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; and the importance of opportunities for arts coaching in the classroom and participation in study groups as ongoing program supports. Findings for the impact on students include: increased student engagement, both socially and academically; a moderately high positive relationship between student engagement and the extent of teachers’ professional development; growth in students’ cognitive and social skills; and gains in standardized test scores for lower performing students. Findings for the impact on teachers include: development of strong support for the value of arts integration for reaching all kinds of learners, widening the opportunity for all students to be successful, and providing multiple ways for students to express knowledge and understanding; teachers’ increased use of collaborative learning strategies with students; change in the role arts specialists play in schools; and time as a critical factor for effective implementation. Findings for the impact on schools include: changes in school culture, including increased teacher collaboration resulting in a more positive and cohesive, and child-centered environment; growth of the school as a learning community; and the importance of administrative support and leadership.
{"title":"A View into a Decade of Arts Integration.","authors":"Amy L. Duma, Lynne B. Silverstein","doi":"10.21977/D910119197","DOIUrl":"https://doi.org/10.21977/D910119197","url":null,"abstract":"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; and the importance of opportunities for arts coaching in the classroom and participation in study groups as ongoing program supports. Findings for the impact on students include: increased student engagement, both socially and academically; a moderately high positive relationship between student engagement and the extent of teachers’ professional development; growth in students’ cognitive and social skills; and gains in standardized test scores for lower performing students. Findings for the impact on teachers include: development of strong support for the value of arts integration for reaching all kinds of learners, widening the opportunity for all students to be successful, and providing multiple ways for students to express knowledge and understanding; teachers’ increased use of collaborative learning strategies with students; change in the role arts specialists play in schools; and time as a critical factor for effective implementation. Findings for the impact on schools include: changes in school culture, including increased teacher collaboration resulting in a more positive and cohesive, and child-centered environment; growth of the school as a learning community; and the importance of administrative support and leadership.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D910119197","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68504336","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}
John Charles Ellrodt, M. Fico, S. Harnett, Lori G. Ramsey, Á. López
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 of “the mirror and the canyon” by formatively reflecting on the model of practice, continuously improving the program model by “looking in the mirror”, building on what works as evidenced through research, and tailoring the program to meet the needs of individual schools and arts organization partners in each location. The authors will provide a review of the GW program, tracing its history and development, and focusing on how specific aspects of the model and evidence of its academic, social-emotional, and professional successes have been used to expand, build local support, and sustain the program in several communities across the country. Evidence of increases in student performance on state ELA exams, long-term impact on teacher practice, and sustained use of technology to continue collaboration among participants are highlighted as hallmarks of demonstrated success of the GW model in cities throughout the country.
{"title":"The Mirror and the Canyon: Reflected Images, Echoed Voices How Evidence of GW's Performing Arts Integration Model Is Used to Build Support for Arts Education Integration and to Promote Sustainability.","authors":"John Charles Ellrodt, M. Fico, S. Harnett, Lori G. Ramsey, Á. López","doi":"10.21977/D910119256","DOIUrl":"https://doi.org/10.21977/D910119256","url":null,"abstract":"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 of “the mirror and the canyon” by formatively reflecting on the model of practice, continuously improving the program model by “looking in the mirror”, building on what works as evidenced through research, and tailoring the program to meet the needs of individual schools and arts organization partners in each location. The authors will provide a review of the GW program, tracing its history and development, and focusing on how specific aspects of the model and evidence of its academic, social-emotional, and professional successes have been used to expand, build local support, and sustain the program in several communities across the country. Evidence of increases in student performance on state ELA exams, long-term impact on teacher practice, and sustained use of technology to continue collaboration among participants are highlighted as hallmarks of demonstrated success of the GW model in cities throughout the country.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D910119256","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68504402","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): MacKenzie, Sarah K. | Abstract: Across the space of this paper I seek to share a particular attempt to holistically engage students enrolled in a Social Foundations of Education course, in the process of de(con)structing knowledge, through the work of collectively creating found poetry. I do not seek to show right pedagogical practice; rather, it is my hope that this paper may offer a glimpse of the possibilities that exist when we embrace arts-informed epistemological practices that acknowledge the whole student, engaging the mind/body/soul in praxis, through acts of fluid co-creation and (re)construction of knowledge.
{"title":"Poetic Praxis: Engaging Body, Mind, and Soul in the Social Foundations Classroom.","authors":"S. Mackenzie","doi":"10.21977/D9912651","DOIUrl":"https://doi.org/10.21977/D9912651","url":null,"abstract":"Author(s): MacKenzie, Sarah K. | Abstract: Across the space of this paper I seek to share a particular attempt to holistically engage students enrolled in a Social Foundations of Education course, in the process of de(con)structing knowledge, through the work of collectively creating found poetry. I do not seek to show right pedagogical practice; rather, it is my hope that this paper may offer a glimpse of the possibilities that exist when we embrace arts-informed epistemological practices that acknowledge the whole student, engaging the mind/body/soul in praxis, through acts of fluid co-creation and (re)construction of knowledge.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68511107","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}
Writing Center faculty at the Medical University of South Carolina teach humanities courses in which we include literary texts that are not ostensibly "about health care" to introduce to students how unique an illness narrative can be--to challenge, in fact, preconceived notions student may have about what "counts" as a healthcare narrative. One narrative we teach is Alice Walker's "Beauty: When the Other Dancer is the Self." Walker's account provides opportunities to examine how injury and illness can affect one over the course of a lifetime, contributing to the formation and constant renegotiation of identity from childhood to adulthood. This paper describes the method by which we have taught Walker's story to engage students on these topics. Language: en
{"title":"My Body, My World: Illness and Identity in Alice Walker's \"Beauty: When the Other Dancer Is the Self.","authors":"Lisa Kerr","doi":"10.21977/d99111461","DOIUrl":"https://doi.org/10.21977/d99111461","url":null,"abstract":"Writing Center faculty at the Medical University of South Carolina teach humanities courses in which we include literary texts that are not ostensibly \"about health care\" to introduce to students how unique an illness narrative can be--to challenge, in fact, preconceived notions student may have about what \"counts\" as a healthcare narrative. One narrative we teach is Alice Walker's \"Beauty: When the Other Dancer is the Self.\" Walker's account provides opportunities to examine how injury and illness can affect one over the course of a lifetime, contributing to the formation and constant renegotiation of identity from childhood to adulthood. This paper describes the method by which we have taught Walker's story to engage students on these topics. Language: en","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/d99111461","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510930","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 contribution provides an overview of the articles featured in the 9th volume of the Journal for Learning through the Arts.
这篇文章概述了《通过艺术学习的杂志》第9卷中的文章。
{"title":"Introduction to a Sampling of Arts Integration Research","authors":"Maureen Burns","doi":"10.21977/D99119075","DOIUrl":"https://doi.org/10.21977/D99119075","url":null,"abstract":"This contribution provides an overview of the articles featured in the 9th volume of the Journal for Learning through the Arts.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68511387","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}
Researching how Arts Integration is practiced in a primary school, this article explores how elementary teachers understand, implement, and experience Arts Integration. Weaving together personal experiences, teacher interviews, focus group sessions, classroom observations, and written texts, I investigate how the arts are often devalued in Arts Integration. Not only are the arts used for decorative purposes, but the arts component in Arts Integration is greatly diluted as well. Addressing what can be done to attend to the problem of devaluing the arts in the classroom, this essay holds implications for teacher education, Arts Integration and curriculum development.
{"title":"Arts Integration: What Is Really Happening in the Elementary Classroom?.","authors":"Lisa LaJevic","doi":"10.21977/D99112615","DOIUrl":"https://doi.org/10.21977/D99112615","url":null,"abstract":"Researching how Arts Integration is practiced in a primary school, this article explores how elementary teachers understand, implement, and experience Arts Integration. Weaving together personal experiences, teacher interviews, focus group sessions, classroom observations, and written texts, I investigate how the arts are often devalued in Arts Integration. Not only are the arts used for decorative purposes, but the arts component in Arts Integration is greatly diluted as well. Addressing what can be done to attend to the problem of devaluing the arts in the classroom, this essay holds implications for teacher education, Arts Integration and curriculum development.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D99112615","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510658","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}
The arts have long been valued for their aesthetic contributions to education, and studies have been conducted to demonstrate their contribution to academic performance in an attempt to justify their inclusion in the curriculum. Art integration involves learning core content subjects (math, reading, language, science, social studies) through the arts (drama, dance, music, visual arts). The focus of this qualitative pilot study was to examine and describe how the arts are integrated with curriculum concepts to promote cognitive development. The theororetical framework was based on standard theory of intelligence and cognitive development. Curriculum concepts were taught through experiential methods and hands-on projects integrated with state Standard Course of Study. Data collection consisted of field ethnographic description and passive observation to identify behavioral correlates of cognitive and intellectual functioning as well as to capture how state standards are integrated within arts-based instruction. Field notes were analyzed to look for patterns, themes, and defining categories for data analysis. The focus of domain analysis was guided by semantic, means-end relationships related to instruction, learning, and types of processing information, as well as products of that learning. Taxonomic analyses were created of thematic units and how the different arts were used breaking thematic units into arts used, instructional vehicles/ learning activities, and types of cognition being used. A guiding principle was, how does this relate to cognitive/intellectual development? Cognitive correlates were listed as a type of domain yielding examples of different types of cognitive and intellectual processing. Systematic field study was noteworthy for thematic instruction through which curriculum concepts were taught. Thematic-driven and project-based learning often additionally required students to use planning, researching, imagination related to an overall instructional objective. Analysis revealed multi-layered and complex domains within instructional delivery. Context and culture were running themes across observations. Thematic units provided vehicles for cognitive development that promoted vocabulary development, reasoning, comparing/ contrasting, abstraction, integration of concepts, and conceptual development. This information informs instructional delivery and the use of arts-based instruction to promote greater understanding of underlying development of cognitive and intellectual abilities in the classroom.
{"title":"Art Integration and Cognitive Development.","authors":"Dawn Baker","doi":"10.21977/D9912630","DOIUrl":"https://doi.org/10.21977/D9912630","url":null,"abstract":"The arts have long been valued for their aesthetic contributions to education, and studies have been conducted to demonstrate their contribution to academic performance in an attempt to justify their inclusion in the curriculum. Art integration involves learning core content subjects (math, reading, language, science, social studies) through the arts (drama, dance, music, visual arts). The focus of this qualitative pilot study was to examine and describe how the arts are integrated with curriculum concepts to promote cognitive development. The theororetical framework was based on standard theory of intelligence and cognitive development. Curriculum concepts were taught through experiential methods and hands-on projects integrated with state Standard Course of Study. Data collection consisted of field ethnographic description and passive observation to identify behavioral correlates of cognitive and intellectual functioning as well as to capture how state standards are integrated within arts-based instruction. Field notes were analyzed to look for patterns, themes, and defining categories for data analysis. The focus of domain analysis was guided by semantic, means-end relationships related to instruction, learning, and types of processing information, as well as products of that learning. Taxonomic analyses were created of thematic units and how the different arts were used breaking thematic units into arts used, instructional vehicles/ learning activities, and types of cognition being used. A guiding principle was, how does this relate to cognitive/intellectual development? Cognitive correlates were listed as a type of domain yielding examples of different types of cognitive and intellectual processing. Systematic field study was noteworthy for thematic instruction through which curriculum concepts were taught. Thematic-driven and project-based learning often additionally required students to use planning, researching, imagination related to an overall instructional objective. Analysis revealed multi-layered and complex domains within instructional delivery. Context and culture were running themes across observations. Thematic units provided vehicles for cognitive development that promoted vocabulary development, reasoning, comparing/ contrasting, abstraction, integration of concepts, and conceptual development. This information informs instructional delivery and the use of arts-based instruction to promote greater understanding of underlying development of cognitive and intellectual abilities in the classroom.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510934","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 paper explores the integration of art, literacy and science in a second grade classroom, showing how an integrative approach has a positive and lasting influence on student achievement in art, literacy, and science. Ways in which art, science, language arts, and cognition intersect are reviewed. Sample artifacts are presented along with their analysis to show how students learn in an integrated unit that incorporates visual art as a key component. While we recognize the importance of art as a unique domain, this research demonstrates how integration of visual art, literacy, and science content creates an effective curriculum benefiting all students.
{"title":"Rocking Your Writing Program: Integration of Visual Art, Language Arts, & Science.","authors":"Monique Poldberg, Guy Trainin, Nancy Andrzejczak","doi":"10.21977/D9912659","DOIUrl":"https://doi.org/10.21977/D9912659","url":null,"abstract":"This paper explores the integration of art, literacy and science in a second grade classroom, showing how an integrative approach has a positive and lasting influence on student achievement in art, literacy, and science. Ways in which art, science, language arts, and cognition intersect are reviewed. Sample artifacts are presented along with their analysis to show how students learn in an integrated unit that incorporates visual art as a key component. While we recognize the importance of art as a unique domain, this research demonstrates how integration of visual art, literacy, and science content creates an effective curriculum benefiting all students.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68511200","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 presents exploratory research investigating the way teachers integrate music into their regular mathematics lessons as well as the effects of music-mathematics interdisciplinary lessons on elementary school students’ mathematical abilities of modeling, strategy and application. Two teachers and two classes of first grade and third grade students (n=46) participated in the present study. The two teachers designed and implemented music activities as an integrated part of their regular mathematics lessons across five weeks. Results demonstrated that both teachers integrated a variety of music activities with different mathematical content. The music-math interdisciplinary lessons had positive effects on multiple mathematical ability areas.
{"title":"Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students' Mathematical Abilities.","authors":"Song A. An, M. M. Capraro, Daniel A. Tillman","doi":"10.21977/D99112867","DOIUrl":"https://doi.org/10.21977/D99112867","url":null,"abstract":"This article presents exploratory research investigating the way teachers integrate music into their regular mathematics lessons as well as the effects of music-mathematics interdisciplinary lessons on elementary school students’ mathematical abilities of modeling, strategy and application. Two teachers and two classes of first grade and third grade students (n=46) participated in the present study. The two teachers designed and implemented music activities as an integrated part of their regular mathematics lessons across five weeks. Results demonstrated that both teachers integrated a variety of music activities with different mathematical content. The music-math interdisciplinary lessons had positive effects on multiple mathematical ability areas.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"9 1","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D99112867","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68511366","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): Richardson, Ronald; Brouillette, Liane | Abstract: This article summarizes a quasi-experimental study, which demonstrated that integration of historic and ethnic music into the American history curriculum may lead to increased knowledge of the cultural and physical geography of the United States as well as enhanced student engagement.An experiment (n=215) conducted with eighth grade students investigated the effect that implementing supplementary music history workshops had on student attitudes and understanding of geographic concepts. Two instruments were used as pre-post tests: the Standards-Based Geography Test, Intermediate Level, from the National Council for Geographic Education and the Test of Geography-Related Attitudes. Analysis of covariance (ANCOVA) showed that students in the treatment group showed greater growth in geographic knowledge (effect size=.854) and more positive attitudes toward geography (effect size=.569).
{"title":"Historic and Ethnic Music Found to Increase Geographic Understanding: A Quasi-Experimental Study","authors":"R. Richardson, Liane Brouillette","doi":"10.21977/D99116259","DOIUrl":"https://doi.org/10.21977/D99116259","url":null,"abstract":"Author(s): Richardson, Ronald; Brouillette, Liane | Abstract: This article summarizes a quasi-experimental study, which demonstrated that integration of historic and ethnic music into the American history curriculum may lead to increased knowledge of the cultural and physical geography of the United States as well as enhanced student engagement.An experiment (n=215) conducted with eighth grade students investigated the effect that implementing supplementary music history workshops had on student attitudes and understanding of geographic concepts. Two instruments were used as pre-post tests: the Standards-Based Geography Test, Intermediate Level, from the National Council for Geographic Education and the Test of Geography-Related Attitudes. Analysis of covariance (ANCOVA) showed that students in the treatment group showed greater growth in geographic knowledge (effect size=.854) and more positive attitudes toward geography (effect size=.569).","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D99116259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68511378","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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