| This study explores the idea of strengthening relationships between art teachers and classroom teachers through the implementation of an arts integration curriculum and through frequent collaboration. This qualitative study consisted of data from questionnaires sent to classroom teachers, art teachers, and parents from several elementary schools in a mid-Atlantic metropolitan area to research with what aspects of art education teachers and parents are most satisfied. Interviews were also conducted with two Arts Integration Coordinators (AIC) to research an urban Arts Integration Initiative taking place at three different mid-Atlantic elementary schools, as well as the impact of incorporating the use of an AIC. Findings suggest that teachers require more regularly scheduled open-planning time to collaborate with fellow classroom teachers and "specials" teachers. Public school assessments, testing policies, and schedules must be addressed and reassessed to allow for student success and authentic teacher collaboration. Throughout this study, it was concluded that the biggest issue is not convincing art teachers and classroom teachers about the importance of arts integrations and why they should come together, but instead how they can make time to collaborate even with the pressures of standardized assessments and over-scheduled calendars. |
