Arts Integration, as defined by the John F. Kennedy Center for the Performing Arts, is an approach to teaching in which students construct and demonstrate understanding through an art form (What is Arts Integration?, 2014). Through arts integration, students engage in a creative process which connects an art form with another subject area and meets learning objectives in both.  “

Whether in the science class, the English classroom or the lunch cafeteria, students and teachers are surrounded by visual images.  The process of creating, using and interpreting these visual images is unique to the study of art in some ways, but universal and applicable to a variety of other disciplines in other ways. (Taylor et al., 2006, p. 2).”

In the 21st century where learning is no longer limited to, or expected to, follow a linear path, students need to be reached through various means of education (Thomas and & Brown, 2011).  Arts integration is a way to ensure students are accessing information in different ways and making connections that will help them retain this information, and then enable them to apply that new knowledge in new situations.  “Integration is not simply combining two or more contents together. It is an approach to teaching which includes intentional identification of naturally aligned standards, taught authentically alongside meaningful assessments which take both content areas to a whole new level” (Riley, 2012).” In other words, integration provides learning opportunities for students to make connections between subjects in ways they might not otherwise be made.

I chose to focus on grade levels 3-5 because those are the grades where division is taught according to the Common Core State Standards. In third grade students start to solve problems involving division and should understand that there is a connection between multiplication and division (3.OA.A.3, 3.OA.B.6). In fourth grade students are taught to divide up to four-digit dividends by one-digit divisors and are asked to solve word problems using division (4.NBT.B.6, 4.OA.A.2). In fifth grade students are taught to divide up to four-digit dividends by two-digit divisors and divide decimals as well as look at fractions as division problems (5.NBT.B.6, 5.NBT.B.7, 5.NF.B.3). This grade cluster focuses on the foundations of division and builds each year to incorporate more challenging mathematical skills.  

In Language Arts, students are exposed to types of social division by learning about historical events. In third grade students learn about world cultures, which shows division by looking at how those cultures interact with each other and different geographic causes that impact those cultures and physically divide them (RI.3.3). In fourth grade students learn about Native Americans and how the Colonists coming to America impacted their world. This shows division between these two groups because Colonists were taking the land from the Native Americans and many battles were fought between the two parties (RI.4.6, RI.4.9). Then in fifth grade students are taught about racial division by learning about the Negro League. This shows division because students learn what it was like for Jackie Robinson to break into Major League Baseball and the threats and danger involved for him and his family (RI.5.3, RI.5.6). This grade cluster looks at division in multiple ways through the Language Arts curriculum.

The National Core Arts Standards for all grade levels are focused on four main areas: Creating, Performing/Presenting/Producing, Responding, and Connecting.  These four areas allow for integration with other subjects because they are art centered, but generic enough that they can be used with various types of projects and subject areas.  In grades 3-5 students focus on elaborating on a creative idea (VA.Cr.1.3a) to brainstorming multiple approaches (VA.Cr.1.4a) to combining ideas to generate an innovative idea for art making (VA.Cr.1.5a).  When conveying meaning through the Presentation of their work, students in grade 3 should identify and explain how different cultures illustrate stories through art (VA.Pr6.1.3a).  In grade 4 students compare and contrast the purpose of art museums as well as the types of personal experiences they provide (VA.Pr6.1.4a).  In grade 5 students will cite evidence about an exhibition in a museum and provide information about a specific concept or topic (VA.Pr6.1.5a).  When Responding to art, grades 3-5 have a scaffolded approach.  In grade 3 students evaluate art based on one criteria (VA.Re9.1.3a).  In grade 4 students use one criteria and evaluate more than one piece of artwork using that one criteria (VA.Re9.1.4a).  Then in grade 5 students will recognize differences in criteria used to evaluate different forms and styles of art (VA.Re9.1.5a).  Finally, when Connecting students relate personal experiences with art.  In grade 3 students develop a piece of art based on observations from one’s surroundings (VA.Cn10.1.3a).  In grade 4 students create works of art that reflect cultural traditions from their community (VA.Cn10.1.4a).  In grade 5 students apply vocabulary of art and design to view their surroundings in new ways through art making (VA.Cn10.1.5a).