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DEVELOPING EARLY LITERACIES THROUGH THE ARTS Larry Scripp, Ed.D., Founding Director, Center for Music-in-Education, New England Conservatory, 2007 The Developing Early Literacies Through the Arts (DELTA) project, made possible by an Arts in Education Model Development and Dissemination Grant from the U. S. Department of Education, consisted of a three-year collaboration between the Chicago Public Schools and CAPE, focusing on the contribution of arts integration to text literacy development in grades 1, 2 and 3. The DELTA study demonstrates how arts learning promotes multiple literacy learning processes that depend more on creative response, imagination, experimentation and aesthetic experience than do methods of learning that emphasize formulaic responses to rule-based literacy instruction. For an executive summary of this research, click the following. A PDF of CAPE's second release in its Contributions to Arts and Learning series will open in a separate browser window. Click the following for the full research report. A PDF of Developing Early Literacies through the Arts: A Final Report will open in a separate browser window. MOVING TOWARD A CULTURE OF EVIDENCE: DOCUMENTATION AND ACTION RESEARCH INSIDE CAPE VETERAN PARTNERSHIPS Gail Burnaford, Professor, Florida Atlantic University, 2006 This report is a culmination of three years of study of the impact on effective teaching of educators and artists engaging as partners in action research (inquiry based study of their own practice), in documenting the effects of arts integration on student learning (creating a “culture of evidence”), and in collaborating with other action research teams and with formal researchers to actively investigate qualities of teaching and learning at participating schools (what CAPE calls “layered research”). For an executive summary of this research, click the following. A PDF of CAPE's first release in its Contributions to Arts and Learning series will open in a separate browser window. Click the following for the full research report. A PDF of Moving Toward a Culture of Evidence: Documentation and Action Research inside CAPE Veteran Partnerships will open in a separate browser window. HOW ARTS INTEGRATION SUPPORTS STUDENT LEARNING: STUDENTS SHED LIGHT ON THE CONNECTIONS Karen DeMoss, University of New Mexico, 2002 Terry Morris, Consultant Learning in and with the arts has been linked with increased student achievement, but the means by which the arts may support cognitive growth in students is relatively undocumented. Thirty students across ten classes in veteran teacher-artist partnerships were selected to help explore the processes and outcomes associated with arts-integrated learning units versus learning processes and outcomes in comparable non-arts units. Click the following to learn more about this research. A PDF of How Arts Integration Supports Student Learning will open in a separate browser window. |
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THE PROFESSIONAL ARTIST AS PUBLIC SCHOOL EDUCATOR: A RESEARCH REPORT OF THE CHICAGO ARTS PARTNERSHIPS IN EDUCATION Lynn A. Waldorf, UCLA Graduate School of Education & Information Studies, 2000-2001 Through these studies, it is increasingly apparent that the participation of well-trained teaching artists is a valuable, and in some cases vital, addition to the general education of youth. The presence and artistic know-how brought to the classroom by these talented, dedicated professionals can, and is, having notable, sustainable influence on whole school improvement through transforming the daily learning experiences of educators and students alike. Click the following to learn more about this research. A PDF of The Professional Artist as Public School Educator will open in a separate browser window. RUNNING STRONG AFTER ALL THESE YEARS James S. Catterall, UCLA Graduate School of Education & Information Studies, 2000 Karen DeMoss, Research Associate In order to understand how effective arts partnerships are sustained through the years, Researcher James Catterall interviewed a CAPE teacher about the history of the CAPE partnership she helped to lead. Catterall and associate Karen De Moss analyzed this interview and identified patterns of program sustainability that they had observed in other CAPE partnerships. The researchers annotations are featured on the right-hand side of the interview text. Click the following to learn more about this inquiry. A PDF of Running Strong After All these Years will open in a separate browser window. CHAMPIONS OF CHANGE: THE IMPACT OF THE ARTS ON LEARNING James S. Catterall, Principal Investigator, 1999 Lynn Waldorf, Coordinator and Field Researcher The purpose of this monograph is to highlight the development of CAPE and its effects through the multiple inquiry lenses trained on the program over its first six years. The story is one of development and learning by school communities, teachers, and artists as they became increasingly and more deeply involved in arts-integrated instruction. It is also a story of increasingly tangible and measurable effects on student learning as the program matured. Click the following to learn more about this research. A PDF of Champions of Change will open in a separate browser window. |
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