Art-integration+Issues

==An over-riding issue for art-integration is that it may devalue art as a core subject. The fear is that administrators, teachers, and students may perceive art as an “add-on” rather than a discipline in itself. The study of art enhances an individual’s awareness and perceptual skills; art-integration should serve this function as well as cultivate a deeper understanding of the interweaving of subject matters in a holistic approach to education that recognizes all disciplines as equally important and interconnected. The health of an individual includes the physical, mental, emotional and spiritual; these are all important for personal and social well-being, and all are accommodated within art. Problem solving and accountability for personal mistakes will help individuals to help themselves so in turn they may help others to resolve their trials and tribulations in life.== ==Another main issue addressed in art-integration is the need to incorporate environmental concerns into school curricula. Infusing a series of art lessons with environmental topics and values will interest the learners and motivate them while validating them as unique individuals taking an active part in real discussion of current issues and finding solutions to environmental problems and global concerns. Practical art lessons use hands-on activities that integrate traditional teachings, natural science, traditional history, and local natural knowledge, in order to involve northern students in real problem solving based on environmental concerns.== == A third issue is recognition of traditional North American Aboriginal values and beliefs. This art-integrated curriculum respects Aboriginal students’ needs to reclaim traditional values and beliefs by infusing them into a curriculum that uses these values as the basis for learning about, and protecting, the environment. Because the curriculum includes Aboriginal philosophies without dictating the use of traditional teaching tools such as sharing circles or stories, non-Aboriginal teachers will use this curriculum without offending Aboriginal students or elders. Traditional Aboriginal teaching methods naturally blend into hands-on learning; the art-integrated curriculum focuses on the relationships between people and the natural environment without labeling the instruction as “First Nation.” The curricular goal is to develop creative and critical thinking skills while educating individuals about their lifestyle choices. They will use these skills to become environmentally friendly and pursue a sustainable life that is in harmony with nature, while leaving no ecological footprint on their trail.== ==A final issue is prevention of early withdrawals by students at the senior years level. School administrators would see the art-integrated curriculum as an important guide to encouraging students to stay in school and participate in the educational process for their own good. High school retention is the primary issue of concern for teachers and other educational stakeholders in the region. This art-integrated curriculum addresses this issue by offering real-life topics that hold students’ attention, add relevancy to the learning process, and improve the students’ lives outside the classroom – all within the context of art-based lessons that appeal to students’ needs for hands-on learning. The curriculum also satisfies the current focus on helping students to see themselves in a global context.==