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Madisyn Doiron (Madi)

Learning in the arts is when students are actually focusing on visual art, drama, dance, or music, with a more structured approach with a planned activity based on the arts. Learning through the arts is when you incorporate the arts into other subjects like math, science, etc. Essentially, using the arts as a way of learning. 

Some program planning considerations when integrating Drama with one or more subjects is making sure students have a mix of all three variations of ways the arts can be included—Arts as Curriculum, Arts-Enhanced Curriculum, and Arts-Integrated Curriculum—are part of their education.

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Learning in arts is the direct engagement with art, it is when students do express themselves via art. Learning through arts is when students learn about art and various other subjects via artistic does of expression. 
 
When integrating arts with other subjects and doing the planning, the following are some considerations for teachers:
To build on a student's prior knowledge.
Giving the students the liberty and space for creative expression.
Making a positive and safe space in classrooms to allow for that freedom of creative expression with no impediments.
Teachers should also give the students the space to plan, revise and reflect on their work. To ensure  the arts are being integrated with other subjects appropriately, as teacher when we are planning we should make sure that we are not just doing art enhanced curriculum but rather art integrated curriculum, you can ensure that by creating a solid connection that arts and th subject and by having clear learning goals and expectations for the students to build off of. It doesn’t mean to cause divisions between arts and the other subjects but rather plan the lessons in a matter when we are combining both of them for the students to make the connections visibly.  

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The difference between learning in the arts vs. learning through the arts is that learning in the arts refers to teaching students specific skills related to the arts, such as expressive participation. The learning experiences involve the whole person and opportunities for personal connections. Learning through the arts refers to integrating arts into other subjects in the curriculum.

For example, dance could be integrated into a Social Studies lesson where students are learning about different cultures.

Some planning considerations to consider when integrating Drama with other subjects is to figure out what you want your students to learn from each subject you plan to integrate. Teachers must also make sure that the connection between the arts and the other subjects make sense. Also, it’s really important to ensure that as a teacher you have created a safe place for your students in the classroom in order for them to feel comfortable when expressing themselves in the arts and another subject. Additionally, ensuring that the curriculum expectations for both subjects are met when delivering each lesson is important to keep in mind rather than just forcing a cross-curricular lesson without curriculum links.

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According to Approaches to Education in the Arts from the curriculum, learning in the arts is in relation to education within specific arts while learning through the arts allows for integration of the arts alongside additional subjects. What is Arts Integration from the Kennedy Center states that Art-Integrated Curriculum uses arts as “the approach to teaching and the vehicle for learning”.

When integrating Dance or Drama with other subjects, a program planning consideration is to ensure that students are aware of the expectations that teachers are aiming to meet within each of the subject areas being covered. This ensures that teachers are not only using the arts as a vehicle but also acknowledging the expectations being met by using these approaches. In this process, being transparent in the learning objectives at the beginning of each activity will allow students to see the ties within the subject areas as well as how to be successful. For example, if students were tasked with identifying, replicating, and writing about a style of dance within a certain decade and geographic location, the assignment combines the arts with social studies and language. In this case, the teacher must identify the expectations within each subject, while explaining that dance is the main focus of the activity.

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Learning in the arts means learning through the act of actually being involved and physically participating in the art! Whereas learning through the arts is when teachers can integrate art into other subject areas and have students express their learning/understanding through art forms.

When integrating the arts into other subjects it is important that  it makes sense and is a valuable way for students to demonstrate their understanding of a particular topic. Teachers can integrate arts into other subject areas to make learning more meaningful and address the "whole student." I think adding aspects of the arts to science, social studies etc.helps to deepen students understanding and learning - as it addresses more learning styles.

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When thinking about learning in the arts, I think about teaching the four different art strands (drama, dance, music, visual arts). This is when we as educators are teaching the skills, concepts and techniques from each strand. When I think about learning through the arts, I think about integrating the arts into other subjects. Integrating the arts strands into other subjects allows students to have the opportunity to create and express themselves and what they are learning in other curriculum subjects.

Some program planning considerations when integrating dance with other curriculum subjects are:

1. Do the students feel comfortable to express themselves? Have you made your classroom an open environment where students are welcome and encourage to participate without the fear of being judged?

2. Does integrating dance into this lesson make sense? We shouldn’t try to force something to work just for the sake of it being cross-curricular.

3. Are the students engaging in the creative process and creating something themselves instead of just copying something?

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Learning in the arts includes learning through participation and experiences that utilize the whole person (expressive participation, kinaesthetic movements) in order to make person and world connections.

Alternatively, learning through the arts focuses more on the critical analysis of the arts with respect to context, language, and meaning of various art forms. Comparing aspects of the arts to a wide range of school subjects. This helps deepen understanding, knowledge, communication, and appreciation of the various art forms.

What are some program

The arts on their own can be implemented solely for the purpose of introducing students to the various art strands. Integrating art into other subjects is a channel for students to demonstrate and communicate understanding. Art can be influential in supporting the learning of other subjects (ex. using visual arts to represent math ideas, using drama or dance to demonstrate scientific principles or processes, music to support poetry or language arts). Arts could be used as an introduction to get students engaged or can be assessed along with the other subject area.

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When analyzing the difference between learning in the arts in comparison to learning through the arts, there are many ideas that come to mind. To begin, learning in the arts suggests using the arts as a vocal point and exploring the arts in their different forms in-depth. Through this, students can learn specific strategies IN the arts and vocabulary linked to the arts allowing them a solidified understanding!

Alternatively, learning through the arts would suggest using differing artistic strategies to teach other subject areas. A great example I can recall from the drama course last year, was learning about different organs through tableaux and different movements. By doing this, students are learning about health/science THROUGH the arts.

When integrating drama into other subject areas a consideration that must be explored is that the drama approach does not take away from the subject. To be specific when implementing a drama strategy it is important that there is a correct balance between the strategy and the subject area. By this, it can be ensured that the content of the lesson is the main message rather than the strategy itself.

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To my mind, learning in the arts is about the experiences that students have in relation to expressing their ideas, feelings, and emotions and about connecting these experiences with what is happening in the world around them and with other subjects. Anything is game  when learning in the arts as these experiences combine a wide range of domains, involving the "whole person" as the text claims. Learning through the arts is using what they have learned in the arts to demonstrate what they have leaned in other subjects. In this way, learning in the arts helps cross pollinate other areas of study. 

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To my mind, learning in the arts is about the experiences that students have in relation to expressing their ideas, feelings, and emotions and about connecting these experiences with what is happening in the world around them and with other subjects. Anything is game  when learning in the arts as these experiences combine a wide range of domains, involving the "whole person" as the text claims. Learning through the arts is using what they have learned in the arts to demonstrate what they have leaned in other subjects. In this way, learning in the arts helps cross pollinate other areas of study. 

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- Scott Keane
Yes, I agree with Cassandra when she says that it is important that the educator ensures that both sets of curriculum are adhered to. Also, I think that students need to make meaningful connections between learning points when planning to teach using the "through the arts" method. Also, some learners might not feel comfortable using this method. Teachers need to make these activities fun and culturally relevant!

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Learning in the arts alludes to learning experiences that involve creative engagement, the development of techniques surrounding expressive participation, as well as students gaining knowledge and skills specific to the arts. When students are engaging with learning in the arts, each student has a unique experience as learning activities combine the affective, kinesthetic and sensory domain with the cognitive domain. Moreover, when educators plan a cross-curricular lesson, where they integrate the arts with another discipline subject, this can be regarded as learning through the arts. 

When integrating the arts with another discipline subject, it is important for the educator to ensure that both sets of curriculum expectations are being met upon completion of the set out task. Additionally, it is equally important for the educator to choose a combination of curriculum expectations that compliment each other appropriately. This will also support the delivery of the lesson in terms of the flow and uninterrupted student understanding (students engaging with the lesson as a whole as opposed to one lesson that touches upon two different subject areas). 

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The difference between learning in the arts vs learning through the arts was clearly described in

the Ontario Arts Curriculum as well as the Kennedy Center article. When referring to learning in arts, students are likely to participate in structured activities that are centered on visual arts, music, or drama. These experiences will be intended to meet the curriculum expectations and involve the whole person. These Learning experiences combine sensory perception, the affective domain, and the kinesthetic domain with the cognitive domain. On the contrary, learning through the arts involves the integration of arts across various subjects. These experiences allow students to expand on a broad range of skills.

When integrating the arts with one or more subjects, it is important to consider the curriculum expectations for both subject areas. This means, we may have to teach a technique in the arts prior to integrating it with another subject- such as language in order to set students up for success in both areas.

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The main difference between learning in the arts versus learning through the arts is the idea that it is more structure based. This means that the class would be structured for a specific purpose based on the art lesson of choice. Areas that are demonstrated in this type of learning would directly relate to the curriculum expectations. Learning through the arts is a more broad and explorative idea in which students are using the creative process. This means students are actively engaged in what they are learning, in which they can make sense of it and explore it in the way that makes the most sense to them. I feel as though my experience in a classroom setting with learning through the arts has been positive as I notice that the students when encouraged are excited to actively be a part of the learning and creative process. Rather than just presenting curriculum content to them in a structured format, encouraging them to make those meaningful connections is key. Some program planning considerations wen integrating drama with one or more subject would be to ensure you are including differentiated instruction that is catered towards both subject areas for your students. Furthermore, it would be important to acknowledge the important connections and make it clear to students how they relate while also ensuring curriculum expectations are met for both areas. 

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Learning in the arts refers to specific skills, and techniques that we teach to students in arts education. These are the skills and techniques outlined in the curriculum which teachers must determine as necessary for students to learn through the backwards design process. The goal is for students to use the movements and skills learned here and apply them in other curriculum areas - this is learning through the arts. For example - in dance students explore space, shape, and movement, these skills can be transferred into areas such as math during  geometry and spatial sense strand.

Some planning considerations when integrating drama may include exploring themes and big ideas in other curricular areas such as social studies and language where there are opportunities to include resources rich in culture, diversity, and new vocabulary.

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Learning in the arts involves the whole person. It combines sensory perception with the affective, kinesthetic, and cognitive domains. The most common outcome of participating in the arts is the acquisition of knowledge and skills in specific arts (ex. becoming a better dancer, painter, musician, etc.). However, this does not encompass the whole learning experience related to learning in the arts. Learning experiences also include aesthetic experiences, creative engagement, and meaningful personal connections. There are many benefits associated to learning in the arts.

Learning through the arts involves integrating the arts with other subjects. There are aspects of the arts that can be used to deepen student understanding and help develop skills in other subjects. The arts can be used as a way to demonstrate understanding. Along with written or verbal forms of communication, students can demonstrate their understanding through movement, visuals, drama, etc.

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Arts in the curriculum and learning arts through integrated learning are different ways of incorporating art in our teaching style. I think I would personally incorporate both in my teaching style as I would expose my students to the arts by having them listen to music at the start of the day and provide explicit instruction. I would also integrate dance in my lessons to keep my student's engaged in their learning and also helps with memory. I think finding a balance of both will help students connect concepts. Also I believe students can relate and gain a deeper understanding to the dance elements when indirectly exposed to it.

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When I think of learning 'in' the arts, I think of your typical art, music and drama class where it would be more structured and focused on what is specifically in the curriculum. This would be an area in which I would struggle because of a lack of experience and know how in the arts. When I think of learning through the arts, I'm beginning to learn how students can be aided in their deeper understanding of other topics/subjects, allowed to express their learning in different ways and given the opportunity to meet 'dual learning objectives'. I love the phrase used in the article 'creating a dramatization provides an authentic context for students to learn more about....'. I think back to my Grade 1 science class and learning about Sun and energy. I can't help but wonder how students would have enjoyed showing wind and plant growth through use of their bodies rather than the activity I used.

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Learning through the arts is most commonly understand as learning which uses aspects of the arts curriculum to enhance or illuminate learning in curriculum areas outside of the arts (i.e. math, science, language). When teaching through the arts, educators may encourage students to use various modes of artistic expression in order to present or communicate their learning. Learning in the arts, on the other hand, is focused more specifically on knowledge and skills that are related directly to the arts (drama, music, dance, etc.) This immerses the students in a range of aesthetic, creative, and kinaesthetic experiences.

When choosing to integrate the arts with other subjects it is important to consider the dictions between the various arts integration models, including “arts as curriculum”, “arts-enhanced curriculum, and "arts-integration curriculum”. Each model utilizes artistic elements in different ways, and must be supported by a clear purpose. As such, educators must use their objectives for the lesson to guide them when choosing the most appropriate model for arts integration.

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There are multiple approaches to education in the arts. Students can participate in learning experiences in the arts through creative engagement and development of skills, students can analyze, criticize and appreciate the arts to understand meaning, or students can engage in the arts as a form of illuminating other aspects of curriculums and subject matters. When students are engaged in learning in the arts versus learning through the arts, there is a distinct difference. Learning in the arts allows students to focus their time on developing creativity, communicating, understanding culture and making connections based solely on the arts curriculum. Students learning through the arts will be focusing their efforts on two different curriculums simultaneously - the arts is integrated within another subject form, or another subject is integrated within the arts. Students construct and demonstrate their understanding through an art form. They engage in a creative process which connects an art form within another subject matter, meeting learning goals and expectations of curriculum in both areas. When planning programming where the arts is integrated within another subject, it is important to anticipate student needs, areas that require differentiated instruction, and what the goals of the lesson are. The classroom teacher should ensure they are effectively using both subject matters to meet curriculum expectations and develop thoughtful learning goals from those expectations. Students will need opportunities to learn from each other and to reflect on what they learned, how they learned it, and the significance of it.

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When looking at the difference between arts in the curriculum and arts through the curriculum you can see a key difference. When the arts are in the curriculum it is focused on having the students engage in arts experiences. Students are able to attend performances and exhibits by professional artists. This allows them to deepen and broaden their understanding of the arts through authentic experiences. When thinking about the arts through the curriculum this is where the arts is integrated within other subjects. Students have the opportunity to learn how to approach issues and present ideas and points of view in new ways and to challenge perceptions, while engaging their audience. Students are given a chance to explore and experiment with dance in conjunction with other subject areas to create deeper meaning and understanding.

When integrating the arts into other subjects you need to think about first what I want my students to not only understand from dance, but the other subject as well. There should be a deeper meaning to the integration and you should have knowledge of it.

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When integrating drama into the classroom it is important to make a clear distinction of how it will be incorporated to the lesson. As mentioned in the article, when the arts are integrated into cross-curricular subjects but not made distinct, there can be missed opportunities for further integration. Additionally, without making a clear distinction, it can be easy to overlook the integration of art and disregard it altogether. With that being said, it is important to be mindful of this when program planning and integrating drama, or the arts, into other subjects.

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When integrating arts with other subjects it is important to acknowledge the skills that the students are engaging in. The arts curriculum focuses on four central ideas- developing creativity, communicating, understanding culture and making connections. When integrating into other subjects, assessing students, we need to be aware of the skills that contribute to the arts curriculum. In my last placement I had the opportunity to teach dance and music from grade 1 through 5. At first I found it difficult to teach just these subjects without integrating them into language or other subjects like I had previous experience in. This made me realize how important it is to see the arts such as drama and dance as their own subject and challenged me to create those engaging lessons and activities to a variety of grades.

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Learning in the arts occurs when students are participating fully in an arts experience. In these situations, they are engaged in activities specifically related to the arts and are making connections to this. In contrast, learning through the arts occurs when students are using an art form as a means of expressing their learnings from another subject area, or are exploring another topic using artistic means.

When integrating arts with other subjects it is important to know the distinction between art as curriculum, arts-enhanced curriculum, and arts-integrated curriculum. These distinctions are important because students are best served by a combination of all three and it is easy for teachers to accidentally teach arts-enhanced curriculum and believe they have included arts in their classroom. However, it is important that the arts are actually be addressed for their expectations and art should sometimes be the actual focus of a lesson rather than simply a tool to engage students. Therefore, it is important to understand these three concepts and to balance them as a teacher.

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Using an arts-integrated curriculum, it is important to remember that the multiple subjects are not mutually exclusive, meaning that the subjects are being taught together with the end goal of strengthen the students understanding of the concepts in both subject areas. Even though the arts often acts as the vehicle for delivering content for other subjects, it is important to ensure that it is done in a meaningful way that adds to student understanding of both the arts concept that is being used to deliver the content and the content  being covered in another subject. I think that it is also important for educators to make the distinction between arts-integrated curriculum and art-enhanced curriculum, with the latter simply being used as a way to get students "hooked" on the other subjects content, and the former has students engage in the creative process to increase understanding in both subject areas.

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The difference between learning in the arts vs. learning through the arts is when you are whole-bodily immersed in an arts learning experience and making those personal connections, versus when you are from the outside looking in, including analysis or criticism.
When integrating drama with one or more subjects, some program planning considerations include remembering to treat both the arts and the other subjects' expectations as the same (treating them as equally important). For example, dance can be used as a vehicle for delivering and experiencing another subject, but should not be forgotten as its own subject.