RESEARCH & ASSESSMENT
CAPE convenes a Research and Assessment Task Force that meets several times a year to assist CAPE in developing sustainable structures for research.
The Task Force includes researchers, university professors, teachers, artists, principals, and representatives of Chicago Public Schools.
VALUES AND PRINCIPLES
CAPE has redesigned its programming so that research is embedded in practice on a regular basis, rather than limited to single initiatives funded through individual projects. CAPE's intent is to purposefully link professional development, documentation, evidence-based instruction, and research in order to investigate and expand learning through the arts.
The goal is to develop research that is:
In active dialogue with and useful to practitioners, and that grows out of practice, based on the principle of participation-involving dynamic and reciprocal learning.
Recognizes, honors, respects, and engages the action research of teachers, artists and students.
Engaged in animated practice-investigating how and why practice generates spirit, energy, excitement a sense of discovery and renewal for all participants, and authentic connections to and expressions of communities.
Sets standards for "praxis" the meaningful integration of theory and practice.
Sets standards for distributed leadership in data collection (teachers, artists, students and community members as co-researchers and self-researchers).
Facilitates opportunities for practitioners to present, publish and engage in theory development as colleagues with formal researchers.
Actively recruits the next generation of researchers from the communities being researched.
Values and enacts a plurality of arts and arts education practices, including classical, modern and post-modern forms, multicultural forms, multimedia forms.
Is curious about why and how educators are able to change their understandings of and attitudes towards the arts, and how those changed attitudes translate into changed practice that has a real benefit for learners.
Shares case studies and portraits of practice to actively contribute to our collective knowledge of arts in learning.
Actively contributes to the development of rigorous, manageable, informative, exciting models of alternative assessment.
Imagines and participates in a rich range of opportunities to share research with a wide variety of publics in exhibitions and performances co-curated with practitioners.
2004-2005 MEMBERS OF THE CAPE RESEARCH AND ASSESSMENT TASK FORCE
Gail Burnaford, Florida Atlantic University
Adrian Danzig, 500 Clown
John Easton, Chicago Center for School Research
William Estrada, Yollocalli Youth Museum
Carol Ann Fleming, Chicago Public Schools
Steve Flisk, Walsh School Principal
Marina Lopez, Teacher, Spry School
Catherine Main, University of Illinois, Chicago: Early Childhood Department
Jim Pelligrino, University of Illinois, Chicago
Laura Samson, Alphawood Foundation, Task Force Chair
Gigi Schroeder, DePaul
Larry Scripp, New England Conservatory of Music
Steve Seidel, Harvard Project Zero
Wendee Shavocky, Teacher, Hawthorne
Peter Taub, Museum of Contemporary Art, Chicago
Steve Tozer, University of Illinois, Chicago
Vicki Turbov, Teacher, Westinghouse High School
Cynthia Weiss, Columbia College
