http://www.rssboard.org/rss-specification 720 https://escholarship.org/uc/cla_jlta/rss Recent eScholarship items from Journal for Learning through the Arts Fri, 15 May 2026 04:43:00 +0000 https://escholarship.org/uc/item/2096k3km Foreword for Volume 19, Issue 1 https://escholarship.org/uc/item/2096k3km Tue, 6 May 2025 00:00:00 +0000 Missakian, Ilona V https://escholarship.org/uc/item/69g7t4nx The editor summarizes and introduces the reader to the contents of the 2022 Journal for Learning through the Arts, Volume 18, Issue 1. https://escholarship.org/uc/item/69g7t4nx Sat, 2 Sep 2023 00:00:00 +0000 Missakian, Ilona V. https://escholarship.org/uc/item/2kf570jz <p>This action research project examined the effectiveness of choice-based learning in a K-12 art classroom in a small rural school with approximately 300 students, transitioning from kindergarten to advanced placement high school art. The intervention involved implementing a choice-based learning intervention and gathering data through surveys, pictures, and observations. Results from 127 students indicated that high school students preferred choosing from two project guidelines and enjoyed the freedom to choose their medium, leading to deeper creative thinking and engagement. Elementary students favored step-by-step guidance but also enjoyed creating their own versions of projects, increasing overall engagement. The study suggests that choice-based art education enhances creativity and engagement across all K-12 levels, but further research is needed to assess long-term impacts and applicability in other school districts. </p> https://escholarship.org/uc/item/2kf570jz Tue, 29 Aug 2023 00:00:00 +0000 Koehler, Kylie Vu, Phu https://escholarship.org/uc/item/78h1g3qx <p>This is the first in an occasional series on the dramatic national push to revamp how reading is being taught in the earliest grades. This EdSource special report examines the state of early reading in California, the needs of special learners, teacher preparation and training and curricula and textbooks that are driving instruction. </p> https://escholarship.org/uc/item/78h1g3qx Thu, 29 Jun 2023 00:00:00 +0000 D'Souza, Karen https://escholarship.org/uc/item/9wc7s1p4 Interpersonal and communications skills (ICS) are an ACGME core competency and key attribute of effective physicians that leads to better health outcomes and increased patient satisfaction. Nevertheless, ICS remains an area of difficulty for many medical students and physicians; a problem that can be remedied by early and sustained opportunities for practicing communication. This long-range study investigates how a baccalaureate experience at the intersection of arts and health impacts the ICS of future healthcare professionals. A quantitative and qualitative self-evaluation of ICS skills was administered to individuals who completed <em>Connections</em> and are currently working in and/or enrolled in a post-graduate program in the healthcare field. <em>Connections</em> is a community-engaged course in which undergraduates facilitate therapeutic interactions with art for a range of patient groups. 81% of respondents reported improvements in the practice... https://escholarship.org/uc/item/9wc7s1p4 Sun, 1 Jan 2023 00:00:00 +0000 Wilkins, Catherine Hohn, Jontae Zigelsky, Rachel https://escholarship.org/uc/item/6sz7m4k3 <p>This case study examined four Australian Year 12 students’ use of visual literacy to create bodies of artwork. They used the Australian literacy constructs, the frames – subjective, structural, cultural, and postmodern, and the conceptual framework – artwork, artist, world, and audience, to inform their thinking. The students used visual literacy differently to (a) read/decoded/interpreted visual statements, (b) wrote/encoded/created visual statements, in, following the art teacher’s graphic and written prompts (Avgerinou &amp; Pettersson, 2011). Three students (c) thought visually and deliberately planned artwork to speak to an audience, using visual process diaries (VPDs) and artists’ statements that combined images and texts. The study concluded (1) Teaching visual literacy skills is essential. (2) Visual literacy skills take time to develop. (3) Visual literacy skills involve metacognition. (4) Conveying visual messages through artforms is best accomplished with developed... https://escholarship.org/uc/item/6sz7m4k3 Sun, 1 Jan 2023 00:00:00 +0000 Briggs, Judith Ann https://escholarship.org/uc/item/67w4z8r9 Musical Bridges Around the World’s Musical Sprouts program is a free education and art performance program with the goal of introducing arts-integrated and Science, Technology, Engineering, Arts, and Mathematics (STEAM) curricula to under-resourced students. The current study is a 3-year longitudinal study evaluating the impact of the Musical Sprouts program on STEAM learning outcomes and social emotional learning (SEL). Utilizing a mixed methods and iterative research design, this study evaluated the impact of the program on the content knowledge, cultural awareness, and SEL among elementary-aged students. Research components and data collection were administered and collected virtually using a pre and post survey in a classroom setting, and comparisons were made between treatment and control schools. Results suggested a statistically significant improvement in content knowledge and SEL outcomes for students in the program. Implications demonstrate that introduction of arts and... https://escholarship.org/uc/item/67w4z8r9 Sun, 1 Jan 2023 00:00:00 +0000 Salazar, Kimberly Alexis Bustos-Flores, Belinda Ramos, Awilda Huang, PhD, Becky https://escholarship.org/uc/item/2w80k5zs <p>Modern schools face constant challenges that require careful attention to bothacademic and emotional needs of their students.&nbsp; In response, schools and districtsacross the country are increasingly turning to the arts to build social-emotionallearning capacity, increase resilience, boost student achievement, provide studentswith creative, active learning experiences, and deepen understanding of non-arts subjects.&nbsp; The arts have emerged as a mechanism that brings together cognitive skills of problem solving, idea generation, flexibility, and joyful learning at a time of great need.&nbsp; This article chronicles the experiences of teachers as they integrate the arts to create opportunities for student creativity, empathy, and increased student achievement in arts and non-arts subjects.&nbsp; Recent studies on the capacity for the arts to address flow, interest, effort, and joyfulness are also shared.</p> https://escholarship.org/uc/item/2w80k5zs Sun, 1 Jan 2023 00:00:00 +0000 Foust, Bradley O'Neal, Ivonne Chand https://escholarship.org/uc/item/2gf201nb <p> <em>The paper presents a reflection on sustaining arts integration in teacher preparation. The reflection examined a small teacher education program and its collaboration practices to sustain arts integration in teacher preparation. The setting of the teacher education unit and the community is in north GA in the United States. At the end of the reflection, a new perspective emerges to sustain arts integration through sustainability community collaboration and open education. The reflection highlights a collaboration strategy that connects arts and sustainability education practices for arts integration innovation and professional development for preservice and inservice teachers. </em> </p><p>&nbsp;</p> https://escholarship.org/uc/item/2gf201nb Sun, 1 Jan 2023 00:00:00 +0000 zhou, molly https://escholarship.org/uc/item/56f9g06r <p>This article provides an overview of the first-grade art and literacy curriculum of Waldorf schools, the world’s largest, non-religious independent educational network. The Waldorf curriculum was created by Austrian philosopher Rudolf Steiner, a contemporary of John Dewey and Maria Montessori who shared their belief in the advantages of active learning. Yet Steiner was unique among his contemporaries in his focus on an artistic approach to learning. Under their teacher’s direction, children draw, sing, play and learn the sounds of alphabet letters.</p> https://escholarship.org/uc/item/56f9g06r Wed, 6 Jul 2022 00:00:00 +0000 Telfer-Radzat, Kimberly Brouillette, Liane https://escholarship.org/uc/item/0r0477g7 Foreword to 2021 Volume 17, Issue 1 https://escholarship.org/uc/item/0r0477g7 Sat, 4 Jun 2022 00:00:00 +0000 Missakian, Ilona V https://escholarship.org/uc/item/8f8249qk <p>Quantitative findings from NC school report cards comparing 37 arts-integration public K-8 schools in North Carolina (NC) called “A+ Schools” with 37 traditional public K-8 NC schools revealed that the majority of NC A+ schools averaged lower EOG scores than the schools in their district. In this data sample, both A+ Schools and traditional schools’ scores in NC had a downward trajectory since 2001. Additional findings included increased arts classes offered at A+ schools and slightly decreased chronic absenteeism compared to traditional public schools. This data was triangulated with a qualitative analysis of three interviews: with the NC A+ Schools program director, with an arts director at an A+ school, and with a principal at an A+ school. Challenges to implementation within the NC A+ program are discussed as well as methods of preparation and practice that link these two high-performing schools to four highly acclaimed arts-integrated school programs. A five-part framework... https://escholarship.org/uc/item/8f8249qk Sat, 1 Jan 2022 00:00:00 +0000 Wheeler, Kate https://escholarship.org/uc/item/8cs129c3 <p> Abstract: Effective learning is viewed as an evolutionary process, and as such, it involves an expanded version of the Crenshaw-Collins view of <em>intersectionality.</em> It demands an in-depth view of the complex socio-cultural-ethnic milieu in which students are embedded. Even more, effective learning requires effectance problem-solving, investigation and semiotics, along with effectance motivation, to form a quadripartite framework for effectance holism, which becomes the foundation for equity. Equity in the classroom requires shared human experience, research, process, ideas, as well as product. Effectance motivation associates walking, awareness, attention, perception, thinking and adapting to one’s environmental conditions that encourage effective, competent interactions of students with their surroundings. Arguably, effectance, rather <em>effective</em> , motivation is evidentiary in childhood development, and is responsible... https://escholarship.org/uc/item/8cs129c3 Sat, 1 Jan 2022 00:00:00 +0000 Nokes, Christopher https://escholarship.org/uc/item/6gc147h0 <p> This article documents work with pre/in service teachers who are university students across three universities in three regions of the US, across multiple courses.&nbsp; Given our shared concern about the narrowing of space for imaginative literacy practices in schools, we focus on our collective use of open-ended, arts-based pedagogies as a way to challenge how we, as instructors, and our students conceive of literacy practices. A collection of Shaun Tan texts (including picturebooks, wordless graphic novels, and other multimodal/media texts for young people) served as focus texts across our three classroom contexts.&nbsp; We found surprise, a problematizing of narrow literacy definitions, and flexibility were all common ways of responding to this open-ended, arts-based literacy work. It resulted in tensions around and challenges of conventional or <em>ordinary </em> classroom literacy practices and pedagogical choices. </p> https://escholarship.org/uc/item/6gc147h0 Sat, 1 Jan 2022 00:00:00 +0000 Dallacqua, Ashley K. Kersten-Parrish, Sara Rhoades, Mindi https://escholarship.org/uc/item/4dt9126h <p>Prior to the 1990s, the term “arts integration” rarely—if ever—appeared in educational literature. The term may be new, but educators have been involving students in arts learning processes for centuries. In particular, teachers have long harnessed the power of drama to engage students in arts-integrated learning activities. Articles and books published between 1903 and 2018 reveal that student-written scripts comprised classroom learning activities in social studies, literature, and even science courses. Briefly contextualized in prevailing American educational ideologies, this research examines the history of the use of scriptwriting as an educational tool, sharing what teachers and students did, how they did it, how they described it, and why they endorse scriptwriting as a learning activity. The generations of teachers who authored the articles about their practices report academic and social benefits for their students as well as professional satisfaction for themselves.... https://escholarship.org/uc/item/4dt9126h Sat, 1 Jan 2022 00:00:00 +0000 Flynn, Rosalind M https://escholarship.org/uc/item/2w28q04m This article reviews evidence that children in the early grades benefit from aesthetic education and encounters with the natural world. The goal of kindergarten is examined, along with how the youngest members of a kindergarten cohort can be disadvantaged by an over emphasis on reading skills. Effective ways that early elementary teachers can awaken children’s desire to learn through hands-on aesthetic and nature study projects are described. https://escholarship.org/uc/item/2w28q04m Sat, 1 Jan 2022 00:00:00 +0000 Brouillette, Liane https://escholarship.org/uc/item/2313375p <p>In this article, I present my lived experiences as an elementary visual arts teacher working in an arts-infused school. Investigating arts infusion as a form of arts integration, I introduce arts infusion and what it looks like in practice. Weaving together personal experiences, stories, reflections, lesson examples, and a literature review, I am inspired by narrative inquiry as a way of knowing and making meaning of past experiences and how reflective thinking can provide insight into the complexities of teaching and classroom practice. Reflecting on themes such as scheduling, time and space, participation, content knowledge, relationships and engagement, and support and funding, I highlight successes and challenges I encountered while working with arts infusion. Recognizing that many schools, particularly at the elementary level, are implementing arts integration, it is important to become aware of the lived experiences of those working in such programs and the possibilities... https://escholarship.org/uc/item/2313375p Sat, 1 Jan 2022 00:00:00 +0000 LaJevic, Lisa https://escholarship.org/uc/item/21v3v94m <p> <em> This article describes a classroom-based teacher inquiry project that incorporated the use of visual art strategies to scaffold the writing process for 2 ^nd grade students. The project was conducted in a rural Title I school in the Intermountain West. Designed by an art teacher, the Art Infused Literacy inquiry project applied the theory of transmediation, which is the “process of translating meanings from one sign system (such as language) into another (such as pictorial representation)” (Siegel, 1995, p. 456). This concept was of special interest to the first author since she recognized that transmediation could be a framework for bridging art and literacy teaching and learning. Many of her young students struggled with literacy skills and through transmediation she saw a way to organically support reading and writing in the art classroom. Being familiar with the content areas of both art and literacy, the first author... https://escholarship.org/uc/item/21v3v94m Sat, 1 Jan 2022 00:00:00 +0000 Traue, Kimberly L Stewart, Roger A https://escholarship.org/uc/item/11t8r92b <p><em>Dolphin Tale</em> is a movie about a dolphin that loses its tail after being entangled in a crab trap line and obtains a prosthetic tail. The movie was presented to support environmental education classes at the University of Brasilia. Over a period of five years, 210 Brazilian undergraduate and graduate students answered questionnaires after watching it. The results demonstrate that the movie helped to accomplish environmental education goals: the comprehension of the role of scientific knowledge in solving socio-environmental problems, the impact of human activities on biodiversity, the novelty of the integrative interplay of different disciplines, and the importance of values in awareness. </p><p>&nbsp;</p> https://escholarship.org/uc/item/11t8r92b Sat, 1 Jan 2022 00:00:00 +0000 Saito, Carlos Hiroo https://escholarship.org/uc/item/9jr8j2bh Thank you to the authors and reviewers for their contributions to the 2020 <em>Journal of Learning through the Arts</em> . https://escholarship.org/uc/item/9jr8j2bh Sat, 27 Feb 2021 00:00:00 +0000 Missakian, Ilona Virginia https://escholarship.org/uc/item/0701152q <p>When schools face issues of funding, arts programs are usually among the first to suffer, facing everything from cuts to full-blown elimination. However, the arts have been shown to be crucial for student development, not only for the joy of self-expression through the arts themselves, but also because of the social, emotional, and academic connections children can make through them. Recognizing this importance, several school districts across the nation have adopted a paradigm-changing method of instruction in which the arts are actually integrated into the curriculum as a means of teaching other core subjects. One organization making this possible is the Beverley Taylor Sorensen Arts Learning Program (BTSALP), an arts-integration statewide program now implemented in 400+ schools throughout the Intermountain West.</p><p>This qualitative study seeks to evaluate the effectiveness of this particular program in a handful of schools through interviews conducted with arts educators,... https://escholarship.org/uc/item/0701152q Wed, 6 Jan 2021 00:00:00 +0000 Penerosa, Rebecca Pischnotte, Andrea https://escholarship.org/uc/item/63j8s4zx <p>An extensive body of work has demonstrated the benefits of participating in the arts, including when it is integrated into other disciplines, for young adults. In addition, this work highlights the likely advantages of engagement with the arts for students from low-income backgrounds as they transition into elite postsecondary institutions. Such findings have shaped the organization of the Princeton University Preparatory Program (PUPP), a rigorous academic and cultural enrichment program which supports high-achieving, low-income public high school students, from the communities surrounding campus, prepare for admission to and success at selective colleges and universities. More specifically, PUPP provides its scholars with a studio art course during each of their three summers in the program and school-year trips to performances and museums. During their time in PUPP, scholars attend approximately 21 live performances and visit at least six different art museums.</p><p>In... https://escholarship.org/uc/item/63j8s4zx Fri, 1 Jan 2021 00:00:00 +0000 Millett, Catherine M. Kevelson, Marisol J. C. Mirakhur, Zitsi https://escholarship.org/uc/item/4xs0c4d9 <p>Background: The implementation of humanities, and particularly theatre, into the medical curriculum is a nascent but promising field. Here, we report on the Theatre in Community Health Project (TCHP), an initiative devised by University of Ottawa medical students focused on the use of performative theatre with residents in a long-term care facility. We also describe the impact on medical students’ developing communication skills and empathy after they complete the TCHP.</p><p>Methods: Two cohorts of first year medical students at the University of Ottawa participated in the TCHP at Villa Marconi Long Term Care Facility (LTC) over two consecutive years. Medical student participants subsequently each completed a critical reflection of their experience and these were used as the basis of our thematic analysis. Using an inductive thematic analysis, 17 themes and the frequency of statements pertaining to each theme were identified.</p><p>Results: The analysis of the students’ reflections... https://escholarship.org/uc/item/4xs0c4d9 Fri, 1 Jan 2021 00:00:00 +0000 Jay, Mohammad Hashmi, Syeda Shanza Fraccaro, Luke Joseph Bhatt, Chirayu Gill, Sana Khater, Serina Lamb, Susan Archibald, Doug https://escholarship.org/uc/item/4xb1c0mk <p> <em>Arts integration with core subjects has been recognized as improving academic achievement. The current study investigated the mechanisms / principles supporting success by examining artist-reported thoughts during an art-integrated social studies project </em> <em>in which the artist created a diorama about a Native American tribe’s use of corn. The research questions centered on these issues: the ways corn was depicted in the artwork, types of themes emerging from the data, types of interactions present, processes occurring when art and social studies inquiry are combined, and aspects of creativity theory occurring in the final artwork and data. The data for this case study were collected over four months during the creation of the artwork, and consisted of notes of the artist regarding questions, thoughts, feelings, and decisions while working on the art piece. The diorama showcased various scenes of corn’s place in Hopi society such as courtship during corn grinding,... https://escholarship.org/uc/item/4xb1c0mk Fri, 1 Jan 2021 00:00:00 +0000 Zhbanova, Ksenia S. Rule, Audrey C. https://escholarship.org/uc/item/21h3c7wd <p> <em>Because long-term English language learners (LTELs) in California normatively take two hours of English language instruction beginning in middle school, their schedules disallow participation in electives, such as arts, representing a significant opportunity gap. This mixed methods study examined the student, parent, and teacher experiences as well as the student English language development outcomes of a pilot program undertaken in one Southern California school district, in which one class of 17 LTEL students were placed into a choir class that embedded ELD standards into the curriculum. After one semester of the pilot program, qualitative data in the form of interviews, journals, and a focus group indicated that the program improved social-emotional outcomes for LTEL students and was highly supported by their parents, while teachers indicated that the program was positive, but needed further support in order to work well as a regular course offering. Quantitative... https://escholarship.org/uc/item/21h3c7wd Fri, 1 Jan 2021 00:00:00 +0000 SCHECKEL, BENITA L Kula, Stacy M https://escholarship.org/uc/item/6s72b14d Review of new book by Liane Brouillette, published by Teachers College Press https://escholarship.org/uc/item/6s72b14d Mon, 6 Jan 2020 00:00:00 +0000 Cohen, Barbara L https://escholarship.org/uc/item/8jw0g06p <em>This paper examines the understanding of the use of dramatic activities and conventions in the field of education and social action, differentiating between the constructs of theatre and drama in education. In order to help reflect on the practices of teachers and educators who use these didactic strategies in their profession, three diagrams are used as models to illustrate mapping techniques. The first is sketched from the process/product, play/performance and participation/non-participation variable; the second is based on the variables of verbal/non-verbal, open/closed and small scale/large scale; and the third diagram represents drama/theatre, collective/individual and change-centered/not change-centered practices. All theatrical forms in the three diagrams are concisely, but not wholly, characterized.</em> https://escholarship.org/uc/item/8jw0g06p Wed, 1 Jan 2020 00:00:00 +0000 Teruel, Tomás Motos Alfonso-Benlliure, Vicente Fields, Donna Lee https://escholarship.org/uc/item/6fh02138 <p>This study employs interpretative phenomenological analysis to investigate theatre artists' perceptions and experiences of the phenomenon of devising and performing an ethnodramatic play about depression. Specifically, it explores reflective journal entries the artists wrote after each rehearsal and performance. The analytic process included identifying, coding, and categorizing significant statements in order to develop warranted assertions about the phenomenon. The data suggest that the phenomenon was pedagogical in nature. As such, this article explores seven emergent themes / beliefs participants apperceived throughout the process and discusses the variable veracity of those beliefs.</p> https://escholarship.org/uc/item/6fh02138 Wed, 1 Jan 2020 00:00:00 +0000 Omasta, Matt Landroche, Alyssa Project Team, The Facing Depression https://escholarship.org/uc/item/32f4w64m Perceived divisions between arts/writing and science/disciplinary writing stymie science students' writerly&nbsp;growth. This study adopted a case-study qualitative design to discover how science undergraduates at one public university in the eastern U.S. understood writing and how they evaluated creative or personal writing in relation to their science identities. Findings show that science majors&nbsp;in this sample defined science writing as distinct from others kinds of writing, but they also saw creative writing as personally enjoyable and valuable. Conclusions are made that science educators may be able to leverage creative, imaginative writing that used in industry, such as science fiction prototyping, to give students chances to demonstrate how creative narratives do not lie beyond the boundaries of scientific discourse. https://escholarship.org/uc/item/32f4w64m Wed, 1 Jan 2020 00:00:00 +0000 Nicholes, Justin https://escholarship.org/uc/item/2t13v889 <em>The Sugar Plays are a family-focused health intervention. The goal of the play is to explore the experience of living with a Type 2 Diabetes Mellitus (T2DM) diagnosis in Appalachia. This present study examined audience reactions using three data-collection methods: (1) open-ended questionnaires, (2) participatory sketches and (3) semi-structured personal interviews. This qualitative analysis of 30 audience members who participated in all three methods found that they articulated lessons learned from the plays, evaluated the characters’ behaviors, and engaged in reciprocal storytelling. The audience’s reactions demonstrated that narrative telling is relational and that audiences were critically engaged in the process. The plays also helped health practitioners foster conversations about diabetes, the impact of intergenerational dietary habits, and the role of intergenerational buffers.</em> https://escholarship.org/uc/item/2t13v889 Wed, 1 Jan 2020 00:00:00 +0000 Wright, Kallia Odette https://escholarship.org/uc/item/2ms1j43n <p>An interdisciplinary approach to science education through history of art is proposed. The approach is innovative, as the artworks complement the history, philosophy and sociology of science contents to increase students’ interest and motivation. The approach integrates humanities and science education through history of art, which request interdisciplinary cooperation of the teachers of the school subjects involved with historical curriculum contents. The approach is elaborated through the case of Galileo's telescope, which provides specific features on the relationships between science and technology (scientific instrumentation applied to generate knowledge), nature of science, and science-technology-society relationships, where history and art meet each other. Further, history of art contributes some contemporary artworks on Galileo case that highlight all those relationships. The explicitness, perception, beauty and accessibility of the paintings may also be a key element... https://escholarship.org/uc/item/2ms1j43n Wed, 1 Jan 2020 00:00:00 +0000 Vazquez-Manassero, Margarita-Ana Manassero-Mas, Maria-Antonia Vázquez-Alonso, Ángel https://escholarship.org/uc/item/2fp9m1q6 Much has been written on the history of Abeokuta and their artworks since their occupation of Abeokuta. Yoruba works of art are in Museums and private collections abroad. Many Museums in the Western part of Nigeria including the National Museum in Abeokuta also have works of art on display, however, much of these are not specific to Abeokuta. In particular this research unravels a mix up in international documentation of Abeokuta works. Writers on Abeokuta works of art include both foreign and Nigerian scholars. This research uses Historical theory to study works of art collected and preserved on Abeokuta since inception of the Egba, Owu and Yewa (Egbado) occupation of the town and the implications for development in the 21 ^st century. The study involved the collection of data from primary sources within Abeokuta in addition to secondary sources for information on the varied works of art including amongst others Ifa and Ogboni paraphernalia, as well as records... https://escholarship.org/uc/item/2fp9m1q6 Wed, 1 Jan 2020 00:00:00 +0000 Ifeta, Chris Funke Idowu, Olatunji Adenle, John Ochei, Bukola Odesiri https://escholarship.org/uc/item/2067t0ss <p>Pupils with intellectual disabilities have personal, social and communication challenges as stated in DSM-5 (APA, 2013) and ICD-10 (WHO, 1992). As such, their cognition in general and language acquisition in particular are difficulties they struggle with in school. As a result, teaching them becomes cumbersome for teachers and caregivers. However, theories in the literature aver that art can be used as a tool to enhance teaching and learning of English language to pupils in the general population and pupils with intellectual disabilities in particular. The purpose of this study was to integrate drawing in teaching and learning of English Language at Yumba Special School for children with intellectual disabilities. The special school is situated in Tamale, the capital of Northern Region of Ghana. The study employed action research method where topics in English Language were taught by making pupils draw in the classroom. The researchers used six weeks to conduct the action research.... https://escholarship.org/uc/item/2067t0ss Wed, 1 Jan 2020 00:00:00 +0000 Alhassan, Bawa Osei (PhD), Mavis https://escholarship.org/uc/item/2036q24q This paper shares the results of an exploratory study that measured the change in Executive Function (EF) skills of At-Risk third-grade students with varying Adverse Childhood Experiences (ACEs) before and after an Arts-Integration (AI) program. Student EF skills were measured using the Minnesota Executive Function Scale (MEFS) and a statistically significant increase in EF skills was observed in the post-test. In addition, a regression analysis was conducted to determine if students with a high level of ACEs improved at a different rate than students with a low level of ACEs and it was found that the number of ACEs was a significant predictor of improvement on the MEFS.&nbsp; The article describes why students with high ACEs would likely have EF skill deficiencies, why EF skills are important for success in school, and how using the arts in curricula can help develop EF skills in students. https://escholarship.org/uc/item/2036q24q Wed, 1 Jan 2020 00:00:00 +0000 Kuhn, Mason Pepanyan, Marine Tallakson, Denise https://escholarship.org/uc/item/0pd9v0bt <p>While middle school is a critical phase for science career development for all students (Maltese &amp; Tai, 2009), this stage presents considerations for females in science, in particular. During middle school, the decline in science interest is greater for females than males and, for most students, the level of science interest developed during this middle school stage will persist throughout their lifetime, thereby influencing science career interests and attainment (Todd &amp; Zvoch, 2017). This study aimed to stimulate and sustain middle school female students' interest in science study and careers by transforming opportunities for their participation in classroom science in ways that better appealed to and supported female science students. Research has shown that collaborative and active engagement with peers, hands-on and tangible modes of engagement, significant real-world connections, and choice have been effective in supporting middle school female students in science.... https://escholarship.org/uc/item/0pd9v0bt Wed, 1 Jan 2020 00:00:00 +0000 Mark, Ph.D., Sheron L Constantin, Geena M Tinnell, Terri L Alexander, Olivia https://escholarship.org/uc/item/70n4k36q Introduction for 2019 issue https://escholarship.org/uc/item/70n4k36q Mon, 9 Sep 2019 00:00:00 +0000 Missakian, Ilona V https://escholarship.org/uc/item/73v9j669 <p>This article is a think piece that asks educators to reexamine ideas around outcomes of visual arts programs.&nbsp; The view that the value of a visual arts education consists primarily in transferrable skills, defined as those valued by business, is, the author suggests, not the appropriate metric.&nbsp; Instead, a number of outcomes are presented and rationalized.</p> https://escholarship.org/uc/item/73v9j669 Tue, 23 Jul 2019 00:00:00 +0000 Willard, Christopher https://escholarship.org/uc/item/5cm0r163 <p> <em>This case study investigates the factors that challenge and support preservice teachers’ (PST) arts integration beliefs and practices. The participants include a total of 74 PSTs enrolled in a mandatory university arts course at a large Southern university across three consecutive semesters. Concurrent with arts class enrollment, PSTs are also enrolled in their capstone, semester-long, student teaching experience. The authors used PSTs’ end-of-semester reflections and the primary data source. Findings illustrate that PSTs can be creative through arts integration within teaching and learning, while still acknowledging challenges at the school level. The authors detail how they revamped existing elementary preservice arts classes to focus on arts-integrated instructional practices. In addition, findings illustrate the need for strategic inservice training for mentor teachers on the efficacy of arts integration in elementary settings and for administrative support for the... https://escholarship.org/uc/item/5cm0r163 Tue, 16 Jul 2019 00:00:00 +0000 Hipp, Jamie Sulentic Dowell, Margaret-Mary https://escholarship.org/uc/item/3rm9z7pw Presenting vol. 14, 2018: https://escholarship.org/uc/item/3rm9z7pw Mon, 25 Feb 2019 00:00:00 +0000 Missakian, Ilona V. https://escholarship.org/uc/item/7fm1r4q6 <p>Because college students often struggle to understand the relevance of isolated and abstract art content to their programs of study and daily lives, this study explores the potential to generate meaningful education through a project-based curriculum in a college Art Appreciation course. Informed by research from educational psychology and neuroscience, this curriculum design was intended to help students (all non-art majors) connect course content to their social, emotional and physical realities and offer the potential to improve them. In class, students explored forms of visual communication, various media, and the relationship between art and culture before applying their findings to the design of a public artwork for their nearly art-free campus. Based on a constructivist epistemology and a phenomenological methodology, this study utilized participant observation, student projects and illustrated reflections as data sources. The results suggest positive outcomes, such... https://escholarship.org/uc/item/7fm1r4q6 Sun, 24 Feb 2019 00:00:00 +0000 Blatt-Gross, Carolina Eve https://escholarship.org/uc/item/6d33k80d <p>Students who take art and music courses learn not only content, but also develop new ways of thinking, communicating, and evaluating. Ultimately, such classes teach students to hear and to see, to be comfortable with ambiguity, to examine issues from multiple perspectives, and to develop sound strategies for working through confusing and sometimes controversial issues.&nbsp; We argue that the ways of thinking presented in these courses can transfer to any discipline.&nbsp; This article presents a targeted case study of our experience tailoring a multi-disciplinary arts course specifically to nursing students.&nbsp; We outline the course construction, document our findings, assess our results, and argue for the benefits of visual and aural training.</p> https://escholarship.org/uc/item/6d33k80d Tue, 1 Jan 2019 00:00:00 +0000 Lieberman, Ilene D Parker, Mara E. https://escholarship.org/uc/item/5qg6j1n5 <p>Arts programs are often credited with helping children with autism spectrum disorders (ASD) gain cognitive and social skills. As with all claims of transfer from experience in the arts to abilities in non-arts domains, empirical evidence is mixed, and often criticized for both imprecise methodologies and a lack of connection back to the art form itself. Exact measurement of programs’ mechanisms and effects are rare. To investigate the effect of theatre experiences for children with ASD, we completed a systematic study of adult stakeholders of a large, school-based, successful musical theatre program. We found stakeholders emphasized modeling, routines, and relaxation as useful strategies, endorsing that the program built imitation, motor abilities and turn-taking skills. These observations raise questions for standard theories of the effects of arts that focus and accentuate only higher order social and emotional or academic skills, and emphasize the importance of including... https://escholarship.org/uc/item/5qg6j1n5 Tue, 1 Jan 2019 00:00:00 +0000 Goldstein, Thalia R. Lerner, Matthew D Paterson, Sarah Jaeggi, Lena Toub, Tamara Spiewak Hirsh-Pasek, Kathy Golinkoff, Roberta https://escholarship.org/uc/item/33q136b1 <p>Little is known about the connection between arts-integrated education and social-emotional learning, particularly for students with disabilities. This paper draws on data from a case study of a federally-funded arts integration program called Everyday Arts for Special Education (EASE) to identify the mechanisms by which arts-integrated teaching promotes engagement, self-control, interpersonal skills, and leadership among special education students. We draw on observational and interview data to present a conceptual model for understanding the impact of arts-integrated education on student social-emotional outcomes. The data suggest that arts integration impacts students' social-emotional outcomes in two ways: by providing teachers with simple, easy-to-implement activities that explicitly encourage growth on one or more social-emotional competencies; and by providing teachers with a methodology that encourages student engagement, which in turn encourages social-emotional growth.... https://escholarship.org/uc/item/33q136b1 Tue, 1 Jan 2019 00:00:00 +0000 Casciano, Rebecca Cherfas, Lina Jobson-Ahmed, Lauren https://escholarship.org/uc/item/1sh4d82m <p> <em>This paper considers the complex and somewhat nebulous term “creativity”, exploring the ways in which the pedagogical phenomenon we call “CIRT” (an acronym) can enrich classroom approaches so as to enhance Creativity, boost Innovation, and encourage Risk-Taking. In addition, we review elements that impact the creative process and explore concepts of freedom, as well as the constraints and parameters of creativity. In our role as teacher educators, we explore the connection between teaching and creativity by outlining three key examples of approaches that utilize the CIRT framework including: synesthesia, imagination, and audiation activities.</em> </p><p>&nbsp;</p><p>&nbsp;</p> https://escholarship.org/uc/item/1sh4d82m Tue, 1 Jan 2019 00:00:00 +0000 Cho, Christine Louise Vitale, John Luke https://escholarship.org/uc/item/1m040625 <p>The concept of flow, or being so immersed in an activity that awareness of self becomes inextricable from the action, and motivational theory can work collectively to help us better understand how fine arts curricula can impact student motivation and learning. In this article, we use Csikszentmihaliyi’s concept of flow as a way to explore high school students’ experiences when completing challenging learning activities within a fine arts education program. In this study, focus groups were conducted to explore 19 high school age performing arts students' experiences of flow and how those experiences affected their engagement, motivation, and academic outcomes.&nbsp; From the researchers' perspectives, participants, who did not know the concept of flow, described rich, descriptions of flow experiences revealing aspects of growth mindset, emotional intelligence, and self-actualization.&nbsp; There were also connections to academic subjects that included the desire to stay in the... https://escholarship.org/uc/item/1m040625 Tue, 1 Jan 2019 00:00:00 +0000 Beese, Jane A. Martin, Jennifer L. https://escholarship.org/uc/item/7bz8d6bz <p>Combining arts with science builds on children’s interests in nature while allowing artistic expression.&nbsp; Although educators often discuss integrating the arts into science learning, empirical support is relatively recent.&nbsp; This thorough review of the education research literature on arts integration synthesizes previous empirical studies and theoretical literature published on arts integration, how the arts are integrated into science teaching, and the efficacy of arts integration for science learning.&nbsp; It provides evidence that arts integration provides positive outcomes in important areas such as learning, school climate, and teacher collaboration.&nbsp; This review also discusses evidence regarding obstacles to arts integration such as time, professional development, and ongoing support for teachers.&nbsp; Finally, we offer implications for future research, including the need for more rigorous empirical studies on integrating the arts into science teaching... https://escholarship.org/uc/item/7bz8d6bz Sun, 2 Sep 2018 00:00:00 +0000 Green, Kathryn Trundle, Kathy Cabe Shaheen, Maria https://escholarship.org/uc/item/7zf6p4wq The 2017 issue of the Journal of Learning through the Arts provides a diverse selection of articles spanning several areas. https://escholarship.org/uc/item/7zf6p4wq Sat, 23 Jun 2018 00:00:00 +0000 Missakian, Ilona V. https://escholarship.org/uc/item/9rb8v2z8 <p>This article looks back on the professional development offered to teachers of English to support them in their teaching of film since the introduction of film into the English syllabus in Ireland in 1998. It focuses on three inter-related elements: the interpretation or reading of film; the pedagogy that supports this interpretation; the potential of exploring issues of social justice and the self-other relation through narrative films. The article outlines four distinct phases in the professional development offered to teachers and shares the emerging findings. The first phase involved the introduction of film and its use in opening up discussion and creating interpretative communities in teacher education workshops for teachers of Leaving Certificate English. The second involved an exploration of film genre in workshops designed for teachers of Transition Year. The third involved the development of a dialogic form of pedagogy in interpreting film in a series of workshops... https://escholarship.org/uc/item/9rb8v2z8 Mon, 1 Jan 2018 00:00:00 +0000 McDermott, Kevin Hinchion, Carmel McGivern, Alicia Meade, Della https://escholarship.org/uc/item/8db5327p Research suggests that incorporating diverse active learning approaches, including creative and entertaining activities, into a class helps sustain students' attention and improve their ability to engage with the complex problems of the modern world. This study investigates how two different artistic classroom activities, one based in performing art and one based in visual art, compare to conventional classroom activities with the same broad educational goals.&nbsp; This study finds that artistic classroom activities and conventional activities generally encourage similar understanding of course content, attention, and interest in students.&nbsp; A performing art activity (in the form of a roleplay) encourages more improvement in communication skills than a similar conventional activity.&nbsp; Some students view a disconnect between learning content and learning communication skills, however, so instructors must ensure that students recognize the value of artistic teaching techniques.&nbsp;... https://escholarship.org/uc/item/8db5327p Mon, 1 Jan 2018 00:00:00 +0000 Davidson, Skylar https://escholarship.org/uc/item/5396b47c <p>Contemporary schooling produces unequal educational outcomes in Australia and across the globe. While mandated high-stakes tests supposedly place all students on a common scale, they can limit pedagogic practices and often fail to recognize the “abilities” or embodied knowledge of many children. In addressing these challenges, particularly as they relate to the teaching of mathematics, this article reports on a qualitative study that investigated an arts integrated professional learning model, Creative Body-based Learning (CBL), at two Australian primary schools. CBL uses active and creative strategies from a range of art forms to increase student engagement and expand pedagogic possibilities across the curriculum. In this pilot study, five teachers formed action research teams with four artists to integrate CBL into mathematics. Findings drawn from interviews with teachers include higher engagement and improvement of student dispositions in mathematics and, more significantly,... https://escholarship.org/uc/item/5396b47c Mon, 1 Jan 2018 00:00:00 +0000 Garrett, Robyne Dawson, Katie Meiners, Jeff Wrench, Alison https://escholarship.org/uc/item/3cx6x8m9 <p>This case study examines the relationship between school-based performing arts participation and academic identity development for African American male high school students. Participants addressed how their engagement in a school-based performing arts program influenced their academic achievement and school experiences. The researcher used African American Male Academic Identity Development theory, a proposed framework, to address the following questions: What are the experiences of African American males who participate in school-based performing arts programs? How do performing arts education experiences influence the academic identity development of African American male high school students? Based upon the data derived from this study the author argues that school-based performing arts participation may improve academic performance, engender positive school experiences and encourage affirmative racial identity development for African American male high school students.&nbsp;... https://escholarship.org/uc/item/3cx6x8m9 Mon, 1 Jan 2018 00:00:00 +0000 Walton, Calvin Wesley https://escholarship.org/uc/item/2dt3j2xv <em> Erie Arts &amp; Culture (formerly ArtsErie), in partnership with the Union City Area School District, Crawford Central School District, Penncrest School District and Edinboro University in Pennsylvania received Arts in Education Model Development and Dissemination Grant from the U.S. Department of Education in 2010. This grant provided the opportunity to design and implement&nbsp; <strong>Arts Integration: From Vision to Implementation,</strong> a four-year project that integrated dance, music, visual arts, and drama into existing curriculum.&nbsp; <strong>Arts Integration</strong> provided professional development for classroom teachers and teaching artists and established avenues for their collaboration to design and implement arts-integrated classroom-based learning through an artist-in-residence experience. The purpose of the project was to improve lesson planning and the quality of teaching; student engagement in the learning process... https://escholarship.org/uc/item/2dt3j2xv Mon, 1 Jan 2018 00:00:00 +0000 Miller, Joyce Ann Bogatova, Tania https://escholarship.org/uc/item/16f6c2qm <p>In this article, the authors consider the role that arts-integrated writing might play in shaping student learning opportunities. It explores the topic of using photos, drawings, and other images in the classroom as visual texts to mediate personal expression, thinking, and learning with language-based texts. Existing literature on multimodal curricula is briefly reviewed and ideas are provided for teachers who would like to explore this approach to writing instruction. Issues of equitable access to learning opportunities that are centered on students’ multiple ways of knowing and the funds of knowledge they bring to school, as well as shifting cultural definitions of literacy and multimodality, are also explored. Specific examples of how teachers can maximize the potential of multimodal, arts-integrated teaching and learning in their classrooms are shared. The article concludes with implications for teachers, their teaching practices, and student learning.</p><p>&nbsp;</p> https://escholarship.org/uc/item/16f6c2qm Mon, 1 Jan 2018 00:00:00 +0000 Shaw, Louise J. Valerie, Lynda M. https://escholarship.org/uc/item/0mx5z5xd <p> The development and initial psychometric investigation of the Hocus Focus Analytics (HFA) scale, an instrument to measure student growth and outcomes using an arts-integrated teaching approach, is reported.&nbsp; A 15-item instrument consisting of five subscales (cognitive, motor, communication, social skills and creativity) was developed to measure the outcomes of students ( <em>n</em> = 31) with disabilities through the performance of four different magic tricks.&nbsp; The performance of each trick was assessed by the students’ teachers ( <em>n </em> = 4) at four different times for a total of <em> </em> 124 <em> </em> completed assessments using the HFA scale.&nbsp; Results of the present study offer initial support for the psychometric properties of the HFA scale.&nbsp; The authors discuss the importance of using an instrument to measure student progress through a multidisciplinary, arts-integrated... https://escholarship.org/uc/item/0mx5z5xd Mon, 1 Jan 2018 00:00:00 +0000 O'Rourke, Susan Spencer, Kevin Kelley, Frances https://escholarship.org/uc/item/971318qp <p>This article describes using art criticism, a process the authors define as “viewing, thinking, talking, and writing about art,” to engage students in writing. The authors provide theoretical support for art criticism in education, describe the process, and share ways it can be used to address Common Core writing and other content area standards. They also share a sample art criticism lesson taught to fourth graders and include a summary of student learning data documenting student engagement and learning aligned with targeted standards. The article ends with suggestions for using art criticism, finding and using accessible art criticism resources, and integrating art criticism writing with other content areas.</p> https://escholarship.org/uc/item/971318qp Tue, 29 Aug 2017 00:00:00 +0000 Trent, Allen Moran, Pete https://escholarship.org/uc/item/20227441 This paper is a self-study that uses the lens of Vygotsky’s four phases of sign acquisition to examine one student writer’s development of voice through writing produced from 5th grade through her second year of graduate school (17 years). Growing up as a twin—and as a visually impaired individual—the author learned how to use the written word to help her imagine those aspects of the world that she could not physically see. Through excerpts from journal entries, planning documents, short stories, long fiction, poetry, school assignments, and fanfiction she traces her growth as a writer within the shifting context of experiences within and outside of school. Her sensitive exploration of varied sources of motivation and inspiration, along with her own changing attitudes towards and beliefs about writing, provide the reader with fresh insight into all that goes into one’s development as a writer. https://escholarship.org/uc/item/20227441 Fri, 9 Jun 2017 00:00:00 +0000 Chen, Vicky https://escholarship.org/uc/item/9631f870 <p>In this mixed-method study the researcher sought to explore answers to the following research questions:</p> What is the effect of an arts integration approach on diverse freshman students’ perceptions of learning, motivation/engagement, school attendance, and academic achievement?Are there changes that occur in the quality of classroom instructional processes, including emotional support, classroom organization, and instructional support when an arts integration approach is being utilized? <p>&nbsp;</p> <p> As a quasi-experimental mixed-method study, the study utilized observations, focus groups, student questionnaires, field notes, and data obtained from the NYC IRB on student attendance, student demographics, and academic achievement data in a diverse high school in NYC public schools where 90% of the students were classified as non-white students.&nbsp; Among the 231 participating freshman students, 3% were part of the ELL program... https://escholarship.org/uc/item/9631f870 Sun, 1 Jan 2017 00:00:00 +0000 Robinson, A Helene https://escholarship.org/uc/item/84r228xm <p> In recent years, the concept “making” has been claimed by “The Maker Movement.” While <em>making</em> offers great potential (and resources) for art integration in informal learning sites, maker discourse is often intertwined with a neoliberal mission. For example, movement leaders glorify Steve Jobs and hark on the myth that hobbies can be transformed into wealth-generating endeavors. As art-making activities in informal learning setting across the U.S. intersect with the maker movement, prominent learning theories that contradict this neoliberal philosophy may be repurposed or disremembered. Constructionist learning will require a continued commitment to a notion of learning by doing, “rather than acquiring theoretical precepts for subsequent application” (Ingold, 2013, p. 52). This article examines research from a multi-year empirical study of a Public Library system’s arts-based maker program. It provides a rich example of how discourse around... https://escholarship.org/uc/item/84r228xm Sun, 1 Jan 2017 00:00:00 +0000 Lakind, Alexandra https://escholarship.org/uc/item/7zq87113 <p>In this three-month qualitative study, 36 pre and in-service teachers were invited to create and write poems from four idea bundles (e.g., the mixed bundle, the verbal bundle, the visual bundle, and the arranged bundle) in response to four picture book read alouds that address themes of abandonment (Wild, 2006), homelessness (Wild, 2007), togetherness (Woodson, 2015), and renewal (Tan, 2010). Bundles included a variety of visual and print media (e.g., photographs, art, magazines, newspapers, sheet music, books, greeting cards), used to enhance literacy experiences in writing poems. The purpose of the study was to investigate how different visual and verbal media support students in their efforts to write poems.&nbsp; Analysis of 136 idea bundles, poems, questionnaires, and class discussion on read alouds as they related to students’ writing suggest that idea bundles provided a meaningful pathway for supporting students’ efforts to write vivid and descriptive poems.</p><p>&nbsp;</p> https://escholarship.org/uc/item/7zq87113 Sun, 1 Jan 2017 00:00:00 +0000 Leigh, S. Rebecca https://escholarship.org/uc/item/71s969bx <p>The concept of arts integration is to incorporate connections to content while relating to the real world. If educators are to compete in a global economy, children deserve every advantage including the arts. Implementing an integrated arts curriculum is both exciting and intimidating to teachers. This study was designed to interview teachers who have undergone the process to determine their perceptions regarding the impact on professional development, student performance, student engagement, and school climate. It was essential to the study that the selected educators be employed at a school that included a fully integrated arts program. Mooreland Heights Elementary School (K-5) was selected because it was in its sixth year of implementation. A purposive sample of teachers from each grade level was selected by the principal to be interviewed. Collected data were coded and reviewed for emerging themes. The three themes that emerged were continuous staff development, connection... https://escholarship.org/uc/item/71s969bx Sun, 1 Jan 2017 00:00:00 +0000 Hayes, Deborah LaChapelle Clark, Pat https://escholarship.org/uc/item/5mh9b4th <p>This article reports findings from a qualitative study of a 10-week interactive drama residency in a large Headstart preschool in a southeastern state. The goal of the study was to learn about what happened when three to five-year old children and their teachers experienced interactive drama, with particular questions about how the young children’s academic and social development might be supported with dramatic arts. Findings from a qualitative analysis of observations, interviews and children's drawings indicated how important movement was for engaging young children, how rituals supported self-efficacy and risktaking, and how traveling in and out of a story world supported the imagination necessary for early literacy development.&nbsp; Findings also suggested the importance of involving classroom teachers in professional development about dramatic arts.&nbsp; These findings provoked new questions and plans for future research.</p> https://escholarship.org/uc/item/5mh9b4th Sun, 1 Jan 2017 00:00:00 +0000 Whitmore, Kathryn F https://escholarship.org/uc/item/5061b1jn <p> The purpose of this study was to evaluate a summer performing arts (SPA) program using elements of a servant leadership model to assess potential impacts of a SPA program on leadership skills development. High school students enrolled in a SPA program were given both a pre- and post-survey that included leadership questions. There was a growth in all five servant leadership factors with an overall standardized effect size of <em>d </em> = 0.48. The largest growth was for enabling others to take action through cooperation. Summer performing arts programs can positively impact student servant leadership abilities. The idea of youth leadership education may resonate with community business leaders when it comes to funding support for summer arts activities. </p> https://escholarship.org/uc/item/5061b1jn Sun, 1 Jan 2017 00:00:00 +0000 LeMire, Steven D. Achtenberg, Lindsay Opp, Dean https://escholarship.org/uc/item/49k9z6mm <p> Although preservice teacher education is considered an essential link for systemic change, key arts education initiatives in California do not effectively address the educational practices and policies for teacher preparation. To uncover existing and emerging practices for visual and performing arts education in postsecondary teacher education programs, this content analysis examined five national and international teacher education journals (1995 – 2015).&nbsp; Though a pressing need to increase publication in this area exists, findings indicate that arts integration in teacher education fosters self-reflection of personal beliefs, artistic growth, and epistemological understanding for candidates while inspiring collaborative partnerships for faculty. <strong> </strong></p> https://escholarship.org/uc/item/49k9z6mm Sun, 1 Jan 2017 00:00:00 +0000 Lorimer, Maureen R. https://escholarship.org/uc/item/443248m8 <p><strong>Objectives: </strong> The humanities, including narrative arts, are a valuable tool to foster reflection for professionally competent clinical practice. Integrating such study into traditional medical school curricula can prove challenging. A preclinical elective on opera and medicine was developed and piloted at the Warren Alpert Medical School of Brown University for pre-medical and medical students to foster reflective capacity supporting professional identity formation. </p><p><strong>Methods:</strong> Interdisciplinary faculty from the departments of arts and sciences conducted nine facilitated discussion sessions.&nbsp; A field trip to the Metropolitan Opera, NY complemented students’ operatic studies. Students were asked reflection-inviting questions concerning their emotional response to operatic scenes, characters, and physician-patient interactions throughout the course and given opportunities to discuss how opera reflects and reinforces... https://escholarship.org/uc/item/443248m8 Sun, 1 Jan 2017 00:00:00 +0000 Levin, Scott R. Cai, Fei Noronha, Nicole Wald, Hedy S. Daniel, Michelle M. https://escholarship.org/uc/item/2491q6sx <p> This article tells the story of Jenny Harrison, a visual arts middle school teacher who became an Action Research Teacher (ART) fellow in <em>Drama for Schools</em> , a professional development program in drama-based instruction. Through an action research model of teacher training and her own line of inquiry, Jenny investigated how drama-based instruction impacted her teaching and her students’ articulation of visual arts concepts. Artifacts from this project include interview transcripts, teacher reflections, student work-products, and lesson plans. The integration of drama-based instruction into Jenny’s visual arts curriculum paved the way for in-depth, intentional learning for students, for herself, and for the <em>Drama for Schools</em> program. </p> https://escholarship.org/uc/item/2491q6sx Sun, 1 Jan 2017 00:00:00 +0000 Dawson, Kathryn M Cawthon, Stephanie W Ihorn, Shasta Judd-Glossy, Laura https://escholarship.org/uc/item/0r43d2vs <p> <strong>ABSTRACT </strong> </p><p> Students are embedded in a stochastic world. Postmodern practitioners of <em>fragmentation</em> accept this, however they dispute Jungian and Eriksonian <em>wholeness</em> . The existential representation <em>ego </em> as a two-dimensional thing, the Kantian-, Jungian- I-formation <em> </em> is questioned. Similarly, Gardnerian frames of mind and MI are questioned as functional pedagogical models within the context of a stochastic reality. Thus, the term <em>literacy</em> must be expanded to address this enduring reality of both the classroom, and the shape-shifting, kaleidoscopic, urban landscapes through which students move daily. Egosystem (Author, 2005) is a perfect model for this environmental kaleidoscope. This requires a new literacy, a true 'reading the world' (Freire, 1995). We understand that the classical <em>ego</em> ... https://escholarship.org/uc/item/0r43d2vs Sun, 1 Jan 2017 00:00:00 +0000 Nokes, Christopher https://escholarship.org/uc/item/1nh1v8rr This issue celebrates the diversity of artistic experience by offering four pairs of articles that offer contrasting perspectives on pivotal issues. https://escholarship.org/uc/item/1nh1v8rr Sat, 31 Dec 2016 00:00:00 +0000 Brouillette, Liane https://escholarship.org/uc/item/9x61c7kf <p> <em>The Next Generation Science Standards (NGSS) have brought a stronger emphasis on engineering into K-12 STEM (science, technology, engineering and mathematics) instruction. Introducing the design process used in engineering into science classrooms simulated a dialogue among some educators about adding the arts to the mix. This led to proposals for a STEAM (STEM + arts) curriculum, as well as warnings that integrating the arts would weaken STEM instruction. The study summarized in this article tested the hypothesis that the arts might provide upper-elementary students, who were still concrete thinkers, with a powerful means of envisioning phenomena that they could not directly observe. This study investigated the impact of STEAM lessons on physical science learning in grades 3 to 5. Ten out of the 55 high-poverty (Title 1) elementary schools in a large urban district were randomly chosen as treatment schools and divided into two cohorts. Using a quasi-experimental design... https://escholarship.org/uc/item/9x61c7kf Tue, 27 Dec 2016 00:00:00 +0000 Graham, Nicholas James Brouillette, Liane https://escholarship.org/uc/item/42s966mf <p>Many people would agree the creative arts are essential for children’s education and development. For years, the creative arts were integrated into classroom learning units, especially in the language arts, by using drama, music, and drawing; this was considered good teaching. In this study we examined whether contracted curricula designed for teaching the Common Core State Standards integrated the creative arts into English language arts units for grades 3, 6, and 9. Using content analysis as the method, findings indicate the creative arts are largely absent from these curricula. We argue that school districts with limited financial resources will likely adopt the contracted curricula, and their children will be further disadvantaged because they will not have opportunities to learn with the creative arts when participating in lessons designed to teach the Common Core.</p><p>&nbsp;</p> https://escholarship.org/uc/item/42s966mf Wed, 20 Apr 2016 00:00:00 +0000 Gormley, Kathleen McDermott, Peter https://escholarship.org/uc/item/6xw4f5c3 <p> <em>Social phenomenological analysis is presented as a research method for musem and art education. After explaining its methodological background, it is shown how this method has been applied in a study of gallery talks or guided tours in art museums: Analyzing the situation by description and interpretation, a model for understanding gallery talks is developed: "Pedagogical Art Communication". </em> </p><p> <em>Results: The interplay among the recipient group, the aesthetic object, and educator is characterized by the participants acquiring (i.e. by aesthetic experience) and the educator imparting (especially) knowledge. In the future, art education and museum education need to focus less on dissolving this difference (in the sense of "methods that work") and spend more time on finding ways of sensibly dealing with the difference between imparting and acquirement of art. So the practice would be a pedagogical art communication in which art educators impart what can be... https://escholarship.org/uc/item/6xw4f5c3 Tue, 1 Mar 2016 00:00:00 +0000 Hofmann, Fabian https://escholarship.org/uc/item/8pp9163m <p> Recent education policy designed to promote arts education tends to focus on how such curriculum supports “skills for innovation” required for success in the global economy.&nbsp; Emphasis on the transfer of arts-based learning to professional innovation and achievement, a dynamic that is difficult to determine, can undermine the&nbsp; value of teaching the arts for their own sake.&nbsp; Three professors at the State University of New York at New Paltz discuss curriculum they developed to take advantage of museum learning opportunities that promote critical thinking, foster innovation, support course content, and increase students’ sense of citizenship and belonging.&nbsp; Jennifer Waldo, a professor of Biology, Dennis Doherty, a professor of English and Creative Writing, and Sarah Wyman, a professor of 20 ^th century Comparative Literature, use their campus museum as an applied learning environment where they facilitate interdisciplinary,... https://escholarship.org/uc/item/8pp9163m Fri, 1 Jan 2016 00:00:00 +0000 Wyman, Sarah Mead Waldo, Jennifer Turner Doherty, Dennis https://escholarship.org/uc/item/8kc6q2mx <p> <strong>ABSTRACT</strong> </p><p> The introduction of Western education to Nigeria has brought in its wake great strides toward development. Changes in Benin dates far back to the dawn of the 20 ^th century. This paper investigates the critical role of education in development. The paper integrates interview data collected from bronze casters in Benin. The first section of the paper discusses sustainable development in Nigeria involving an infrastructure that supports accessible educational system and Benin social values. The second part of the paper discusses the present dispensation of bronze casting by Olotan casters of Benin. The paper identifies education as being critical to sustainable development. Some characteristics connected to development in the practice of bronze casting in Benin include visioning, relaxing of age old practices and acceptance of western influences. </p><p> </p> https://escholarship.org/uc/item/8kc6q2mx Fri, 1 Jan 2016 00:00:00 +0000 Ifeta, Chris Funke https://escholarship.org/uc/item/8dg4z02b <p>Through the study of The Triangle Shirtwaist Factory fire, pre-service art teachers learn the about interdisciplinary design and the importance of using discipline-specific literacy strategies alongside the materials and methods of their craft. &nbsp;The creativity and enthusiasm with which these pre-service teachers approached the work convinced us that some type of “art-making” in any content area classroom can be a valuable way for students to construct meaning from text.</p> https://escholarship.org/uc/item/8dg4z02b Fri, 1 Jan 2016 00:00:00 +0000 Mercurio, Mia Lynn Randall, Régine https://escholarship.org/uc/item/83d8c84g <p>In Drama Education mask work is undertaken and presented as both a methodology and knowledge base. There are numerous workshops and journal articles available for teachers that offer knowledge or implementation of mask work. However, empirical examination of the context or potential implementation of masks as a pedagogical tool remains undeveloped.</p><p>&nbsp;</p><p>&nbsp;</p><p>On a theoretical level, throughout both ancient and modern drama education and performance, masks have been seen as synonymous to the field of drama. The mask is an iconic theatrical symbol from the times of Socrates to Modern western theatres. Simply put, masks symbolise the adoption of the role and hold a central place in drama across time and culture. &nbsp;Within Drama (as a field in itself), the use of mask have been used by influential drama theorists explicitly in specialist drama training. In schools, however, whilst referenced in official curricula internationally, there is no formal development... https://escholarship.org/uc/item/83d8c84g Fri, 1 Jan 2016 00:00:00 +0000 Roy, David https://escholarship.org/uc/item/5mb825kq This paper, derived from a larger case study,&nbsp;presents new&nbsp;perspectives&nbsp;on arts-integrated elementary schools.&nbsp;It&nbsp;focusses on&nbsp;several issues including teacher&nbsp;understandings of arts-integrated pedagogy,&nbsp;willingness to collaborate,&nbsp;arts credentials, and teacher perceptions of&nbsp;those&nbsp;students enrolling from outside catchment area. Hence it raises the question as to whether school districts should consider&nbsp;new policies specific to arts-integrated schools&nbsp;for both students enrolling, and teaching staff.&nbsp;&nbsp;&nbsp;As a teacher-administrator at Mosaic for several years, the researcher became interested in the motivations for student enrollments from outside of Mosaic's catchment area.&nbsp; Through interviews with&nbsp;educators and parents, the case study&nbsp;investigates perceptions&nbsp;and motivations for student enrollments.&nbsp; This paper's focus is the&nbsp;analysis of&nbsp;interviews with Mosaic educators:... https://escholarship.org/uc/item/5mb825kq Fri, 1 Jan 2016 00:00:00 +0000 Windsor-Liscombe, Suzanne Gloria https://escholarship.org/uc/item/5fq840k2 Author suggests incorporation of brief, informal, yet content-rich&nbsp;classroom history skits as a way to motivate students, generate interest,&nbsp;and ease&nbsp;them into&nbsp;the&nbsp;more "academic" content found&nbsp;in&nbsp;textbooks and primary source documents. https://escholarship.org/uc/item/5fq840k2 Fri, 1 Jan 2016 00:00:00 +0000 Saeed, Sheryl Raffat https://escholarship.org/uc/item/4611h6w3 <p><strong> Pomaika‘i Elementary School has answered a call to improve education by providing content instruction through the arts. How does school wide arts integration in an elementary setting support students as they transition to middle school? This bounded case study examines the experiences of eight families through a series of interviews with students, parents, and teachers. It describes and explains learning through the arts within three overarching noncognitive factors: a) academic mindsets, or the psychological and socially related attitudes a student holds with respect to academic goals; b) learning strategies that support thinking, remembering, or understanding concepts; and c) social skills or inter-personal behaviors such as interacting through cooperation, assertion and empathy. This study concludes that noncognitive factors provide a valuable lens for examining preparation for college, career and community readiness, with arts integrated learning as a viable... https://escholarship.org/uc/item/4611h6w3 Fri, 1 Jan 2016 00:00:00 +0000 Simpson Steele, Jamie https://escholarship.org/uc/item/9qj200cj In this introduction to the issue, the editor summarizes the content and comments on the significance of the information provided therein. https://escholarship.org/uc/item/9qj200cj Tue, 29 Dec 2015 00:00:00 +0000 Burge, Kimberly https://escholarship.org/uc/item/84q9717f This article disseminates the results of a qualitative, case-based study carried on in Danish schools in 2008-2011. Results show that learning outputs can be seen as more than academic achievement, and the arts’ contribution to learning can be viewed as more than the ancillary support of academic performance. Learning within an artful mindset implies a broader view on school learning, for the key reason that art offers many optimal opportunities for formal, mediated, meaningful and material learning. The main empiric and theoretical issue explored in this article is the experience of positive emotions and cognitive intensity within the artistic activities in school projects and its consequences for individuals’ learning, development and well-being. https://escholarship.org/uc/item/84q9717f Thu, 1 Jan 2015 00:00:00 +0000 Chemi, Tatiana https://escholarship.org/uc/item/6gw4v7mp <p>Nursery rhymes provide a unique learning context for preschoolers in regard to their emergent literacy and musical development. According to Vygotsky’s social constructivist theory (1978), in order for learning to occur, children must face challenges, and adults must provide support to guide them toward mastery of new skills. The current pilot study began with the aim of &nbsp;documenting teachers’ reactions to nursery rhymes in relation to their level of difficulty. Eighty-eight kindergarten teachers were asked to use the new nursery rhymes in their classrooms. Then, they were asked fill out a questionnaire to document their reactions and their ratings of the linguistic and musical difficulty. Teachers’ reactions were measured by their overall impression of the nursery rhymes, their perception of pupils’ enjoyment of the nursery rhymes and the time they spent using these nursery rhymes in their classrooms. The results revealed that the teachers tended to have a better impression... https://escholarship.org/uc/item/6gw4v7mp Thu, 1 Jan 2015 00:00:00 +0000 Lefebvre, Pascal Bolduc, Jonathan Pirkenne, Christel https://escholarship.org/uc/item/5028t6zm <p> In this article, we review the literature about theme-based teaching, then report quantitative and qualitative results from surveys from three different courses: one section of a100-level in-person art course; five sections of 300-level on-line art courses; and one section of a 100-level in-person biology course at SUNY Delhi with applied themes (“food,” “healthcare,” and “beer” respectively) in teaching and learning. Our results indicate that <strong> </strong> embedding themes across an entire course can be a successful way to improve student perceptions of their learning and comfort with learning about new subjects.&nbsp; These data expand current gaps in the literature with respect to the measured benefits for students of adopting themes in college teaching and learning.&nbsp; They will be useful to teachers considering the use of themes in their courses and to anyone looking for a way to help students relate to the disciplines in their courses.... https://escholarship.org/uc/item/5028t6zm Thu, 1 Jan 2015 00:00:00 +0000 Tessier, Lisa Tessier, Jack https://escholarship.org/uc/item/2xg3n0xf <p> Arts-based pedagogies have a positive, significant impact on various student academic-related outcomes. University teacher preparation programs may want to consider <em>pre-service</em> teacher beliefs, values, and attitudes toward arts-based pedagogies in order to better support teacher growth in using these arts-based approaches. In this study, we administered the <em>Teaching with the Arts </em> survey to 160 pre-service teachers. Results from the survey suggest that pre-service teachers value the arts; however, this was not related to their plans for future use of arts in the classroom. Pre-service teachers’ perceptions of personal creativity and ability to overcome systemic constraints were highly predictive of plans for future use. Implications for policy and practice are included. </p> https://escholarship.org/uc/item/2xg3n0xf Thu, 1 Jan 2015 00:00:00 +0000 Lee, Bridget Cawthon, Stephanie https://escholarship.org/uc/item/2dt7s0zk <p>Learning through aesthetics—in which cinema is included—stimulates learner reflection. As emotions play key roles in learning attitudes and changing behavior, teachers must impact learners affective domain. Since feelings exist before concepts, the affective path is a critical path to the rational process of learning. Cinema is the audiovisual version of storytelling. It enhances emotions and therefore sets up the foundation for conveying concepts. Movie experiences act like emotional memories for developing attitudes and keeping them as reflective reference in the daily activities and events. To foster reflection is the main goal in this cinematic teaching set. The purpose is not to show the audience how to incorporate a particular attitude, but rather to promote their reflection and to provide a forum for discussion. In this paper, the authors relate their experiences in cinematic teaching, particularly the effectiveness of the movie-clip methodology, in which multiple movie... https://escholarship.org/uc/item/2dt7s0zk Thu, 1 Jan 2015 00:00:00 +0000 Blasco, Pablo Gonzalez Moreto, Graziela Blasco, Mariluz González Levites, Marcelo Rozenfeld Janaudis, Marco Aurelio https://escholarship.org/uc/item/2bg8b99h <p>This paper examines how elementary children develop voice in a classroom where art and language have equal import from four different contexts: group, guided, table, and independent shares. Specifically, this paper highlights one child in particular: Rebecca, a writer who discovers art as a way of knowing and develops a greater appreciation for her love of writing. &nbsp;My dissertation study took place in a second grade classroom, a ripe context to study a multimodal approach to learning, since many modes of knowing often lose their status (e.g., art) to more privileged ones (e.g., language) as learners progress in the elementary grades. This article investigates how one child develops voice through art and language and serves as an exemplar of how multiple ways of knowing and contexts in which to learn can positively influence children’s sense of self as artist, writer, and meaning maker.</p> https://escholarship.org/uc/item/2bg8b99h Thu, 1 Jan 2015 00:00:00 +0000 Leigh, S. Rebecca https://escholarship.org/uc/item/1vd3k1qh <p>While the “scientific” debate about school dropouts has ensued, some have taken matters into their own hands, creating successful non-school based programs on the arts for at-risk youth based. Their efforts demonstrate powerful results for learning and human development. We suggest that it is time to incorporate this knowledge base, and as well, explore its potential for an integrated model of learning that considers the creative needs of all individuals. During the fall of 2011, we introduced a pilot project to work with storytelling and painting with a group of youth in a full pull-out program. In this article, we share stories from our experience and offer insights about the complex road ahead to inject creativity into mainstream schools. The importance here is to insure that all students will be better equipped for a future that engages the whole mind and being.</p> https://escholarship.org/uc/item/1vd3k1qh Thu, 1 Jan 2015 00:00:00 +0000 Snyder, Kristen M. Cooper, Karen https://escholarship.org/uc/item/1mp8h0sj Arts integration in science has benefits of increasing student engagement and understanding. Lessons focusing on form and function of animal skulls provide an effective example of how handicrafts integrated with science instruction motivate students and support learning. The study involved students ages 9-12 during a week-long summer day camp. Students applied animal skull concepts of eye positions of predators and prey, relative eye sizes of nocturnal animals compared to tunnel-dwellers, shapes and functions of different types of teeth, and terminology and functions of different bones, openings, and structures of animal skulls in making moveable book pages. These pages featured pop-up constructions, a lift-the-flap page, and a turning wheel behind cut-out windows in a page to convey the skull concepts. Additional creativity was incorporated through making a three-dimensional cover related to the Mexican Day of the Dead with skulls made from pieces of recycled plastic bottles,... https://escholarship.org/uc/item/1mp8h0sj Thu, 1 Jan 2015 00:00:00 +0000 Klein, Julie L. Gray, Phyllis Zhbanova, Ksenia S. Rule, Audrey C. https://escholarship.org/uc/item/12f3c2m2 <p> This article presents a pilot interdisciplinary project for middle-school students including visual literacy, studio art, English-language literacy, geology and the study of indigenous groups. <a href="#_edn1">[i]</a> The location of the pilot was in the upper Midwest, along the Mississippi river bluffs of St. Paul, Minnesota. English-as-a-Second Language (ESL) students from a Title I school joined a six week summer program, where they examined the banks and bluffs of the Mississippi river, effigy mound sites, and made visits to the Science Museum of Minnesota and the Minneapolis Institute of Art. This curriculum investigates ‘place’ and effects of time, with the intent to increase students’ knowledge of local history, and their placement within the socio-cultural context of a river-city. Students took digital photographs, created mixed-media art, conducted computer research and wrote about their experiences. Teachers agreed that this combination of... https://escholarship.org/uc/item/12f3c2m2 Thu, 1 Jan 2015 00:00:00 +0000 Henderson, Lynette K https://escholarship.org/uc/item/1vb8c1s1 This contribution provides an overview of the articles featured in the 10th volume of the&nbsp;Journal for Learning through the Arts. https://escholarship.org/uc/item/1vb8c1s1 Tue, 2 Dec 2014 00:00:00 +0000 Goldberg, Merryl Smith, Virginia Walker, Elaine https://escholarship.org/uc/item/3sk1t3rx Past studies have shown the existence of&nbsp;positive&nbsp;relationships&nbsp;between the arts and academic achievement when the arts are integrated into language arts, as well as&nbsp;mathematics and science.&nbsp; This study employed a multi-stage cluster randomized design&nbsp;in which the effects of infusing process drama into a traditional language arts curriculum are investigated. &nbsp;The study sample consists of sixth and seventh grade students&nbsp;enrolled in a high poverty urban school&nbsp;district.&nbsp;Study findings indicate&nbsp;that students&nbsp;in arts integrated classrooms tend to&nbsp;outperform their counterparts in both math and language arts. The authors conjecture that the arts reinforce theories that view student learning as&nbsp;a process of&nbsp;transmediation&nbsp;between different modes of making meaning. https://escholarship.org/uc/item/3sk1t3rx Wed, 13 Aug 2014 00:00:00 +0000 Inoa, Rafael Weltsek, Gustave Tabone, Carmine https://escholarship.org/uc/item/9ch5t8cw <p> This article provides a window into Chicago Arts Partnerships in Education’s (CAPE) Partnerships in Arts Integration Research (PAIR) project conducted in Chicago public schools (CPS) (pairresults.org), which statistically demonstrates how a three-year arts integration project can impact treatment versus control students in both academic and arts cluster schools.&nbsp; A multivariate design framework featuring the development of survey, interview, and performance assessment instruments was used to document and rate multiple aspects of individual teacher and student performance.&nbsp; This design also included a series of correlation and stepwise regression analyses <a href="#_edn1">[i]</a> demonstrating that statistically significant links existed between various teacher professional development outcomes, student arts and arts integration performance assessment outcomes, and academic test results. Overall, these findings offer evidence that students... https://escholarship.org/uc/item/9ch5t8cw Wed, 1 Jan 2014 00:00:00 +0000 Scripp, Lawrence Paradis, Laura https://escholarship.org/uc/item/9b88f8th <p>CoTA (Collaborations: Teachers and Artists) is a professional development program that empowers teachers to access the arts in everyday instruction to support student achievement. CoTA schools commit to intense, 3-year collaborations for ten weeks each year where teachers learn to capitalize on arts content and strategies to promote knowledge and skills in other curricular areas, such as language arts and math. Teachers and artists work together to identify the learning needs of students, customize a project to meet those needs (while aligning to the standards), refine the project on a weekly basis through collaborative meetings, and formally reflect on the experience in a cycle of continuous improvement. As the program progresses, responsibility for designing arts-infused units increasingly falls to the classroom teachers as the artists shift into a coaching role. The result is a sustainable model with a legacy of confidence and skills in arts integration for teachers.</p><p>Researchers... https://escholarship.org/uc/item/9b88f8th Wed, 1 Jan 2014 00:00:00 +0000 Doyle, Dennis Huie Hofstetter, Carolyn Kendig, Julie Strick, Betsy https://escholarship.org/uc/item/8573z1fm <em>In this article, we look at the impact of an arts integration program offered at five large urban elementary schools on the daily attendance and oral language skills of children in kindergarten through second grade. Many of the children attending these schools spoke a language other than English at home. Teaching artists visited each class weekly for 28 weeks, co-teaching theater and dance lessons with the teacher. School engagement was measured by comparing attendance on days with and without scheduled arts lessons. Attendance was significantly higher on days the artists visited; absences were reduced by 10 percent. Speaking and listening skills were measured through standardized test scores. Qualitative analysis of interview and survey data revealed that teachers perceived the theater and dance lessons to provide rich opportunities for verbal interaction between teachers and pupils. Student speaking and listening skills improved significantly, as did teachers’ ability to... https://escholarship.org/uc/item/8573z1fm Wed, 1 Jan 2014 00:00:00 +0000 Brouillette, Liane Childress-Evans, Karen Hinga, Briana Farkas, George https://escholarship.org/uc/item/6c81239d <p> The <em>Arts Achieve: Impacting Student Success in the Arts </em> project involves a partnership between the New York City Department of Education (NYCDOE) and five of the city’s premier arts organizations. <em>Arts Achieve </em> provides intensive and targeted professional development to arts teachers over a three-year period. The goal of the project is to improve the quality of arts teachers’ instruction through in-service professional development on the use of balanced (formative and summative) assessment, leading to increases in students’ arts achievement. Starting in the 2011-2012 school year, arts teachers formed art discipline-based professional learning communities (PLCs) to work together, using a process of inquiry and action research that focuses on reviewing student data and examining impact on current instructional practice. Additionally, each arts teacher was paired with a facilitator from the arts organizations to support... https://escholarship.org/uc/item/6c81239d Wed, 1 Jan 2014 00:00:00 +0000 Mastrorilli, Tara M. Harnett, Susanne Zhu, Jing https://escholarship.org/uc/item/67d5s216 Transforming Teaching through Arts IntegrationAI Implementation Results: Middle School Reform through Effective Arts Integration Professional Development&nbsp;In four years, Anne Arundel County Public Schools (AACPS) increased sixth and seventh grade student achievement on the Maryland State Assessment (MSA) by 20% at Bates Middle School, a low performing school that had been targeted for restructuring by the state. This improvement positively correlates with the implementation of the arts integration Supporting Arts Integrated Learning for Student Success (SAILSS) model funded through the Arts in Education Model Development and Dissemination (AEMDD) grant. This model, offered to teachers across all content areas, incorporates extensive professional development opportunities including: an intensive weeklong workshop for teachers with artists followed by a two-week teaching lab with students; participation in an cohort to achieve an arts integration post-baccalaureate certificate,;... https://escholarship.org/uc/item/67d5s216 Wed, 1 Jan 2014 00:00:00 +0000 Snyder, Lori Klos, Patricial Grey-Hawkins, Lauren https://escholarship.org/uc/item/4vx5k65b The Global Writes (GW) model is a well-designed performing arts integrated literacy program that builds local and global support among students, teachers, and arts partners through the use of innovative technologies. Through local partnerships between schools and arts organizations forged by GW, classroom teachers and local teaching artists build collaborative relationships to impact teacher practice and effectiveness, school culture and environment, and student development and achievement in the arts and English language arts. Classroom-based interventions for students include residencies providing instruction in writing original poetry and the art of performance, and poetry performances for authentic audiences including local community-based and inter-city poetry slam sessions. Dissemination, growth, and sustainability have been the cornerstones of the GW mission, promoting the improvement of teaching and learning. Throughout this process the GW team has embraced the metaphor... https://escholarship.org/uc/item/4vx5k65b Wed, 1 Jan 2014 00:00:00 +0000 Ellrodt, John Charles Fico, Maria Harnett, Susanne Ramsey, Lori Gerstein Lopez, Angelina https://escholarship.org/uc/item/3zq7s143 <p>The authors investigated the association between participation in Nations in Neighborhoods (NiN), a program of folk and traditional arts instruction, and achievement in English language arts in a sample of low-income elementary school students, many of whom were recent immigrants and English language learners.&nbsp; The program drew on the core practices of traditional and folk arts – sociocritical literacies that bridge home and school, multi-modal instruction, apprenticeship learning, and communal effort – to provide students with the confidence and strategies of accomplished learners. English language arts achievement was assessed using a standardized state proficiency exam. Students who participated in the program received significantly higher overall scores on the exam after controlling for gender, ethnicity, English language learner and special education classifications.&nbsp; These findings suggest that an arts education program featuring folk and traditional arts engages... https://escholarship.org/uc/item/3zq7s143 Wed, 1 Jan 2014 00:00:00 +0000 Palmer Wolf, Dennie Holochwost, Steven J. Bar-Zemer, Tal Dargan, Amanda Selhorst, Anika https://escholarship.org/uc/item/3pt13398 <p> The John F. Kennedy Center for the Performing Arts has been involved in an intensive, sustained partnership with schools, Changing Education Through the Arts (CETA), since 1999. The CETA program is a whole school reform model designed to impact student learning and attitudes by building teachers’ capacities to make arts integration one of their primary approaches to teaching across the curriculum. During its first decade (1999 to 2009), the program formally examined its impact through three independent, multi-year evaluation studies. Examined together, the three studies shed light on a decade of arts integration outcomes for students, teachers, and schools. Findings are reported in four areas—the CETA program design, and the program’s impact on students, teachers, and schools. Findings for the program design include: the structure of the CETA program’s professional learning model was integral to its success in schools and the most critical factor for improving practice;... https://escholarship.org/uc/item/3pt13398 Wed, 1 Jan 2014 00:00:00 +0000 Duma, Amy Silverstein, Lynne https://escholarship.org/uc/item/1dt4k6ns <p>This paper examines the impact of two approaches to teacher professional development in arts integration – a summer institute model and a model combining the summer institute with instructional coaching.&nbsp; In an experimental design, the intervention trained third and fourth grade teachers to integrate visual arts and theater into reading curriculum.&nbsp; Findings suggest the coaching plus institute intervention had a greater impact on teacher confidence, use and frequency of arts integration than the institute-only intervention or on the comparison group.</p><p>Coached teachers reported greater confidence integrating the arts, produced higher-quality work samples, taught more reading concepts with arts integration, implemented more arts standards, and used arts integration more frequently than did the institute-only teachers or the control group teachers.&nbsp; Coached teachers reported in greater numbers about the positive impact the professional development had on their... https://escholarship.org/uc/item/1dt4k6ns Wed, 1 Jan 2014 00:00:00 +0000 Saraniero, Patricia Goldberg, Merryl R Hall, Brenda https://escholarship.org/uc/item/1905c5tm <p> In 2010, the Wolf Trap Foundation for the Performing Arts, Institute for Early Learning Through the Arts, was awarded an Arts in Education Model Development and Dissemination (AEMDD) grant to develop, implement, and disseminate a research-based program of professional development (PD) that equips prekindergarten and kindergarten teachers to infuse mathematics instruction with arts instruction in their classrooms. The PD includes summer institutes and classroom-based residencies in which music, dance, and drama performing artists work with teachers in teams. This instructional approach is often called <em>arts integration</em> . American Institutes for Research (AIR) conducted an evaluation of the four-year grant from 2010-2014, examining the implementation of the PD and assessing its impact on teacher practices and student mathematics knowledge. This article reports on the experiences of the elementary school teachers and Wolf Trap teaching artists... https://escholarship.org/uc/item/1905c5tm Wed, 1 Jan 2014 00:00:00 +0000 Ludwig, Meredith Jane Song, Mengli Kouyate-Tate, Akua Cooper, Jennifer E. Phillips, Lori Greenbaum, Sarah https://escholarship.org/uc/item/0nf7326g <p>This paper will share the arts-integration methodology used in Project AIM and address the question; “How is translation evident in interdisciplinary arts instruction, and how does it affect students?”</p><p> <strong> </strong> </p><p> <strong>Methods</strong> </p><p>The staff and researchers from Project AIM, (an arts-integration program of the Center for Community Arts Partnerships at Columbia College Chicago), have collected data through student surveys and interviews and teacher and teaching artist interviews to research arts integration as a process of translation. The evaluation team observed planning sessions and classroom instruction, reviewed unit plans, assessment rubrics, instructional handouts and artifacts of student work. Data collection was focused on six of the thirty-two residencies that took place in Project AIM during the 2010-2011 and 2011-2012 school years. Residencies were selected to ensure variability in terms of art and academic disciplines included... https://escholarship.org/uc/item/0nf7326g Wed, 1 Jan 2014 00:00:00 +0000 Pruitt, Lara Ingram, Debra Weiss, Cynthia