In contemporary educational settings for young children, there is a growing trend to quantify and assess intelligence and effective learning through curriculum design and delivery segregated into specific subjects or disciplines that privilege particular subjects over others thus impressing upon us the that certain subjects are more valued than others.

There is evidence that outline the correlation between the historical dominance and acceptance of text based forms of literacy as the way of acquiring intelligence and competency and the need now more than ever is to integrate our text-based repertoire with the Arts as a method of expanding our own and our children's ways of knowing.

When sound, movement and visual based ways of knowing are placed alongside text based ways of knowing the result is a depth and richness to knowledge acquisition that would not have resulted if segregated - It seems true then to say that the old proverb: "the collective far outweighs the sum of its parts” applies to Arts education and it's integration across the curriculum.