ABSTRACT
This chapter presents two aspects of engagement cognitive and affective, and to offer a foundation for the discussion of the theoretical model. Arts integration has been promoted as one such avenue for increasing engagement for students with and without disabilities. The use of arts in educational contexts provides a medium for the engagement of students who struggle in academic areas such as mathematics, reading, and writing by providing alternative ways to learn that may be more compatible with their interests and preferences. Two large-scale studies by DeMoss and Morris-2002; Ingram and Meath-2007, examined K-8th-grade students cognitive engagement after they participated in classes taught by Chicago Arts Education Partnership (CAPE) teaching artists and after they were exposed to the Arts for Academic Achievement program. Results from two large-scale studies by Barry-2010; and Ffolkes-Bryant-2008, showed that elementary-aged students who attended arts-integrated schools demonstrated positive attitudes towards learning, as measured by teacher and student surveys.
