Date of Conferral
9-3-2026
Date of Award
September 2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Derek Schroll
Abstract
The problem addressed in this study was that local school districts in Texas do not offer a visual arts-integrated curriculum despite the known academic and social-emotional benefits for K–12 students. The purpose of this basic qualitative study was to explore the perceptions of Texas K–12 visual arts teachers regarding arts integration to enhance core content learning. Grounded in Gardner’s multiple intelligences theory, the research questions focused on teachers' perceptions of arts integration and their recommendations for implementation. Data were collected through semistructured interviews with 10 K–12 visual arts teachers in Texas who had at least 1 year of teaching experience. Thematic analysis using open coding revealed five themes. Results indicated participants perceived that visual arts integration could increase student engagement in core subjects, though they faced barriers including a lack of administrative support and insufficient professional development. Participants recommended dedicated planning time, interdisciplinary professional development, and allocated funding for arts integration. These findings suggest that administrative support and targeted training are essential for successful curriculum implementation. Positive social change may occur by providing educational leaders with strategies to implement equitable, arts-integrated learning experiences that foster academic achievement and foster inclusive learning environments that support collaboration, creativity, and diverse learning strengths for K–12 students.
Recommended Citation
Munoz, Amanda, "Visual Arts Teachers’ Perception of Integrating Visual Arts to Help With Student Core Content Achievement" (2026). Walden Dissertations and Doctoral Studies. 20788.
https://scholarworks.waldenu.edu/dissertations/20788
