DO-modeling
For the modeling portion of the lesson the author showed students different images of stamps.
The author showed both commemorative state stamps and examples of state stamps created by
other students.
We Do -Guided Practice
Guided Practice consisted of the author and students creating rough draft of a stamp for the state
of California. The author and students decided on what images to put on the stamp and where to
place.
You Do - Independent Practice
After Guided practice was complete, the author let students begin to create their own stamps.
While students were working independently, the author walked around to monitor the students.
Lessons Learned-
The lessons learned from this project were significant. The author went into teach this
lesson only a day or two after the students received the state for which they were going to be
doing their report on. Which meant that the students had little to no prior knowledge on their
THE IMPORTANCE OF ART
16
state. The stamp which they were supposed to create was to be images reflecting their state,
which is hard for most students to choose when they have little prior knowledge.
The second thing that the author learned from this project is that students are much more
content with direct instruction when it comes to art lessons. The framework for this project was
meant to give students the opportunity to “stretch and explore” or “express” their opinion
through art. While the student and the author were doing the guided practice, the students were
very excited to give suggestions as to what images should be used to represent the state for the
stamp that we did together, but when they were to begin individual practice they were not so sure
of what images to select. Most students would look over at their neighbors stamp to see what
images they were choosing. By doing so, students typically choose the same types of images for
their stamps. State birds, trees, outline of state were all very common on all the students
individual stamps, even though they were never told that those items had to be included. Below
are examples of four students practive stamps, each one has the state tree, all have the outline of
the state and only one has an image very specific to the represented state, the Liberity Bell.
The author found it be a combination of two factors for most of the students. First, the
students were more familiar with the state that we did the guided practice on (California).
Secondly, the students are used to direct instruction, so when the students were told to choose
whatever image, they all kept asking for more specific instructions.
THE IMPORTANCE OF ART
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There are two main things that the author would change if given the opportunity to do
this project again. First, the author would plan on teaching this lesson towards the end of the unit
on the states/closer to when projects are doing. That way the students would be more familiar
with their state and have an easier time choosing images and be able to better express their
thoughts on their particular state.
The second thing that the author would do differently is make sure that all students had
access to computers. When the author worked with the students on this lesson plan, the class was
limited on computer access due to state testing. Because of that factor, the author was only able
to work in small groups, sharing computers between the group.
THE IMPORTANCE OF ART
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APPENDIX A
SHORTENED LESSON PLAN
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SHORT LESSON PLAN
Subject: Art
Topic: State Project Stamp
Grade: Fifth Grade
Learning Objective: Students will create a stamp representing the state they are doing for their
state project.
Context: This project adds to the state project that fifth graders are required to complete.
Students use this art project to show important information about the state they are researching.
Time Allotment: 22 minutes for modeling and guided practice. The rest of the time needed to
complete the stamps are done as homework or during free time in class.
Procedure:
I DO-modeling
Show student’s examples of Stamps, discuss what is important on commemorative stamps
We Do -Guided Practice
Choose a State which no student is doing a report on, decide what images to put on state.
You Do - Independent Practice
Let students begin to create their own stamps. While students were working independently, the
author walked around to monitor the students.
Materials - Stamp template, color pencils or crayons, access to computers (for research).
Standard-
Assessment - This lesson can be used as a part of the larger report or as a stand-alone
assignment. If stand-alone assignment students will receive full credit (4 points) for completing
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stamp with four images in color. 3 points credit for two to three images, in color. 2 points if two
images, in color. 1 or 0 points credit if no color is used, or less than 2 images are on the stamp.
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APPENDIX B
PICTURES FROM LESSON
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Images of Students “practice” stamps
(Left) Fifth Grade Student (Child Artist). (2016) Florida Practice, (Stamp). Monterey County,
California Capstone Presentation.
(Right)Fifth Grade Student (Child Artist).(2016). Pennsylvania Practice (Stamp). Monterey
County, California: Capstone Presentation.
Images of Students Completed Stamps
(Left) Fifth Grade Student (Child Artist).(2016). Pennsylvania (Stamp). Monterey County,
California: Capstone Presentation.
(Right) Fifth Grade Student (Child Artist). (2016) Florida, (Stamp). Monterey County, California
Capstone Presentation.
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