Craig, Cheryl J.2012-01-102012-01-102012-01-102012-01-10December 22010-12http://hdl.handle.net/10657/179This dissertation explores an alternative to the Technical Rationalist (Schön, 1983) approach to schooling, which has traditionally prevailed in the U.S. public schools. It examines theories of learning and creativity (Dewey, 1938/1997; Davis, 2000) that fit well with the rationale for an arts-based integrated curriculum in schools. Through the narrative inquiry research method (Clandinin & Connelly, 1994; Craig, 2007), I show the cultivation of arts-based instruction in one elementary school and how the attention to teacher professional development helped this campus develop an integrated arts-based teaching and learning environment. In this paper, I provide a rationale for arts-based education; give a brief overview of arts-based education programs; and present a view of teachers and teaching in an arts-based setting.application/pdfengThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).Arts-Based EducationArts-based teaching and learningTeaching and the ArtsTeacher educationIntegrated arts-based curriculaArts in educationArts--Study and teaching (Elementary)2012-01-10Thesisborn digital