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A FALSE DICHOTOMY CAPE Founding and Creative Director Arnold Aprill proposes some solutions to healing the false dichotomy between "arts integrated teaching and learning" and "art for arts sake" in this article published by the Teaching Artist Journal, featuring photographs of artworks from CAPE classrooms. A STUDY OF PROFESSIONAL DEVELOPMENT FOR ARTS TEACHERS The Journal for Learning Through the Arts sponsored by theÊCenter for Learning through the Arts and TechnologyÊat the University of California at Irvine, published an article by CAPE researcher Gail Burnaford, Ph.D., on the results of the CAPE and Chicago Public Schools "Building Curriculum Community & Leadership through the Arts" project (2005 to 2008). CAPE METHODOLOGY A NATIONAL MODEL CAPE’s professional development methodology has been recognized as a national model. The Los Angeles County Arts Commission, the San Francisco Arts Commision, and the Santa Clara County Office of Education collaborated to create Designing the Arts Learning Community: A Handbook for K-12 Professional Development Planners to provide school districts with access to information and criteria to help them develop high-quality professional development programs in the arts for their K-12 teachers.  This online resource synthesizes documents, interviews, responses from promising practices in the field and literature regarding professional development and arts education. Click to see this documentation of CAPE’s methodology. STEPPING INTO AMERICA: AN EDUCATOR'S JOURNEY TO THE INTERSECTION OF SPECIAL EDUCATION AND THE ARTS Click to download the PDF of Chicago Public Schools teacher Jesl Cruz's reflections on arts integration and special education. CAPE FOUNDING & CREATIVE DIRECTOR'S BLOG Click to read the blog written by CAPE’s Founding and Creative Director Arnold Aprill. This blog is an idiosyncratic mix of essays on arts education and observations on contemporary language and culture. Readers are encouraged to register and respond. THE ARTS AND THE 21ST CENTURY CURRICULUM CAPE has long been in dialogue with the exemplary Irish arts education organization Kids Own Publishing Partnership. Kid's Own has now launched Practice.ie, an on-line collaborative research space reporting on artists' practice with children and young people. Practice.ie asked CAPE's Founding and Creative Director Arnold Aprill to contribute an essay to the site. Click here to read What's the Big Idea? STUDENTS WITH AUTISM This past November Jacqui Russell, artistic director of Chicago Children's Theatre and CAPE artist, spent 4 days with students with autism at the Clifford Bowie School in Ottawa, Canada. Russell worked daily with students ranging in age from 3-18 demonstrating the communication enhancing drama technicues that she has been using at Agassiz School here in Chicago. This special method of working with students on the autism spectrum has evolved out of her time spent as a visiting artist in the classroom with special education teachers David Rench and Jim Kirk. Click to see a blog post about her work in Canada. You can also listen to a radio interview she did with CBC Ottawa Morning. |
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REGGIO EMILIA REDUX CAPE consultant Gigi Schroeder Yu discusses the dynamic role of Reggio Emilia style documentation in the classroom. Download the PDF to read her article Documentation: Ideas and Applications from the Reggio Emilia Approach, published in 2008 by the Teaching Artist Journal. Permission requests for reprinting should be addressed to the publisher of the Journal, Taylor & Francis Group. LETTER FROM NEW ZEALAND In July 2007, Founding and Creative Director Arnold Aprill presented on the partnership model developed by CAPE at the Aotearoa New Zealand Association of Arts Educators. As always when Arnie attends conferences abroad, he learned much and met wonderful new colleagues in the field of arts education; and he always likes to share, to broaden our circle and collective knowledge. To read his report and musings, download the PDF Letter from New Zealand. TOWARD A CULTURE OF EVIDENCE A report by Dr. Gail Burnaford, CAPE's primary research consultant, on work in CAPE's Veteran Partnerships. She examines the effects of CAPE's methodology, which includes documentation and action research, to enhance the evaluation of teaching and learning. Click the following to download a PDF of Toward a Culture of Evidence. This report was published in Volume 108, Number 3 of the Arts Education Policy Review in 2007. Permission requests for reprinting should be addressed to the publisher of the Journal, Heldref Publications. LETTER FROM SEOUL A report from Arnold Aprill and Gigi Schroeder-Yu reflecting on their participation in the International Arts Education Symposium, November 2005, in Seoul, Korea. Click the following to download a PDF of Letter from Seoul. This report was published in Volume 4, Number 3 of the Teaching Artist Journal in 2006. Permission requests for reprinting should be addressed to the publisher of the Journal, Lawrence Erlbaum Associates. FOLLOWING THE LIGHT In her article, CAPE Veteran Partnership art teacher Marina Lopez discusses surprising ways of responding to a contemporary art museum with students. Click the following to download a PDF of Following the Light. This abstract was published in Volume 4, Number 2 of the Teaching Artist Journal in 2006. Permission requests for reprinting should be addressed to the publisher of the Journal, Lawrence Erlbaum Associates. RUNNING IN PLACE In this article by CAPE Veteran Partnership teacher/artist Jorge Lucero, he addresses the emerging identity of the artist as teacher. Click the following to download a PDF of Running in Place is Dumb/Great. This abstract was published in Volume 4, Number 2 of the Teaching Artist Journal in 2006. Permission requests for reprinting should be addressed to the publisher of the Journal, Lawrence Erlbaum Associates. |
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AN ART TEACHER'S JOURNEY Joe Mills, art and computer teacher at Murray Language Academy, investigates his development as a CAPE partner in his article Getting Simple, Getting Complex, Going Deep: An Art Teacher's Journey into Arts Integration, published by the Teaching Artist Journal in June 2008. RUNNING STRONG AFTER ALL THESE YEARS 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 DeMoss 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. FINDING THE THREAD OF AN INTERRUPTED CONVERSATION: THE ARTS, EDUCATION, AND COMMUNITY This on-line article from the Community Arts Network Reading Room looks at the role of the arts in our communities, and the importance of examining the evolving role of the arts in public education. Click the following to read this article. Finding the Thread of an Interrupted Conversation: the Arts, Education, and Community will open in a separate browser window. STUDY TOUR OF FRANCE: A TRAVELOGUE FROM ARNOLD APRILL From May 10-19, 2004, a contingent of American arts educators traveled to Paris and Lille as part of a cultural exchange between the U.S. and France, supported by the French-American Foundation and the Ministry of Culture and Communication of France, to study models of innovation in arts education. The following is a recap of the event, written by CAPE Founding and Creative Director Arnold Aprill. Click the following to read this article. Study Tour of France: A Travelogue from Arnold Aprill will open in a separate browser window. THE ARTS, ARTISTS & TEACHING: LIBERATING LEARNING Observations from a Student: Jane L. Polin, Philanthropic Advisor Commissioned by Bennington College and the J. Paul Getty Trust A penetrating overview of the field of arts and learning, describing breakthroughs in our collective understanding of the value of arts learning, the nature of the student's arts learning experience, strategies that build bridges and break barriers, and an analysis of what will be necessary to nourish this flourishing field. Click the following to read this article. A PDF of The Arts, Artists & Teaching: Liberating Learning will open in a separate browser window. |
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