Abstract
This study investigates the effectiveness of art-integrated learning (AIL) in Japanese high school art education. A self-report questionnaire survey was conducted among students from schools that practice AIL and those that do not, assessing their skills acquired through art education. The AIL schools and non-AIL schools were compared, and no difference was found in participantsʼ use of formative elements or reflection on their ideas and creations in relation to others. However, students from AIL schools reported higher levels of using cultural elements, positive attitudes toward visual arts and their learning, considering artworks from multiple perspectives, and appreciating the social value of visual arts. These findings suggest that AIL fosters these abilities and enhances studentsʼ engagement in both visual arts and their learning. Contrarily, non-AIL classes, which do not integrate visual arts with other disciplines, may not meet studentsʼ curiosity or desire for intellectual advancement.
