1. M A G G I E L E Y S A T H & C H A D B R O N O WS K I
FULL ARTS
INTEGRATION

2. CHAD BRONOWSKI
• Bowling Green State University
• Bachelor of Science (2009) – Biological Sciences with
Departmental Honors
• Bachelor of Science (2009) – Chemistry
• Lamar University
• Masters of Education (2015) – Educational Leadership
• Certified Science 8 – 12.
• 4th Year at Onalaska.
• 5th Year Teaching

3. MAGGIE LEYSATH
• Certified in E/LA and Art 1998
• Taught in both public and private settings
• In tenth year at Onalaska ISD
• In eighth year as art teacher for grades 7-12
• Masters of Arts in Art Education (MAAE) in
2011 from Stephen F. Austin State University
• Owner of The Studio since 2012
• Lamar Doctoral Program – August 2015

4. RESEARCH BEGINNINGS
• Pioneer Days
• Edmodo – “Art Ideas
for Core”
• Coequal Arts
Integration
• The Research:
Chemistry/Ceramic
Integrated Activities

5. • Two day event for entire district
• Combined pioneer arts and crafts
with core and non-core class
learning objectives
• Students presented research and
connections to core classes for
credit
PIONEER DAYS

6. PIONEER DAYS

7. ART STUDENTS
• Research projects examining the arts and crafts of
pioneer days.
• What arts and crafts were prominent in the pioneer
days?
• Which of those arts and crafts are still in practice
today?
• Students interviewed community members who
practice a craft that was pioneer craft in the past.
• Students report results of research and interviews to
their class and during the Pioneer Days Event.

8. THE PIT KILN

9. BLACKSMITH

10. THE GEOMETRY OF QUILTING

11. EDMODO WEB GROUP

12. ART IDEAS FOR CORE PAGE
The
code

13. FOLDER SYSTEM

14. HOW IT WORKS
• Rather than me trying to integrate math, science,
language arts and history into my art class I
decided to make it easy for core and non-core
teachers to integrate arts into their classes.
• I have folders for all four core classes, Spanish, and
Theatre.
• I included a folder for research I’ve done and
found, my pinerest page, and an inspiration folder.
• I also have a visual thinking folder as well as folders
specifically for our elementary campus.

15. THE MATH FOLDER RESOURCES

16. WHAT IS “FULL” INTEGRATION?
• Another term is “coequal” and it
means that art learning objectives
are equal to chemistry learning
objectives.
• Students learn to throw, glaze
development, and aesthetics.

17. DEFINITIONS
• Bresler (1995) defined the term arts integration
in several ways.
• Infusion – a particular subject integrated
across the curriculum;
• Interdisciplinary – traditional subject
boundaries are maintained while aligning
concepts and content from one discipline
with those of another discipline;
• Holistic approaches – the needs of the whole
child are addressed and include physical,
moral, affective, cognitive, and spiritual
dimensions;

18. • Interdisciplinary – using different disciplines
to consider a problem and synthesizing
those perspectives in order to gain a more
general account;
• Metadispciplinary – practices comparison
within one discipline;
• Transdisciplinary – a concept examined in
a political and a physical discourse
DEFINITIONS

19. • The ways in which arts integration are
practiced were further defined by
Bresler (1995) as subservient and
coequal. Subservient arts integration
allowed teachers to include modes of
expression other than verbal or
numerical without development of
aesthetic awareness, specific artistic
skills, or critical reviewing.
DEFINITIONS

20. • The less common arts integration
practice was termed coequal and
required arts discipline-specific
skills and knowledge. Bresler
observed aesthetic qualities and
higher-order cognitive skills in the
coequal approach.
DEFINITIONS

21. JUST TAKE A DEEP BREATH AND MOVE
SLOWLY
Chemistry students
throw their own
bowls. These bowls
will be glazed in the
glaze formulation
these students
develop in their
chemistry class.

22. CERAMICS AND CHEMISTRY
• We decided to see what would happen if we
combined ceramics and chemistry
• We planned three activities
• 1. Testing clay shrinkage and vitrification
• Significant Numbers
• 2. Glaze Development
• Moles
• 3. Increase of glaze recipe using atomic weight
• Stoichiometry

23. Who’s Involved?
The administration: Gave Approval
Two Teachers: Chemistry Teacher
Chad Bronowski and Art Teacher
Maggie Leysath
All Chemistry and Ceramic Students:
47 chemistry students and 14 ceramics
students.
CERAMICS AND CHEMISTRY

24. Activity One
Students made tiles with a 10 centimeter rule on it
and set up their notes for further testing.
They also weighed it when wet and then again when
dry.
CERAMICS AND CHEMISTRY
0 10

25. Activity One
Students made tiles with a 10 centimeter rule on it and set
up their notes for further testing.
After the first firing they:
1. Measure and check their notes.
2. Weigh the tile dry
3. Weigh the bisque fired tile before and after soaking in
water overnight
4. Determine how much of the clay body weight
has been absorbed into the clay body.
CERAMICS AND CHEMISTRY

26. Activity Two
Students began by
coming to the ceramics
class and throwing pots.
Ceramic students threw
bowls specifically for the
project.
CERAMICS AND CHEMISTRY

27. CERAMICS AND CHEMISTRY
Activity Two
Students go to chemistry
lab and experiment with
different combinations
for four different glaze
formulations.

28. Activity Two
Students choose the glaze that is the
most aesthetically appealing. Each
class chooses the best glaze from it’s
groups for a total of 4 different glazes.
CERAMICS AND CHEMISTRY

29. Activity Three
Students increase the chosen glaze
formula to equal ten pounds of dry
glaze. They mix the glaze and apply it
to the bowls thrown especially for the
project.
CERAMICS AND CHEMISTRY

30. Research Questions
1. Increased engagement?
2. Increase in academic
achievement in chemistry?
3. What barriers were there to the
project?
CERAMICS AND CHEMISTRY

31. The Future
We do one activity per six week grading
period.
We have just gotten to the glaze formulation
activity and will be doing that in the next two
weeks.
We expect to continue the combined
activities into next semester, possibly with a
Raku activity.
CERAMICS AND CHEMISTRY

32. The research questions guiding this
study were:
In what ways does the full
integration of arts instruction
influence the core subject
classroom regarding academics?
CERAMICS AND CHEMISTRY

33. In what ways does the full
integration of arts instruction
influence the core subject
classroom regarding engagement?
CERAMICS AND CHEMISTRY

34. What barriers are encountered and
overcome in the full integration of
arts into the core subject
classroom?
CERAMICS AND CHEMISTRY

35. What artifact can you provide that best
exemplifies the experience of full art
integration into a core classroom?
CERAMICS AND CHEMISTRY

36. Resources
• Bresler, L. (1995). The subservient, co-equal, affective, and social
integration styles and their implications for the arts. Arts Education
Policy Review, 96(5), 31-43. Retrieved from
http://www.taylorandfrancisgroup.com/
CERAMICS AND CHEMISTRY

37. Resources to check out on your own:
• Check out my Edmodo page. Join the Art Ideas for
Core with the code: phfi64
• Aprill, A. (2010). Direct instruction vs. arts integration:
A false dichotomy. Teaching Artist Journal, 8(1), 6-
15. doi:10-1080/15411790903393004
• Burnaford, G., Aprill, A., & Weiss, C. (Eds.). (2009).
Renaissance in the classroom. New York, NY:
Routledge.
CERAMICS AND CHEMISTRY

38. • Davis, J. (2008). Why our schools need the arts.
New York, NY: Teachers College press.
• Eisner, E. (1998). The kinds of schools we need:
Personal essays. Protsmouth, NH: Heinemann.
• Fisk, E. (Ed.). (1999). Champions of change: The
impact of the arts on learning. Washington, DC: The
Arts Education Partnership.
• Greene, M. (1995). Releasing the imagination:
Essays on education, the arts, and social change.
San Francisco, CA: Jossey-Bass
CERAMICS AND CHEMISTRY

39. • Hetland, L., Winner, E., Veenema, S., & Sheridan, K.
(2007). Studio thinking: The real benefits of visual arts
education. New York, NY: Teachers College Press.
• Scripp, L. (2012). Partnerships in arts integration
research (PAIR) comprehensive report.(PAIR Report
Part 3A). Retrieved from Partners in Arts Integration
Research (PAIR) website:
http://www.pairresults.org/downloads/PAIR3.pdf
CERAMICS AND CHEMISTRY

40. Web Sites
http://artsedge.kennedy-center.org/educators/lessons.aspx
http://legacy.mos.org/sln/leonardo/
http://anethicalisland.wordpress.com/2013/04/03/more-on-
being-a-21st-century-educator/
http://anethicalisland.wordpress.com/2013/04/03/more-on-
being-a-21st-century-educator/
CERAMICS AND CHEMISTRY

41. CONTACT US 
• Maggie:
• mleysath@onalaskaisd.net
• Chad:
• cbronowski@onalaskaisd.net
Contact Maggie for this powerpoint.