Alexandra Palmieri's Mini-Course


Alexandra Palmieri Portfolio Page | ETAP 623 Class Page

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Overview and Purpose

This mini-course is design to educate current and pre-service teachers how to apply art integration into their own classrooms and create new and exciting way for their students to learn art as well as other disciplines simultaneously.

Below are links to each unit as well as their lessons, as well as to the resources used to research for this course. If there are any questions, comments, or concerns feel free to leave them in the discussion section of this page, or email the creator, Alexandra Palmieri, at:

Needs Assessment

The need to provide teachers (takers of the mini-course) with information about including art practices into their everyday school curriculum as well as activities they can incorporate into these practices. The goal of this course is to extend art practices throughout school subjects that typically only consist of reading practices or written assessments, as a means to include art integration into more school programs.

This mini-course is an online asynchronous course with several modules and activities to allow teachers to know how to include art activities into their lesson plans and ignite an imaginative learning environment.

Performance Objectives

After completing this mini-course, learners will be able to:

  • Identify the various art processes that can be used in their classrooms
  • Apply the inclusion of art practices and activities into their classrooms and facilitate an open and imaginative learning environment
  • Have a handful of resources and activities from this course that they can use within their own lesson plans
  • Describe the benefits of art integration in the day-to-day classroom lessons

Course Units

This mini-course includes the following units. Click the title of a unit to go to its page.

Unit 1: Art As Literacy

Participants will learn about what it means to be literate in art as well as Andrelchick's self defined visual literacy from her 2015 paper, "Reconsidering Literacy in the Art Classroom". Participants will also be introduced to art integration through a high school student's Ted Talk, as well as breaking the boundaries of needing talent to teach or do various art forms.

Unit 2: Importance of the Facilitation of Art to Young Minds

Participants will be introduced to the earliest forms of creativity that appear and are utilized by children, as well as completing a questionnaire to evaluate their own level of creativity. The unit ends with information about the impact of art integration on students.

Unit 3: Introduction to Beginner Art Practices

Participants will discuss the basic art practices that will appear in their art integrated curricula as well as enabling a discussion for why art integration is not a replacement for art classes in schools.

Unit 4: Incorporation of Art Integration Resources in the Classroom

This final unit gives participants an abundance of resources to incorporate art integration into their lesson plans as well as being able to design their own art integrated lesson based on the specific discipline they teach.

References and Resources

Andrelchick, H. (2015). Reconsidering literacy in the art classroom. Art Education, 68(1), 6–11.

Anglin, J. M. (1993). Three Views of Middle School Art Curriculum. Studies in Art Education, 35(1), 55.

Arts integration lesson plans. The Institute for Arts Integration and STEAM. (2023, March 30).

Center for Distance and Online Learning at Los Angeles County Office of Education. (n.d.). What is arts integration?. TEAL.,creative%20thinking%20and%20active%20learning.

DeMoss, K. & Morris, T. (2002). How arts integration supports student learning: Students shed light on the connections. Chicago, IL: Chicago Arts Partnerships in Education (CAPE).

Duncum, P. (n.d.). (PDF) Visual Culture and studio practice? - researchgate. Retrieved from

Halverson, E., & Sawyer, K. (2022). Learning in and through the arts. Journal of the Learning Sciences, 31(1), 1–13.

Roper, R. (2005). An investigation of the impact of visual culture on visual arts practice and visual arts education.

Smilan, C., & Miraglia, K. M. (2009). Art teachers as leaders of authentic art integration. Art Education, 62(6), 39–45.

The Inspired Classroom. (2020, February 2). Fears we face with arts integration. YouTube. Retrieved from

Partnership, B. A. (n.d.). BYU Arts Partnership.,meaningful%2C%20authentic%2C%20and%20seamless.

Peterson, E. (2020, February 9). Arts integration vs arts education. The Inspired Classroom.

Public Broadcasting Service. (n.d.). The whole child - for early care providers - creativity and play. PBS.,role%2Dplaying%20and%20imaginative%20play.

Stem & Steam Activities for Kids. Left Brain Craft Brain. (2023, May 2).

Why arts integration? perspectives. The Kennedy Center. (n.d.).,Arts%20integration%20brings%20focus%20to%20the%20whole%20child%20and%20embraces,that%20all%20students%20are%20different.&text=2%2F4-,Arts%20integration%20engages%20students%20and%20offers%20a%20variety,to%20construct%20and%20demonstrate%20understanding.&text=3%2F4-,Arts%20integration%20helps%20teachers%20rethink%20the%20roles,and%20their%20relationships%20with%20students.

51 benefits of Arts Education for Kids. WeTheParents. (2021, August 30). Retrieved May 8, 2023, from

(2018). Ashleigh Turner: Integrate Arts into Every Classroom | TED Talk. Retrieved from