How elementary arts specialists collaborate with classroom teachers in interdisciplinary instruction to meet both national fine arts and academic standards

The current state of arts education under No Child Left Behind presents potential challenges for arts specialists. If the art disciplines are to be used to make meaningful connections with tested subject material, then fine arts specialists need to be prepared to design and teach lessons that meet both their content standards and the standards of the academic subjects. If the school focus is to increase instructional time in tested subjects, then the arts disciplines may serve a subservient role to the academic subjects or be removed from the curriculum (Bresler, 1995; Consortium of National Arts Education Associations, 1992).; This qualitative case study examines the collaborative teaching practice of five elementary fine arts' specialists. In-depth interviews and classroom observations were conducted to gain a deeper understanding of the specialists' collaborative teaching practice, identify the factors that promote or impede collaboration with classroom teachers, and identify the necessary preparation and support these specialists need to deliver arts' integration instruction.; Findings from the interviews and observations indicated that (a) the specialists believe their students benefit from interdisciplinary lessons and are willing to overcome obstacles to ensure natural connections are being made among the arts and academic disciplines; (b) these specialists are willing to initiate planning interdisciplinary lessons with classroom teachers; (c) these specialists need school leaders to establish a school culture that supports collaborative efforts; and (d) all teachers need training to understand how to teach an integrated curriculum and work collaboratively.; Implications for classroom practice include an eight-step model to provide arts specialists an understanding of how they can engage classroom teachers in planning and teaching interdisciplinary lessons. The study also has implications for teacher education programs and school leaders. Finally, suggestions for future research topics would include: (a) addressing the limitations of the study, (b) the classroom teacher's perspective, (c) the role of school leaders in interdisciplinary curriculum, (d) interdisciplinary collaboration and student achievement, (e) interdisciplinary collaboration and school culture, (f) interdisciplinary collaboration and university course work, and (g) interdisciplinary collaboration from preservice to classroom practice.