The Confluence of Visual Arts and Literacy: K-8 Applications

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The objective of this study was to examine the impact of integrated visual arts instruction on student language development, writing achievement, visual art performance, and aesthetic valuation. Visual art infused writing instruction was used as an instructional strategy to assist students in the pre-writing phase of the compositional event. The study focused on the hypothesis that the creative processes of art and writing are related processes and benefits of integrated instruction would support the development of both especially in the elementary school years. Quantitative results of a large scale implementation study show a strong support for arts integration in the language and literacy curriculum, as long as the integration is done with fidelity to core ideas. As educators in today’s school struggle to find ways to increase student language and understanding, the inclusion of the arts may provide not only engagement but different cognitive paths to enhance understanding and increase literacy skills. In addition, the inclusion of the arts provides the students with ‘value added education” as the students gain knowledge and skills in the arts building their cultural literacy as well as the arts.


Keywords: Language, Writing, Visual Arts, Literacy
Stream: Creative Arts and Learning
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.


Guy Trainin

Assistant Professor, Department of Teaching, Learning, & Teacher Education
College of Education & Human Sciences, University of Nebraska

Lincoln, NE, USA

Dr. Guy Trainin, is an assistant professor of Literacy at the University of Nebraska-Lincoln (UNL). He focuses his research in the areas of reading acquisition and the integration of literacy and the arts. Dr. Trainin has published over 20 chapters reports and refereed articles on literacy. Both a general and special education teacher for more than 10 years, Dr. Trainin has also had extensive administrative experience. Dr. Trainin teaches pre-service teacher education courses as well as graduate courses in literacy research. He is currently serving as an external evaluator to the Nebraska Reading First grant and a large demonstration grant in Literacy and Art. He is co-founder and co-director of The Great Plains Institute for Reading and Writing at UNL.

Nancy Andrzejczak

Project Director, Lake Elsinore Unified School District
Lake Elsinore, CA, USA


Monique Poldberg

University of Nebraska
Lake Elsinore, CA, USA


Jean Detlefsen

University of Nebraska
Lincoln, NE, USA


Ref: L08P0225