ABSTRACT
In this chapter we examine the beliefs and practices of a teacher involved in a particular artists-in-the-schools program called Learning through the Arts. This program is sponsored by the Royal Conservatory of Music (Toronto, Canada) and is designed to be a professional development model for teachers wishing to learn how to integrate the arts into all subject areas within the curriculum. The program brings different artists into a school to work with all of the teachers at a particular grade level. Over three years, the school takes on an arts-infused curriculum model. Much of this model is dependent upon a variety of factors such as: teacher, and artist, beliefs around art and teaching; the time and energy needed to plan an appropriate curriculum together; and an inquiry-based process of understanding what it means to learn through the arts. The case presented here is part of a much larger study that follows artists and teachers over a three-year period and is meant as a window into both the world of the teacher and researcher as they use an image-based research methodology.
