Collaborate with these subject areas to include art in these areas: Physical Education, ELA, Mathematics, Music, Health, Science, Social Studies,

"Sustained creative achievement does not occur without knowledge base." (Cornett 2015 pg 70)

"Creative process includes a safe environment, imaginative exploration, design, and construction, and critique" (Diaz, Gene, McKenna, Barry 2017 pg 20)

"creative process can be applied to professional development if artists and teachers have the opportunity to work together to reimagine curriculum and instruction. Can result in informed approaches for AI across the curricula." (Diaz, Gene, McKenna, Barry 2017 pg 27)

"Allow for teacher development as part of the workload in schools." (Diaz, Gene, McKenna, Barry 2017 pg 27)

"Learning to use particular forms of representation is also learning to think and represent meaning in particular ways." (Eisner 2002 pg 9)

The kind of thinking required to create such images cannot be conducted by appeals to algorithms, formulas, or recipes." (Eisner 2002, pg 19)

"Concepts and the meansing they acquire can be represented in any material or symbolic system." (Eisner 2002 pg 21)

"real products that have meaning. How to make a real thing that has value." (Stevenson & Deasy 2005 pg 28)

"...goals of an integrated art project are to expand out (make connections or associations), to go deep (to mine deeply into ideas, concepts, and imagery to glean their meaning and to extend onward (to construct new knowledge within a project and to follow the trail a project leads to)... to disrupt habitual ways of seeing and provoke learners to think differently." (Thulson & Marshall 2014 pg 163)

"Because students in an arts-integrated learning environment are being provided multiple means of representation, multiple means of action and expression, and multiple means of engagement, they demonstrate these behaviors and naturally receive recognition (emotional support, cognitive respect, and social esteem) within their community of value, because they are contributing in a positive way (Robinson 2013, pg 202)

“Because art students practice reflective thinking and aesthetic inquiry when they create artwork, as well as when they discuss their work and the work of others, existing literature is rich with theory that such activities positively impact art students’ ability to think critically.” (Lampert, 2006, pg 215)

“When the arts are integrated with the academic curriculum, students make things that express their understanding of the phenomenon being studied. Even when students perform a dramatic text word for word, they are not performing the text; they are performing their understanding and interpretation of it.” (Grummet 2004, pg 60)

“Aversion to risk and failure has consequences for growth and learning, which can be seen in Dweck’s (2006) research that describes the differences between two common types of mindsets, “fixed” versus “growth.” People with a fixed mindset view traits as innate and tend to tie identity to success and performance, which often leads to discomfort with failure (e.g., bad grades, mistakes). People with a growth mindset view their own selves as changeable through learning, including the need to try new things in order to advance. People with a growth mindset associates mistakes and failures with positive learning and improvement—not negativity. Unfortunately, the fixed mindset is commonly cultivated in education, in how we approach mistakes, grades, and failures. This is problematic for creative practice and development.”(Smith & Hendrikson 2016, pg 7)

“Open-ended exploratory opportunities can be exciting for students because they will feel empowered to think of an idea and have the freedom to figure out how to make that idea come to fruition. It is important for students to learn how to solve problems on their own terms, instead of feeding answers and/ or knowledge “down his/her throats.” … I am excited about the possibilities that this will bring into my classroom with a new type of problem solving and “free” thinking.” .”(Smith & Hendrikson 2016, pg 10)

“Most importantly, the arts represent a direct connection between creative and analytical thought, and they provide highly successful methods to convey academic ideas in an engaging and substantive manner. Learning, communicating, and questioning in conjunction with the arts develops a dynamic classroom environment where students and teachers alike are excited and engaged in the process (Rabkin & Redmond, 2006).” (Reif &Grant 2010 pg 101)

“We have found that what students need the most is not self-esteem boosting or trait labeling; instead, they need mindsets that represent challenges as things that they can take on and overcome over time with effort, new strategies, learning, help from others, and patience. When we emphasize people’s potential to change, we prepare our students to face life’s challenges resiliently.” Yeager & Dweck 2012, pg 312)

“Creating something, receiving feedback, and revising their work is a natural part of the artistic process that your students can apply toward their academic classes. "The strengths and skills that these artists come to us with are hard work and a willingness to keep trying," says Geron Spray, an English and history teacher. "They have perseverance, they take constructive criticism well, and they build on it.” (Edutopia 2016)

Effort after meaning is an important factor for memory; research has shown that when people must puzzle over a stimulus a bit in order to understand it, they end up remembering that stimulus better than they would is its meaning were made more obvious. (Hardiman 2012 pg 112)