Welsh, Benjamin H.Thompson, Janna Chevon2018-04-272018-04-272015http://hdl.handle.net/11603/10596This phenomenological study examined students' personal experiences when engaged in an arts integration curriculum. This study offered students' perceptions of arts integrations curriculum from a cognitive, affective, and psychomotor approach. The study was from the direct perspectives of the students involved in an arts integration curriculum. This study provided insight into the value of arts integration. It validated the advantages of continual arts integration for students enrolled in grades third through seventh. Through examination of the literature, it was probable that arts integration curriculum could improve the academic achievement for diverse students. Not evident in literature was the perspectives of the students; specifically, those students involved in an arts integration curriculum. This study was an attempt to provide the students' voices. The major means of collecting data were the Focus Group, documents and records, interviews and a Hip Hop class. This study could offer effective strategies to enhance educational practices educators, arts advocates, and parents.enThis item is made available by Morgan State University for personal, educational, and research purposes in accordance with Title 17 of the U.S. Copyright Law. Other uses may require permission from the copyright owner.Education, UrbanArt--Study and teachingTeachers--Training ofDrama in educationEducationApplied educationArt--Study and teachingText