Art-Integrated Learning (Ail): An Effective Learning Approach for 21st-Century Learners
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Published
Feb 17, 2024
Sheetal Prajapati
Narendra Kuma
Abstract
Learners can construct and demonstrate their understanding through an artistic medium using the ArtIntegrated Learning Approach. AIL Approach can be used as a pedagogical tool & this approach aims for the
active participation of learners in the teaching-learning process. In the present era, children and adolescent’s
must-have 21st-century skills to be empowered to deal with challenges and concerns when it comes to the
workplace. These skills can bring positive psychological and behavioral changes in the students. The primary
goal of AIL Approach is to develop skills among the learners because NEP 2020 put light on skill-based
teaching & competency-based teaching. This research paper includes how AIL is important for 21st-century
learners, characteristics of 21st-century learners, in this era why it is needed to integrate art with learning,
how AIL & socio-emotional learning is related to each other and what are the strategies for the implementation
of AIL in the classroom. The mindful inclusion of AIL in teaching practice will result in the eradication of
the rote-learning habit of learners
How to Cite
Sheetal Prajapati, & Narendra Kuma. (2024). Art-Integrated Learning (Ail): An Effective Learning Approach for 21st-Century Learners. SPAST Reports, 1(1). Retrieved from https://spast.org/ojspath/article/view/4774
Article Details
Keywords
Art-Integrated Learning (AIL), 21st-century learner, 21st-century skills
References
Anderson, A., & Valero, L. (2020). Supporting Academic
Vocabulary and Social-Emotional Skills of Students
With Learning Disabilities Through an Arts-Integrated
Social Studies Approach. TEACHING Exceptional
Children, 53(2), 150–162.
https://doi.org/10.1177/0040059920942266
Anderson, A. (2020). Supporting Academic Vocabulary and
Social-Emotional Skills of Students with Learning
Disabilities Through an Arts-Integrated Social Studies
Approach. Teaching Exceptional Children, pp. 1-13.
DOI: 10.1177/0040059920942266
Björklund, C., & Ahlskog-Björkman, E. (2017). Approaches
to teaching in thematic work: Early childhood teachers’
integration of mathematics and art. International Journal
of Early Years Education, 25(2), 98–111.
https://doi.org/10.1080/09669760.2017.1287061
Brown, E. D., Garnett, M. L., Velazquez-Martin, B. M., &
Mellor, T. J. (2018). The art of Head Start: Intensive arts
integration associated with advantage in school readiness
for economically disadvantaged children. Early
Childhood Research Quarterly, 45, 204–214.
https://doi.org/10.1016/j.ecresq.2017.12.002
Casciano, R., Cherfas, L., & Jobson-Ahmed, L. (2019).
Connecting Arts Integration to Social-Emotional
Learning among Special Education Students. Journal for
Learning through the Arts: A Research Journal on Arts
Integration in Schools and Communities, 15(1), 4-25.
https://doi.org/10.21977/D915139672
Corbisiero-Drakos, L., Reeder, L. K., Ricciardi, L., Zacharia,
J., & Harnett, S. (2021). Arts integration and 21st-century
skills: A study of learners and teachers. International
Journal of Education & the
https://doi.org/10.26209/ijea22n2
Cornett, C. (2007). Creating meaning through literature and
the arts. Pearson. District of Columbia State Board of
Education & Office of the State Superintendent of
Education (2011a). Arts education learning standards.
https://osse.dc.gov/sites/default/files/dc/
sites/osse/publication/attachments/Arts_
Standards_Revised_10_20_09_Plain_Text.pdf District
of Columbia State Board of Education & Office of the
State Superintendent of Education (2011b). District of
Columbia social studies pre-K through grade 12
standards. https://osse.dc.gov/sites/default/files/dc/
sites/osse/publication/attachments/DCPShorizsoc_studies.pdf
Ghalayants, M. (2022). THE ISSUE OF INTEGRATED
VISUAL ARTS EDUCATION AT SCHOOL. Main
Issues of Pedagogy And Psychology, 22(2), Article 2.
https://doi.org/10.24234/miopap.v22i2.449
Grace, E., Kelton, M. L., Owen, J. P., Martinez, A. D., White,
A., Danielson, R. W., Butterfield, P., Fallon, M., &
Medina, S. (2021). Integrating Arts with STEM to Foster
Systems Thinking. 9.
Hardiman, M. M. (2017). The Effects of Arts-Integrated
Instruction on Students’ Memory for Science Content:
Results from a Randomized Control Trial Study, 24.
Hardiman, M., Rinne, L., & Yarmolinskaya, J. (2014). The
Effects of Arts Integration on Long-Term Retention of
Academic Content. Mind, Brain, and Education, 8(3),
144–148. https://doi.org/10.1111/mbe.12053
Hipp, J., & Sulentic Dowell, M.-M. (2019). Challenges and
Supports to Elementary Teacher Education: Case Study
of Preservice Teachers’ Perspectives on Arts Integration.
Journal for Learning through the Arts, 15(1).
https://doi.org/10.21977/D915144538
Howe, E., & Ruberg, A. (2019). DigiPen: Secondary School
Project-Based Learning in Game Design, Digital Arts
and Life Skills. The Canadian Journal of Action
Research, 20(2), 28–47.
https://doi.org/10.33524/cjar.v20i2.462
Hunkins, M. M. (2019). The Art of Science; An Exploration
of Art Integration in a Science Classroom. The Art of
Science, 5, 16.
https://scholarworks.uvm.edu/mgreview/vol5/iss2/6
Jacobson, S. K., Seavey, J. R., & Mueller, R. C. (2016).
Integrated science and art education for creative climate
change communication. Ecology and Society, 21(3),
art30. https://doi.org/10.5751/ES-08626-210330
Kisida, B., Goodwin, L., & Bowen, D. H. (2020). Teaching
history through theater: The effects of arts integration on
students’ knowledge and attitudes. AERA Open, 6(1), 1–
11. https://doi.org/10.1177/2332858420902712
Maltese, A. V., & Tai, R. H. (2009). Eyeballs in the Fridge:
Sources of early interest in science. International Journal
of Science Education, 32(5), 669-685.
doi:10.1080/09500690902792385
Mark, Ph.D., S. L., Constantin, G. M., Tinnell, T. L., &
Alexander, O. (2021). It got me back to science and now
I want to be a plant scientist: Arts-integrated science
engagement for middle school girls. Journal for Learning
through the Arts: A Research Journal on Arts Integration
in Schools and Communities, 16(1).
https://doi.org/10.21977/D916145329
Mohalik, R., & Basu, M. (2020). Effectiveness of Arts
Integrated Learning (AIL) in Developing Conceptual
Understanding in Geography at Elementary Level. SSRN
Electronic Journal. https://doi.org/10.2139/ssrn.3674340
Orak, S., Demirci, C. (2018). Application examples and
student views on active learning approach integrated with
branches of art. Cypriot Journal of Educa tional Scien ce.
8(1), 53–65.
Peppler, K. A., Powell, C. W., Thompson, N., & Catterall, J.
(2014). Positive impact of arts integration on student
academic achievement in English language arts. The
Educational Forum, 78, 364- 377.
doi:10.1080/00131725.2014.941124
Rinne, L., Gregory, E., Yarmolinskaya, J., & Hardiman, M.
(2011). Why arts integration improves long-term
retention of content. Mind, Brain, and Education, 5(2),
89–96. https://doi.org/10.1111/j.1751-
228x.2011.01114.x
Madeline Rislow & Kipton D. Smilie (2020). Art history’s
agility: K-12 practices for higher education
consideration. Arts Education Policy Review, DOI:
10.1080/10632913.2020.1734997
Robinson, H. R. (2013). Arts integration and the success of
disadvantaged students: A research evaluation. Arts
Education Policy Review, 114, 191-204.
doi:10.1080/10632913.2013.826050
Scripps, L., & Paradis, L. (2014). Embracing the burden of
proof: New strategies for determining predictive links
between arts integration teacher professional
development, student arts learning, 24 and student
academic achievement outcomes. Journal for Learning
Through the Arts, 10(1), 1- 18.
Universitas Jambi, Indonesia, Hadiyanto, H., Failasofah, F.,
Universitas Jambi, Indonesia, Armiwati, A., Universitas
Vocabulary and Social-Emotional Skills of Students
With Learning Disabilities Through an Arts-Integrated
Social Studies Approach. TEACHING Exceptional
Children, 53(2), 150–162.
https://doi.org/10.1177/0040059920942266
Anderson, A. (2020). Supporting Academic Vocabulary and
Social-Emotional Skills of Students with Learning
Disabilities Through an Arts-Integrated Social Studies
Approach. Teaching Exceptional Children, pp. 1-13.
DOI: 10.1177/0040059920942266
Björklund, C., & Ahlskog-Björkman, E. (2017). Approaches
to teaching in thematic work: Early childhood teachers’
integration of mathematics and art. International Journal
of Early Years Education, 25(2), 98–111.
https://doi.org/10.1080/09669760.2017.1287061
Brown, E. D., Garnett, M. L., Velazquez-Martin, B. M., &
Mellor, T. J. (2018). The art of Head Start: Intensive arts
integration associated with advantage in school readiness
for economically disadvantaged children. Early
Childhood Research Quarterly, 45, 204–214.
https://doi.org/10.1016/j.ecresq.2017.12.002
Casciano, R., Cherfas, L., & Jobson-Ahmed, L. (2019).
Connecting Arts Integration to Social-Emotional
Learning among Special Education Students. Journal for
Learning through the Arts: A Research Journal on Arts
Integration in Schools and Communities, 15(1), 4-25.
https://doi.org/10.21977/D915139672
Corbisiero-Drakos, L., Reeder, L. K., Ricciardi, L., Zacharia,
J., & Harnett, S. (2021). Arts integration and 21st-century
skills: A study of learners and teachers. International
Journal of Education & the
https://doi.org/10.26209/ijea22n2
Cornett, C. (2007). Creating meaning through literature and
the arts. Pearson. District of Columbia State Board of
Education & Office of the State Superintendent of
Education (2011a). Arts education learning standards.
https://osse.dc.gov/sites/default/files/dc/
sites/osse/publication/attachments/Arts_
Standards_Revised_10_20_09_Plain_Text.pdf District
of Columbia State Board of Education & Office of the
State Superintendent of Education (2011b). District of
Columbia social studies pre-K through grade 12
standards. https://osse.dc.gov/sites/default/files/dc/
sites/osse/publication/attachments/DCPShorizsoc_studies.pdf
Ghalayants, M. (2022). THE ISSUE OF INTEGRATED
VISUAL ARTS EDUCATION AT SCHOOL. Main
Issues of Pedagogy And Psychology, 22(2), Article 2.
https://doi.org/10.24234/miopap.v22i2.449
Grace, E., Kelton, M. L., Owen, J. P., Martinez, A. D., White,
A., Danielson, R. W., Butterfield, P., Fallon, M., &
Medina, S. (2021). Integrating Arts with STEM to Foster
Systems Thinking. 9.
Hardiman, M. M. (2017). The Effects of Arts-Integrated
Instruction on Students’ Memory for Science Content:
Results from a Randomized Control Trial Study, 24.
Hardiman, M., Rinne, L., & Yarmolinskaya, J. (2014). The
Effects of Arts Integration on Long-Term Retention of
Academic Content. Mind, Brain, and Education, 8(3),
144–148. https://doi.org/10.1111/mbe.12053
Hipp, J., & Sulentic Dowell, M.-M. (2019). Challenges and
Supports to Elementary Teacher Education: Case Study
of Preservice Teachers’ Perspectives on Arts Integration.
Journal for Learning through the Arts, 15(1).
https://doi.org/10.21977/D915144538
Howe, E., & Ruberg, A. (2019). DigiPen: Secondary School
Project-Based Learning in Game Design, Digital Arts
and Life Skills. The Canadian Journal of Action
Research, 20(2), 28–47.
https://doi.org/10.33524/cjar.v20i2.462
Hunkins, M. M. (2019). The Art of Science; An Exploration
of Art Integration in a Science Classroom. The Art of
Science, 5, 16.
https://scholarworks.uvm.edu/mgreview/vol5/iss2/6
Jacobson, S. K., Seavey, J. R., & Mueller, R. C. (2016).
Integrated science and art education for creative climate
change communication. Ecology and Society, 21(3),
art30. https://doi.org/10.5751/ES-08626-210330
Kisida, B., Goodwin, L., & Bowen, D. H. (2020). Teaching
history through theater: The effects of arts integration on
students’ knowledge and attitudes. AERA Open, 6(1), 1–
11. https://doi.org/10.1177/2332858420902712
Maltese, A. V., & Tai, R. H. (2009). Eyeballs in the Fridge:
Sources of early interest in science. International Journal
of Science Education, 32(5), 669-685.
doi:10.1080/09500690902792385
Mark, Ph.D., S. L., Constantin, G. M., Tinnell, T. L., &
Alexander, O. (2021). It got me back to science and now
I want to be a plant scientist: Arts-integrated science
engagement for middle school girls. Journal for Learning
through the Arts: A Research Journal on Arts Integration
in Schools and Communities, 16(1).
https://doi.org/10.21977/D916145329
Mohalik, R., & Basu, M. (2020). Effectiveness of Arts
Integrated Learning (AIL) in Developing Conceptual
Understanding in Geography at Elementary Level. SSRN
Electronic Journal. https://doi.org/10.2139/ssrn.3674340
Orak, S., Demirci, C. (2018). Application examples and
student views on active learning approach integrated with
branches of art. Cypriot Journal of Educa tional Scien ce.
8(1), 53–65.
Peppler, K. A., Powell, C. W., Thompson, N., & Catterall, J.
(2014). Positive impact of arts integration on student
academic achievement in English language arts. The
Educational Forum, 78, 364- 377.
doi:10.1080/00131725.2014.941124
Rinne, L., Gregory, E., Yarmolinskaya, J., & Hardiman, M.
(2011). Why arts integration improves long-term
retention of content. Mind, Brain, and Education, 5(2),
89–96. https://doi.org/10.1111/j.1751-
228x.2011.01114.x
Madeline Rislow & Kipton D. Smilie (2020). Art history’s
agility: K-12 practices for higher education
consideration. Arts Education Policy Review, DOI:
10.1080/10632913.2020.1734997
Robinson, H. R. (2013). Arts integration and the success of
disadvantaged students: A research evaluation. Arts
Education Policy Review, 114, 191-204.
doi:10.1080/10632913.2013.826050
Scripps, L., & Paradis, L. (2014). Embracing the burden of
proof: New strategies for determining predictive links
between arts integration teacher professional
development, student arts learning, 24 and student
academic achievement outcomes. Journal for Learning
Through the Arts, 10(1), 1- 18.
Universitas Jambi, Indonesia, Hadiyanto, H., Failasofah, F.,
Universitas Jambi, Indonesia, Armiwati, A., Universitas
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