There are three levels of arts-based learning, and all three levels can be part of students' arts experience:

Access - Students experience artwork (see a performance, view visual art, etc.) in school or another location which may or may not have a direct connection to their subjects of study. These cultural experiences introduce students and teachers to artistic disciplines and cultural resources.

Examples:
  •  Class visits the zoo and talks with a keeper. 
  •  Class attends a play in the school auditorium; actors do a Q&A after the performance.
  •  Botanist comes to school on Career Day and talks with students about her/his work.

Alignment - Students experience art that is related to material they are studying in class. Lesson plans are designed to connect a cultural experience with existing curriculum. Students may make use of a study guide or similar materials with their classroom teacher to help relate the work of art to their class study.

Examples:
  •  Class tours the zoo with habitat designer while studying jungle animals.
  •  Class attends play about the Erie Canal in the school auditorium during a Social Studies unit on New York State. Actors and historians converse with students about how source materials are developed into a play.
  •  Students take a walking tour of a local park, take photographs with the art teacher, and reflect on observations of nature in writing in ELA class upon return.

Integration - Students work with an artist in the classroom or studio several times to create artwork that relates to curriculum material. Artist and teacher co-plan units of study that combine standards-based arts and other curricula to deepen and expand learning, merging cultural experiences with curriculum for a unified unit of study. 

Examples: 
  •  Class creates a partial jungle backdrop in classroom with a teaching artist and the school art teacher; learns names of jungle animals; tours the zoo with habitat designer; completes jungle mural with the artist; students act as docents for unveiling of mural.
  •  Students begin NYS Social Studies unit; make “What I know/What I want to know/What I learned” chart; web-research music representing the Erie Canal; see an Erie Canal-themed performance in the school auditorium; write individual songs about the Erie Canal with a singer-songwriter.
  •  Students study poetry about nature in ELA classroom; learn scientific inquiry methods in science class; take several walking tours of local park to observe flora and fauna; write persona poetry in the voices of observed animals and plants with poet.

Professional Development - Teachers and teaching artists train and plan together to develop best practices for their classrooms.

Examples:
  •  A Museum Education Director trains teachers in Visual Thinking Strategies prior to a museum partnership.
  •  A photographer and ELA teacher lead a seminar for teachers, artists, and parents about media literacy.
  • Teachers meet monthly with their cultural organization partner to design cross-curricular strategies for the comprehensive school improvement plan and the cultural organization’s education mission.
  •  Youth-at-risk intervention experts counsel teaching artists on child growth and development and conflict management for extended-day learning