Advocating for Arts Integration: Supporting Pre- and Inservice Teachers

Research shows arts integration positively impacts K-12 student outcomes, so how can teacher educators support this approach in candidates’ future instruction? This session presents findings from an action research project with early-career teachers using arts integration, and suggests supports for pre- and inservice teachers implementing arts-based learning.

After this session, participants will be able to: 1. Define basic principles of arts integration. 2. Summarize key findings of a year-long action research project following early career teachers’ use of arts integration. 3. Summarize data-based suggestions for how teacher educators can support pre- and in-service teachers with implementing arts-based learning, both in settings that allow for stand-alone courses devoted to arts integration and those that do not. 4. Consider how teacher educators can provide continued advocacy for approaches like arts integration, as well as the pre- and in-service teachers who are striving to use their professional preparation to offer high-quality, creative, critical learning experiences for all their students. 5. Apply the data and implications from this study to their own contexts.

Presented by

Dr. Melissa Wells

Associate Professor of Education

University of Mary Washington

Dr. Melissa Wells is an associate professor in the College of Education at the University of Mary Washington in Fredericksburg, VA. Her teaching and research interests include literacy, critical theory, arts integration, technology, and family engagement. She has co-authored two books focused on equity in education: "Foundations of American Education: A Critical Lens" (Wells & Clayton, 2021) which is an OER, and "Re-envisioning Family Engagement and Literacy in Early Childhood Classrooms: 'Porque así ya conocemos'” (López-Robertson & Wells, 2023). Prior to becoming a professor, Melissa taught in public schools in South Carolina for eight years.