Art Integration and Student’s Outcomes in the Classroom

Scholarly Article Reviews: Art Integration and Student’s Outcomes in the Classroom
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Scholarly Article Reviews: Art Integration and Student’s Outcomes in the Classroom
Empirical Article
Anderson et al. (2019) studied arts integration for middle school learners. This study is original research, and as such, it qualifies as an empirical article. Specifically, it is a qualitative research study that provides insights into the experiences and perspectives of students engaged in arts integration. These experiences and perspectives cannot be quantified, hence the qualitative nature of the study. The researchers obtained qualitative data from students using interviews and focus groups during their arts integration experience (Anderson et al., 2019). In addition, students used words to describe their experiences and perception, making the study qualitative.
The study aimed to explore the perspective and experiences of middle school students engaging in an arts integration learning model to establish how art integration influences their engagement in learning. Data were obtained from 86 middle school students through focus groups and interviews, and a grounded theory approach was used to describe and interpret participants' experiences. Participating students were exposed to the arts integration intervention and were asked to share their perspectives and experiences during the interviews and focus group sessions. The researchers found that arts integration stimulated students' engagement in learning. Arts integration allowed them to express their unique interpretation of concepts, motivated them to take risks and make mistakes, and enhanced their creative engagement. These themes contributed to their learning engagement.
In their analysis, the researchers established that the effects of arts integration on student outcomes are influenced by the instructional approaches and the social environment in which the arts integration occurs. This analysis, coupled with the study's findings, can be applied in a non-art classroom setting to facilitate learning through art forms and improve students' learning outcomes through increased learning/classroom engagement.
Meta-Analysis Article
Lee et al. (2020) article is a meta-analysis because it synthesizes past empirical studies investigating the relationship between DBP and students’ literacy outcomes. Specifically, Lee et al. (2020) only synthesized experimental and quasi-experimental studies, which were searched from psychology, arts, and education databases. The studies were coded, and the Comprehensive Meta-Analysis software package was used to perform all the statistical processes. The article assessed the strength of existing evidence to establish how, if, at all, DBP influences learners. The findings from the meta-analysis are used to make a generalized conclusion about the effects of DBP on learners' literacy-related outcomes.
The article explored the relationship between drama-based pedagogy (DBP) and student literacy-related outcomes. It is a meta-analysis that explored what the cumulative research on DBP indicates about DBP's impact on li...