Julie L. Klein, Phyllis Gray, Ksenia Zhbanova, Audrey C. Rule
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, drawing figural-transformations, and creating animal skull models from household or discarded materials. The lessons included classification of images of skull features on cards and examination of realistic animal skull models. Pretest-posttest science content results indicated large gains with a very large effect size; attitude surveys and student work showed high motivation and creativity.
{"title":"Upper Elementary Students Creatively Learn Scientific Features of Animal Skulls by Making Movable Books","authors":"Julie L. Klein, Phyllis Gray, Ksenia Zhbanova, Audrey C. Rule","doi":"10.21977/D911119621","DOIUrl":"https://doi.org/10.21977/D911119621","url":null,"abstract":"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, drawing figural-transformations, and creating animal skull models from household or discarded materials. The lessons included classification of images of skull features on cards and examination of realistic animal skull models. Pretest-posttest science content results indicated large gains with a very large effect size; attitude surveys and student work showed high motivation and creativity.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D911119621","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68504975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Author(s): Leigh, S. Rebecca | Abstract: 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. 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.
{"title":"\"I'm a Writer. But I'm an Artist, Too. Look at My Artist's Notebook\": Developing Voice through Art and Language.","authors":"S. Leigh","doi":"10.21977/D911112204","DOIUrl":"https://doi.org/10.21977/D911112204","url":null,"abstract":"Author(s): Leigh, S. Rebecca | Abstract: 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. 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.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. G. Blasco, G. Moreto, M. Blasco, M. Levites, M. A. Janaudis
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 clips are shown in rapid sequence, along with facilitator comments while the clips are shown. The movie clip method can improve faculty teaching and stimulate their professional growth. Teachers seldom think about themselves and usually lack the time to disclose their feelings. However, they use their own emotions in teaching, so learning proper methods to address their affective side is a complementary way to improve their communication with students. This methodology offers a special environment for fostering open-hearted discussions, helps teachers improve their self-knowledge, and develop closer relationships with colleagues and students through the affective domain. In this paper the authors want to share the methodology and a summary of their experiences in teaching. Although the authors’ field is mostly medical education they have also had some cinematic teaching experience with other audiences, and consequently they want to share with a extensive community of educators. An Appendix is included at the end, with a collection of movie scenes the authors frequently use in medical education.
{"title":"Education through Movies: Improving Teaching Skills and Fostering Reflection among Students and Teachers.","authors":"P. G. Blasco, G. Moreto, M. Blasco, M. Levites, M. A. Janaudis","doi":"10.21977/D911122357","DOIUrl":"https://doi.org/10.21977/D911122357","url":null,"abstract":"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 clips are shown in rapid sequence, along with facilitator comments while the clips are shown. The movie clip method can improve faculty teaching and stimulate their professional growth. Teachers seldom think about themselves and usually lack the time to disclose their feelings. However, they use their own emotions in teaching, so learning proper methods to address their affective side is a complementary way to improve their communication with students. This methodology offers a special environment for fostering open-hearted discussions, helps teachers improve their self-knowledge, and develop closer relationships with colleagues and students through the affective domain. In this paper the authors want to share the methodology and a summary of their experiences in teaching. Although the authors’ field is mostly medical education they have also had some cinematic teaching experience with other audiences, and consequently they want to share with a extensive community of educators. An Appendix is included at the end, with a collection of movie scenes the authors frequently use in medical education.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D911122357","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Author(s): Henderson, Lynette K | Abstract: 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.[i] 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 learning strategies was a rich interdisciplinary experience for students. This article describes the various components and resources for such interdisciplinary curriculum, with emphasis on skill-building, knowledge acquisition and exploring connections.[i] This project was funded by a grant from the National Art Education Foundation (NAEF).
{"title":"A River Runs through It: Art, Geology and Life on the Upper Mississippi.","authors":"Lynette K. Henderson","doi":"10.21977/D911120880","DOIUrl":"https://doi.org/10.21977/D911120880","url":null,"abstract":"Author(s): Henderson, Lynette K | Abstract: 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.[i] 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 learning strategies was a rich interdisciplinary experience for students. This article describes the various components and resources for such interdisciplinary curriculum, with emphasis on skill-building, knowledge acquisition and exploring connections.[i] This project was funded by a grant from the National Art Education Foundation (NAEF).","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Learning through the Arts in Denmark: A Positive Psychology Qualitative Approach.","authors":"Tatiana Chemi","doi":"10.21977/D911115962","DOIUrl":"https://doi.org/10.21977/D911115962","url":null,"abstract":"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.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"11 1","pages":"6"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D911115962","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Arts-based pedagogies have a positive, significant impact on various student academic-related outcomes. University teacher preparation programs may want to consider pre-service 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 Teaching with the Arts 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.
{"title":"What Predicts Pre-Service Teacher Use of Arts-Based Pedagogies in the Classroom? An Analysis of the Beliefs, Values, and Attitudes of Pre-Service Teachers.","authors":"B. Lee, S. Cawthon","doi":"10.21977/D911119691","DOIUrl":"https://doi.org/10.21977/D911119691","url":null,"abstract":"Arts-based pedagogies have a positive, significant impact on various student academic-related outcomes. University teacher preparation programs may want to consider pre-service 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 Teaching with the Arts 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.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D911119691","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 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. These data expand current gaps in the literature with respect to the measured benefits for students of adopting themes in college teaching and learning. 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.
{"title":"Theme-Based Courses Foster Student Learning and Promote Comfort with Learning New Material.","authors":"Lisa M. Tessier, Jack T. Tessier","doi":"10.21977/D911121722","DOIUrl":"https://doi.org/10.21977/D911121722","url":null,"abstract":"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 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. These data expand current gaps in the literature with respect to the measured benefits for students of adopting themes in college teaching and learning. 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.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D911121722","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this introduction to the issue, the editor summarizes the content and comments on the significance of the information provided therein.
在这个问题的介绍中，编辑总结了内容并对其中提供的信息的意义进行了评论。
{"title":"A Variety of Approaches to Studying the Value and Implementation of Arts Education","authors":"K. Burge","doi":"10.21977/D911129659","DOIUrl":"https://doi.org/10.21977/D911129659","url":null,"abstract":"In this introduction to the issue, the editor summarizes the content and comments on the significance of the information provided therein.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D911129659","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pascal Lefebvre, Jonathan Bolduc, Christel Pirkenne
Author(s): Lefebvre, Pascal; Bolduc, Jonathan; Pirkenne, Christel | Abstract: 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 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 of the nursery rhymes, perceive their pupils’ enjoyment of the nursery rhymes as more positive, and spend more time on those nursery rhymes judged the easiest in regard to their vocabulary and their rhythm. According to Ezell and Justice (2005), by putting more emphasis on easier nursery rhymes, teachers might target only what children have already mastered, leaving less opportunity for new emergent literacy and music skills to develop. The results point to the necessity of improving educators’ training in regard to the use of nursery rhymes by focusing on the educational opportunities provided by linguistic and musical challenges in nursery rhymes, an important starting point for explicit instruction and scaffolding (Bruner, 1983).
{"title":"Pilot Study on Kindergarten Teachers' Perception of Linguistic and Musical Challenges in Nursery Rhymes.","authors":"Pascal Lefebvre, Jonathan Bolduc, Christel Pirkenne","doi":"10.21977/D911112856","DOIUrl":"https://doi.org/10.21977/D911112856","url":null,"abstract":"Author(s): Lefebvre, Pascal; Bolduc, Jonathan; Pirkenne, Christel | Abstract: 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 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 of the nursery rhymes, perceive their pupils’ enjoyment of the nursery rhymes as more positive, and spend more time on those nursery rhymes judged the easiest in regard to their vocabulary and their rhythm. According to Ezell and Justice (2005), by putting more emphasis on easier nursery rhymes, teachers might target only what children have already mastered, leaving less opportunity for new emergent literacy and music skills to develop. The results point to the necessity of improving educators’ training in regard to the use of nursery rhymes by focusing on the educational opportunities provided by linguistic and musical challenges in nursery rhymes, an important starting point for explicit instruction and scaffolding (Bruner, 1983).","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D911112856","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Author(s): Snyder, Lori; Klos, Patricial; Grey-Hawkins, Lauren | Abstract: Transforming Teaching through Arts IntegrationAI Implementation Results: Middle School Reform through Effective Arts Integration Professional Development 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,; and extensive trainings, conferences and workshops at local, regional, and national schools, museums, arts institutes, and higher education facilities. Qualitative and quantitative data collected by AACPS was assessed through a quasi-experimental design from the treatment and comparison schools utilizing the following instrumentation: state and local standardized testing, School-level Environment Questionnaire (SLEQ), Arts Integration: Classroom Observations for Middle Schools (AICOM), arts integration logs and parent, student, and teacher surveys. Through this study we found that in addition to increasing student achievement on statewide assessments, implementing this arts integration model positively correlates with a 77% decline in discipline referrals, and overall positive change in school climate based on teacher, staff, student, and parent perception.
{"title":"Transforming Teaching through Arts Integration","authors":"L. Snyder, P. Klos, Lauren Grey-Hawkins","doi":"10.21977/D910119308","DOIUrl":"https://doi.org/10.21977/D910119308","url":null,"abstract":"Author(s): Snyder, Lori; Klos, Patricial; Grey-Hawkins, Lauren | Abstract: Transforming Teaching through Arts IntegrationAI Implementation Results: Middle School Reform through Effective Arts Integration Professional Development 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,; and extensive trainings, conferences and workshops at local, regional, and national schools, museums, arts institutes, and higher education facilities. Qualitative and quantitative data collected by AACPS was assessed through a quasi-experimental design from the treatment and comparison schools utilizing the following instrumentation: state and local standardized testing, School-level Environment Questionnaire (SLEQ), Arts Integration: Classroom Observations for Middle Schools (AICOM), arts integration logs and parent, student, and teacher surveys. Through this study we found that in addition to increasing student achievement on statewide assessments, implementing this arts integration model positively correlates with a 77% decline in discipline referrals, and overall positive change in school climate based on teacher, staff, student, and parent perception.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D910119308","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68504881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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