2024-03-28T22:36:36Zhttps://escholarship.org/oaioai:escholarship.org:ark:/13030/qt2313375p2023-11-19T19:22:53Zqt2313375pArts Infusion: My Lived Experiences as an Elementary Visual Arts TeacherLaJevic, Lisa2022-01-01In this article, I present my lived experiences as an elementary visual arts teacher working in an arts-infused school. Investigating arts infusion as a form of arts integration, I introduce arts infusion and what it looks like in practice. Weaving together personal experiences, stories, reflections, lesson examples, and a literature review, I am inspired by narrative inquiry as a way of knowing and making meaning of past experiences and how reflective thinking can provide insight into the complexities of teaching and classroom practice. Reflecting on themes such as scheduling, time and space, participation, content knowledge, relationships and engagement, and support and funding, I highlight successes and challenges I encountered while working with arts infusion. Recognizing that many schools, particularly at the elementary level, are implementing arts integration, it is important to become aware of the lived experiences of those working in such programs and the possibilities their experiences, such as my own, have for growth and change. It is my hope more schools will acknowledge the potential for the arts and arts infusion in education. Arts InfusionArt EducationArts IntegrationElementary EducationInterdisciplinary LearningLived Experiencesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2313375particleJournal for Learning through the Artsvol 18, iss 1oai:escholarship.org:ark:/13030/qt8f8249qk2023-11-19T19:22:50Zqt8f8249qkA Mixed Methods Critical Review of the A+ Schools in NC: Making a Case for Fidelity in FrameworksWheeler, Kate2022-01-01Quantitative findings from NC school report cards comparing 37 arts-integration public K-8 schools in North Carolina (NC) called “A+ Schools” with 37 traditional public K-8 NC schools revealed that the majority of NC A+ schools averaged lower EOG scores than the schools in their district. In this data sample, both A+ Schools and traditional schools’ scores in NC had a downward trajectory since 2001. Additional findings included increased arts classes offered at A+ schools and slightly decreased chronic absenteeism compared to traditional public schools. This data was triangulated with a qualitative analysis of three interviews: with the NC A+ Schools program director, with an arts director at an A+ school, and with a principal at an A+ school. Challenges to implementation within the NC A+ program are discussed as well as methods of preparation and practice that link these two high-performing schools to four highly acclaimed arts-integrated school programs. A five-part framework for arts-integrated schools is recommended: (1) the use of data-driven planning, (2) garnering funds, (3) collaboration between arts educators, arts specialists and classroom teachers, (4) ongoing professional development (PD), and (5) showcases of student work.Arts integrationacademic successstudent engagementschool proficiencychronic absenteeismschool climatereformapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8f8249qkarticleJournal for Learning through the Artsvol 18, iss 1oai:escholarship.org:ark:/13030/qt8cs129c32023-11-19T19:22:48Zqt8cs129c3Effective Learning in the Modern ClassroomNokes, Christopher2022-01-01Abstract: Effective learning is viewed as an evolutionary process, and as such, it involves an expanded version of the Crenshaw-Collins view of intersectionality. It demands an in-depth view of the complex socio-cultural-ethnic milieu in which students are embedded. Even more, effective learning requires effectance problem-solving, investigation and semiotics, along with effectance motivation, to form a quadripartite framework for effectance holism, which becomes the foundation for equity. Equity in the classroom requires shared human experience, research, process, ideas, as well as product. Effectance motivation associates walking, awareness, attention, perception, thinking and adapting to one’s environmental conditions that encourage effective, competent interactions of students with their surroundings. Arguably, effectance, rather effective, motivation is evidentiary in childhood development, and is responsible for acquisition of increased intellectual awakenings in the home and in the classroom. However, effective motivation alone is self-limiting. I include effective problem-solving, investigation and semiotics into the equation. That students are active, constructive participants in the learning process is also evidentiary. With Susan Harter effectance motivation encompasses the developing intellect of children and evolution of their independence, mastery, competency and success. Against this background of scholarship research, Gardner’s multiple intelligences portray student success and motivation as a pathway only to stereotypical roles, without any educational value. In contrast, egosystem provides a viable framework for understanding students and their complex makeup. In fact, I argue that frames of reference should replace frames of mind. In terms of the value of learning through the arts, early modernism, especially Dada and Surrealism, have inspired students to reimagine their own art as having, not only intrinsic aesthetic value, but also extrinsic narrative value as social-political commentary. Essentially, art and design education must reimagine what students could do, if only they did not have to conform to a set curriculum, and were allowed to research art history on their own, explore their personal passions and experiment with various art forms.Effective LearningMotivationSemioticsInvestigationEgosystemHolismIntersectionalityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8cs129c3articleJournal for Learning through the Artsvol 18, iss 1oai:escholarship.org:ark:/13030/qt21v3v94m2023-11-19T19:22:46Zqt21v3v94mArt Infused Literacy: Scaffolding the Writing Process with with Visual StrategiesTraue, Kimberly LStewart, Roger A2022-01-01
This article describes a classroom-based teacher inquiry project that incorporated the use of visual art strategies to scaffold the writing process for 2nd grade students. The project was conducted in a rural Title I school in the Intermountain West. Designed by an art teacher, the Art Infused Literacy inquiry project applied the theory of transmediation, which is the “process of translating meanings from one sign system (such as language) into another (such as pictorial representation)” (Siegel, 1995, p. 456). This concept was of special interest to the first author since she recognized that transmediation could be a framework for bridging art and literacy teaching and learning. Many of her young students struggled with literacy skills and through transmediation she saw a way to organically support reading and writing in the art classroom. Being familiar with the content areas of both art and literacy, the first author had observed in her art classroom the similarities between how visual art and written works are created. Noting this connection inspired the following inquiry questions: (a) If salient concepts of the writing process are taught and practiced via exploration of the visual arts first, does this foundation provide a scaffold for students to transfer these concepts to the writing process? and (b) What visual strategies can be effectively employed to assist students in learning complex writing skills and achieving transmediation? A seven week interdisciplinary unit was designed and implemented in the first author’s classroom. Upon completion, this inquiry revealed synergies between visual arts and the writing process which resulted in positive student outcomes.
Elementary educationliteracyvisual literacytransmediationwriting processword choicebookmakingmentor textsstudent engagementapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/21v3v94marticleJournal for Learning through the Artsvol 18, iss 1oai:escholarship.org:ark:/13030/qt4dt9126h2023-11-19T19:22:43Zqt4dt9126hScripting the Curriculum: A History of Students Dramatizing Content InformationFlynn, Rosalind M2022-01-01Prior to the 1990s, the term “arts integration” rarely—if ever—appeared in educational literature. The term may be new, but educators have been involving students in arts learning processes for centuries. In particular, teachers have long harnessed the power of drama to engage students in arts-integrated learning activities. Articles and books published between 1903 and 2018 reveal that student-written scripts comprised classroom learning activities in social studies, literature, and even science courses. Briefly contextualized in prevailing American educational ideologies, this research examines the history of the use of scriptwriting as an educational tool, sharing what teachers and students did, how they did it, how they described it, and why they endorse scriptwriting as a learning activity. The generations of teachers who authored the articles about their practices report academic and social benefits for their students as well as professional satisfaction for themselves. Their ideas, methods, topics, and insights may serve as validation and motivation for current educators. The goal of this research is to encourage today’s educators by familiarizing them with the significant history of this work and challenging them to continue to promote and implement artistic ways of learning.arts integrationscriptwritinghistorical research in arts educationhistory of script writing in schoolsarts in educationeducational dramadrama in educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4dt9126harticleJournal for Learning through the Artsvol 18, iss 1oai:escholarship.org:ark:/13030/qt78h1g3qx2023-11-19T19:22:41Zqt78h1g3qxA Movement Rises to Change the Teaching of Reading: Low Test Scores Fuel Demands for ChangeD'Souza, Karen2022-01-01This is the first in an occasional series on the dramatic national push to revamp how reading is being taught in the earliest grades. This EdSource special report examines the state of early reading in California, the needs of special learners, teacher preparation and training and curricula and textbooks that are driving instruction. ReadingSpecial LearnersTeacher PreparationCurriculaTextbooksapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/78h1g3qxarticleJournal for Learning through the Artsvol 18, iss 1oai:escholarship.org:ark:/13030/qt6gc147h02023-11-19T19:22:39Zqt6gc147h0“Beyond the 'ordinariness'”: Arts-based teacher educationDallacqua, Ashley K.Kersten-Parrish, SaraRhoades, Mindi2022-01-01This article documents work with pre/in service teachers who are university students across three universities in three regions of the US, across multiple courses. Given our shared concern about the narrowing of space for imaginative literacy practices in schools, we focus on our collective use of open-ended, arts-based pedagogies as a way to challenge how we, as instructors, and our students conceive of literacy practices. A collection of Shaun Tan texts (including picturebooks, wordless graphic novels, and other multimodal/media texts for young people) served as focus texts across our three classroom contexts. We found surprise, a problematizing of narrow literacy definitions, and flexibility were all common ways of responding to this open-ended, arts-based literacy work. It resulted in tensions around and challenges of conventional or ordinary classroom literacy practices and pedagogical choices.arts-based pedagogiesteacher educationliteracy educationchildren’s literatureapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6gc147h0articleJournal for Learning through the Artsvol 18, iss 1oai:escholarship.org:ark:/13030/qt11t8r92b2023-11-19T19:22:37Zqt11t8r92bWinter, Her Dolphin Tale, and the Rise of Environmental EducationSaito, Carlos Hiroo2022-01-01Dolphin Tale is a movie about a dolphin that loses its tail after being entangled in a crab trap line and obtains a prosthetic tail. The movie was presented to support environmental education classes at the University of Brasilia. Over a period of five years, 210 Brazilian undergraduate and graduate students answered questionnaires after watching it. The results demonstrate that the movie helped to accomplish environmental education goals: the comprehension of the role of scientific knowledge in solving socio-environmental problems, the impact of human activities on biodiversity, the novelty of the integrative interplay of different disciplines, and the importance of values in awareness. interdisciplinarityvaluesbiodiversity conservationenvironmental impactmovieapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/11t8r92barticleJournal for Learning through the Artsvol 18, iss 1oai:escholarship.org:ark:/13030/qt2w28q04m2023-11-19T19:22:36Zqt2w28q04mExpanding Equity in the Early Grades through Art and Nature StudyBrouillette, Liane2022-01-01This article reviews evidence that children in the early grades benefit from aesthetic education and encounters with the natural world. The goal of kindergarten is examined, along with how the youngest members of a kindergarten cohort can be disadvantaged by an over emphasis on reading skills. Effective ways that early elementary teachers can awaken children’s desire to learn through hands-on aesthetic and nature study projects are described.KindergartenArtAesthetic EducationNature StudyEarly Elementaryapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2w28q04marticleJournal for Learning through the Artsvol 18, iss 1oai:escholarship.org:ark:/13030/qt69g7t4nx2023-11-19T19:22:35Zqt69g7t4nx2022 ForewordMissakian, Ilona V.2022-01-01The editor summarizes and introduces the reader to the contents of the 2022 Journal for Learning through the Arts, Volume 18, Issue 1.arts integrationarts and naturebio-environmental filmdrama and script-writinglanguage artsvisual thinking skillsarts-infused programsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/69g7t4nxarticleJournal for Learning through the Artsvol 18, iss 1oai:escholarship.org:ark:/13030/qt4xs0c4d92022-10-21T18:10:17Zqt4xs0c4d9Medical Students using Theatre to Engage Seniors in Long-Term Care Facilities: Fostering Empathy Through a Humanities Pilot ProjectJay, MohammadHashmi, Syeda ShanzaFraccaro, Luke JosephBhatt, ChirayuGill, SanaKhater, SerinaLamb, SusanArchibald, Doug2021-01-01Background: The implementation of humanities, and particularly theatre, into the medical curriculum is a nascent but promising field. Here, we report on the Theatre in Community Health Project (TCHP), an initiative devised by University of Ottawa medical students focused on the use of performative theatre with residents in a long-term care facility. We also describe the impact on medical students’ developing communication skills and empathy after they complete the TCHP.Methods: Two cohorts of first year medical students at the University of Ottawa participated in the TCHP at Villa Marconi Long Term Care Facility (LTC) over two consecutive years. Medical student participants subsequently each completed a critical reflection of their experience and these were used as the basis of our thematic analysis. Using an inductive thematic analysis, 17 themes and the frequency of statements pertaining to each theme were identified.Results: The analysis of the students’ reflections showed two overarching themes: insight into communicating with geriatric populations and improved insights into long term facilities.Conclusion: Our study of the TCHP programshows a relationship between medical students’ experiences with audience-oriented performative theatre and increased capacity for empathy and communication toward the targeted audience. The mechanisms by which this increased capacity takes place may be twofold: first, enhanced awareness of the behavioural components of empathy and communication; and second, deeper appreciation for how each patient’s individual context shapes the clinical encounter.Medical EducationHumanitiesArtsTheatreGeriatric Populationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4xs0c4d9articleJournal for Learning through the Artsvol 17, iss 1oai:escholarship.org:ark:/13030/qt21h3c7wd2022-10-21T18:10:16Zqt21h3c7wdLanguage Through Music: Bridging the Opportunity Gap in the ELD ClassroomSCHECKEL, BENITA LKula, Stacy M2021-01-01
Because long-term English language learners (LTELs) in California normatively take two hours of English language instruction beginning in middle school, their schedules disallow participation in electives, such as arts, representing a significant opportunity gap. This mixed methods study examined the student, parent, and teacher experiences as well as the student English language development outcomes of a pilot program undertaken in one Southern California school district, in which one class of 17 LTEL students were placed into a choir class that embedded ELD standards into the curriculum. After one semester of the pilot program, qualitative data in the form of interviews, journals, and a focus group indicated that the program improved social-emotional outcomes for LTEL students and was highly supported by their parents, while teachers indicated that the program was positive, but needed further support in order to work well as a regular course offering. Quantitative results derived from ANCOVA analyses of English language assessments indicated that the students in the program significantly improved in their English development in comparison to a demographically matched control group from the same district. Implications for practice and further research are discussed.
English Language Learnersmusic educationopportunity gapachievement gappropensity score matchingEnglish language developmentsingingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/21h3c7wdarticleJournal for Learning through the Artsvol 17, iss 1oai:escholarship.org:ark:/13030/qt0701152q2022-10-21T18:10:14Zqt0701152qStatewide Arts Integration Programming: A closer look at successes and challenges for elementary students, classroom teachers, and arts educators.Penerosa, RebeccaPischnotte, Andrea2021-01-01When schools face issues of funding, arts programs are usually among the first to suffer, facing everything from cuts to full-blown elimination. However, the arts have been shown to be crucial for student development, not only for the joy of self-expression through the arts themselves, but also because of the social, emotional, and academic connections children can make through them. Recognizing this importance, several school districts across the nation have adopted a paradigm-changing method of instruction in which the arts are actually integrated into the curriculum as a means of teaching other core subjects. One organization making this possible is the Beverley Taylor Sorensen Arts Learning Program (BTSALP), an arts-integration statewide program now implemented in 400+ schools throughout the Intermountain West.This qualitative study seeks to evaluate the effectiveness of this particular program in a handful of schools through interviews conducted with arts educators, general-curriculum teachers, students, and parents. Schools were chosen for the study to reflect the different art forms in which the educators specialized and to include areas with differing student demographics. Results indicate that, despite some challenges, participants found this method of arts integration to be a highly effective way to teach core curricula while preserving the aspects of art that students find engaging. arts integrationarts educationmusicdancevisual artstheatredramaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0701152qarticleJournal for Learning through the Artsvol 17, iss 1oai:escholarship.org:ark:/13030/qt56f9g06r2022-10-21T18:10:13Zqt56f9g06rArts-Embedded Education: Experiential Learning in a Waldorf First-Grade ClassroomTelfer-Radzat, KimberlyBrouillette, Liane2021-01-01This article provides an overview of the first-grade art and literacy curriculum of Waldorf schools, the world’s largest, non-religious independent educational network. The Waldorf curriculum was created by Austrian philosopher Rudolf Steiner, a contemporary of John Dewey and Maria Montessori who shared their belief in the advantages of active learning. Yet Steiner was unique among his contemporaries in his focus on an artistic approach to learning. Under their teacher’s direction, children draw, sing, play and learn the sounds of alphabet letters.Waldorf schoolsWaldorf curriculumfirst-gradeart and literacyactive learningapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/56f9g06rarticleJournal for Learning through the Artsvol 17, iss 1oai:escholarship.org:ark:/13030/qt4xb1c0mk2022-10-21T18:10:13Zqt4xb1c0mkCase Study Involving Art Integration Supports Social Studies Content Learning and CreativityZhbanova, Ksenia S.Rule, Audrey C.2021-01-01
Arts integration with core subjects has been recognized as improving academic achievement. The current study investigated the mechanisms / principles supporting success by examining artist-reported thoughts during an art-integrated social studies project
in which the artist created a diorama about a Native American tribe’s use of corn. The research questions centered on these issues: the ways corn was depicted in the artwork, types of themes emerging from the data, types of interactions present, processes occurring when art and social studies inquiry are combined, and aspects of creativity theory occurring in the final artwork and data. The data for this case study were collected over four months during the creation of the artwork, and consisted of notes of the artist regarding questions, thoughts, feelings, and decisions while working on the art piece. The diorama showcased various scenes of corn’s place in Hopi society such as courtship during corn grinding, corn kachina dancers, perfect “mother” and “father” ears of corn for a newborn, corn petroglyphs, and a small cornfield near a stream. These data were explored by thematic analysis using the constant comparison method, techniques common in art research. Thematic analysis yielded seventeen themes and sixty subthemes, including the finding, from interaction analysis, that artistic inquiry facilitated and guided social studies inquiry and vice-versa. These art-facilitated interactions resulted in new social studies content learning by the artist, along with facilitation of creativity. Data statements showed support for fluency, flexibility, originality, and elaboration; Torrance’s creative strengths; Piirto’s Seven I’s of Creativity; and Csikszentmihalyi’s flow. Art-driven social studies inquiry could be used by social studies teachers as a motivating educational tool to increase content learning while encouraging students to increase their creativity. Art education can be recognized as an integral partner of social studies. This concrete example not only showed increased motivation and content learning but improved creativity.
Thematic analysissocial studiesart integrationeducationHopi culturecreativityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4xb1c0mkarticleJournal for Learning through the Artsvol 17, iss 1oai:escholarship.org:ark:/13030/qt63j8s4zx2022-10-21T18:10:12Zqt63j8s4zxThe Benefits of Infusing the Arts in a College Preparatory ProgramMillett, Catherine M.Kevelson, Marisol J. C.Mirakhur, Zitsi2021-01-01An extensive body of work has demonstrated the benefits of participating in the arts, including when it is integrated into other disciplines, for young adults. In addition, this work highlights the likely advantages of engagement with the arts for students from low-income backgrounds as they transition into elite postsecondary institutions. Such findings have shaped the organization of the Princeton University Preparatory Program (PUPP), a rigorous academic and cultural enrichment program which supports high-achieving, low-income public high school students, from the communities surrounding campus, prepare for admission to and success at selective colleges and universities. More specifically, PUPP provides its scholars with a studio art course during each of their three summers in the program and school-year trips to performances and museums. During their time in PUPP, scholars attend approximately 21 live performances and visit at least six different art museums.In this paper, we add to the literature on art integration by examining whether, and how, the views of PUPP scholars on the arts programming they receive change over their time in the program. We also assess the PUPP alumni’s perceptions of the extent to which PUPP’s art and cultural activities influenced them. Taken together, these analyses of survey data help us understand whether there are differences in student views by the amount of art programming they receive (“dosage”) and if there are sustained benefits of the arts integration and programming PUPP students receive (“fade-out”). We supplement this quantitative data with information from focus groups with a variety of stakeholders.Although our quantitative analyses of survey data revealed no dosage or fade-out effects, our interview data highlighted the cumulative development of art skills and knowledge over time and confirmed that the program’s arts and cultural activities provided contextual information and experiences useful for PUPP alumni in college. Along with prior work that shows PUPP scholars’ overwhelmingly positive views of the arts programing, these findings point to the benefits of university-led college access programs that provide arts and cultural exposure for students’ social and cultural capital and college preparation.College accessacademic engagementstudent engagementcultural capitalhigh school studentscollege studentsart educationarts exposureeconomically disadvantagedfirst-generation college studentsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/63j8s4zxarticleJournal for Learning through the Artsvol 17, iss 1oai:escholarship.org:ark:/13030/qt0r0477g72022-10-21T18:10:10Zqt0r0477g7Foreword to 2021 Volume 17, Issue 1Missakian, Ilona V2021-01-01Foreword to 2021 Volume 17, Issue 1Forewordapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0r0477g7articleJournal for Learning through the Artsvol 17, iss 1oai:escholarship.org:ark:/13030/qt2fp9m1q62021-03-17T15:33:16Zqt2fp9m1q6UNITY IN DIVERSITY: THE PRESERVED ART WORKS OF THE VARIED PEOPLES OF ABEOKUTA FROM 1830 TO DATEIfeta, Chris FunkeIdowu, OlatunjiAdenle, JohnOchei, Bukola Odesiri2020-01-01Much has been written on the history of Abeokuta and their artworks since their occupation of Abeokuta. Yoruba works of art are in Museums and private collections abroad. Many Museums in the Western part of Nigeria including the National Museum in Abeokuta also have works of art on display, however, much of these are not specific to Abeokuta. In particular this research unravels a mix up in international documentation of Abeokuta works. Writers on Abeokuta works of art include both foreign and Nigerian scholars. This research uses Historical theory to study works of art collected and preserved on Abeokuta since inception of the Egba, Owu and Yewa (Egbado) occupation of the town and the implications for development in the 21st century. The study involved the collection of data from primary sources within Abeokuta in addition to secondary sources for information on the varied works of art including amongst others Ifa and Ogboni paraphernalia, as well as records of artefact collected through wars. The research unravelled germane works that have not been written on. However, the study also unravels that very little is done to improve on the indigenous technologies through the introduction of modern machinery for production. Recommendations are given for better production without undermining the cultural identity of the people to promote tourism and industrialisation for the development of the town and mass employment of millions of its teeming youthsAbeokutaartefactsMuseumtourismindustrialisation and development.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2fp9m1q6articleJournal for Learning through the Artsvol 16, iss 1oai:escholarship.org:ark:/13030/qt2036q24q2021-03-17T15:33:15Zqt2036q24qExecutive Function Improvement of Students With Adverse Childhood Experiences After an Art-Integration Program.Kuhn, MasonPepanyan, MarineTallakson, Denise2020-01-01This paper shares the results of an exploratory study that measured the change in Executive Function (EF) skills of At-Risk third-grade students with varying Adverse Childhood Experiences (ACEs) before and after an Arts-Integration (AI) program. Student EF skills were measured using the Minnesota Executive Function Scale (MEFS) and a statistically significant increase in EF skills was observed in the post-test. In addition, a regression analysis was conducted to determine if students with a high level of ACEs improved at a different rate than students with a low level of ACEs and it was found that the number of ACEs was a significant predictor of improvement on the MEFS. The article describes why students with high ACEs would likely have EF skill deficiencies, why EF skills are important for success in school, and how using the arts in curricula can help develop EF skills in students.Art-Based InquiryAdverse Childhood ExperiencesProfessional Development SchoolExecutive Function Skills.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2036q24qarticleJournal for Learning through the Artsvol 16, iss 1oai:escholarship.org:ark:/13030/qt32f4w64m2021-03-17T15:33:14Zqt32f4w64mLab Reports and Horror Stories: Leveraging Chemistry Majors’ Writing Interests for Student Engagement and RetentionNicholes, Justin2020-01-01Perceived divisions between arts/writing and science/disciplinary writing stymie science students' writerly growth. This study adopted a case-study qualitative design to discover how science undergraduates at one public university in the eastern U.S. understood writing and how they evaluated creative or personal writing in relation to their science identities. Findings show that science majors in this sample defined science writing as distinct from others kinds of writing, but they also saw creative writing as personally enjoyable and valuable. Conclusions are made that science educators may be able to leverage creative, imaginative writing that used in industry, such as science fiction prototyping, to give students chances to demonstrate how creative narratives do not lie beyond the boundaries of scientific discourse.Science WritingCreative WritingWriting Across the CurriculumWriting in the Disciplinesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/32f4w64marticleJournal for Learning through the Artsvol 16, iss 1oai:escholarship.org:ark:/13030/qt2067t0ss2021-03-17T15:33:13Zqt2067t0ssIntegrating Drawing in Teaching English Language at Yumba Special School for Children with Intellectual DisabilitiesAlhassan, BawaOsei (PhD), Mavis2020-01-01Pupils with intellectual disabilities have personal, social and communication challenges as stated in DSM-5 (APA, 2013) and ICD-10 (WHO, 1992). As such, their cognition in general and language acquisition in particular are difficulties they struggle with in school. As a result, teaching them becomes cumbersome for teachers and caregivers. However, theories in the literature aver that art can be used as a tool to enhance teaching and learning of English language to pupils in the general population and pupils with intellectual disabilities in particular. The purpose of this study was to integrate drawing in teaching and learning of English Language at Yumba Special School for children with intellectual disabilities. The special school is situated in Tamale, the capital of Northern Region of Ghana. The study employed action research method where topics in English Language were taught by making pupils draw in the classroom. The researchers used six weeks to conduct the action research. Researchers observed that integrating drawing in teaching English Language do not only make learning enjoyable and interesting but also drawing gained and sustained pupils attention as they were actively involved in the learning process, even though children with intellectual disabilities are symptomatic of Attention Deficit Hyperactive Disorder (ADHD). Therefore educators should adopt drawing integration in teaching English Language in intellectual disability learning environment. Intellectual disabilitiesdrawing integrationEnglish language teachingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2067t0ssarticleJournal for Learning through the Artsvol 16, iss 1oai:escholarship.org:ark:/13030/qt2t13v8892021-03-17T15:33:12Zqt2t13v889Bringing Type 2 diabetes to theatre: Examining Appalachian audience reflections on The Sugar PlaysWright, Kallia Odette2020-01-01The Sugar Plays are a family-focused health intervention. The goal of the play is to explore the experience of living with a Type 2 Diabetes Mellitus (T2DM) diagnosis in Appalachia. This present study examined audience reactions using three data-collection methods: (1) open-ended questionnaires, (2) participatory sketches and (3) semi-structured personal interviews. This qualitative analysis of 30 audience members who participated in all three methods found that they articulated lessons learned from the plays, evaluated the characters’ behaviors, and engaged in reciprocal storytelling. The audience’s reactions demonstrated that narrative telling is relational and that audiences were critically engaged in the process. The plays also helped health practitioners foster conversations about diabetes, the impact of intergenerational dietary habits, and the role of intergenerational buffers.AppalachiaNarrativeTheatreType 2 Diabetes Mellitusapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2t13v889articleJournal for Learning through the Artsvol 16, iss 1oai:escholarship.org:ark:/13030/qt2ms1j43n2021-03-17T15:33:11Zqt2ms1j43nHistory of science meets history of art on Galileo's telescope: An integrated approach for science educationVazquez-Manassero, Margarita-AnaManassero-Mas, Maria-AntoniaVázquez-Alonso, Ángel2020-01-01An interdisciplinary approach to science education through history of art is proposed. The approach is innovative, as the artworks complement the history, philosophy and sociology of science contents to increase students’ interest and motivation. The approach integrates humanities and science education through history of art, which request interdisciplinary cooperation of the teachers of the school subjects involved with historical curriculum contents. The approach is elaborated through the case of Galileo's telescope, which provides specific features on the relationships between science and technology (scientific instrumentation applied to generate knowledge), nature of science, and science-technology-society relationships, where history and art meet each other. Further, history of art contributes some contemporary artworks on Galileo case that highlight all those relationships. The explicitness, perception, beauty and accessibility of the paintings may also be a key element to develop teachers’ and students’ interest and motivation in teaching and learning science through its integration with history of art. Finally, the interdisciplinary educational approach develops a teaching-learning sequence on the basis of Galileo's telescope to guide teaching the issue in science education through history of art. This didactic exemplification elaborates some aims, contents, resources and activities throughout the human, social, philosophical, artistic, scientific and historical aspects involved in the case of Galileo that teachers must adapt to specific subjects, degree and students. history of sciencehistory of artinterdisciplinary science teachingGalileo’s telescopenature of science and technology.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2ms1j43narticleJournal for Learning through the Artsvol 16, iss 1oai:escholarship.org:ark:/13030/qt0pd9v0bt2021-03-17T15:33:11Zqt0pd9v0btIt got me back to science and now I want to be a plant scientist: Arts-integrated science engagement for middle school girlsMark, Ph.D., Sheron LConstantin, Geena MTinnell, Terri LAlexander, Olivia2020-01-01While middle school is a critical phase for science career development for all students (Maltese & Tai, 2009), this stage presents considerations for females in science, in particular. During middle school, the decline in science interest is greater for females than males and, for most students, the level of science interest developed during this middle school stage will persist throughout their lifetime, thereby influencing science career interests and attainment (Todd & Zvoch, 2017). This study aimed to stimulate and sustain middle school female students' interest in science study and careers by transforming opportunities for their participation in classroom science in ways that better appealed to and supported female science students. Research has shown that collaborative and active engagement with peers, hands-on and tangible modes of engagement, significant real-world connections, and choice have been effective in supporting middle school female students in science. Arts-integration has been explored as a cohesive framework that could potentially incorporate each of these characteristics into a science learning environment for five middle school female students. Pre- and post-interviews served as data to investigate the impact of a four-week arts-integrated science unit on the students’ interests in science and science careers. The students explicitly discussed the positive effects of collaborative and active engagement with peers, hands-on and tangible modes of engagement, and significant real-world connections on their interest in science and science career planning. While they did not explicitly acknowledge choice, all of the girls indicated thorough enjoyment from learning and engaging in science in the ways presented in the study. All of the students advanced in their career planning as a result of experiences in the unit, either in terms of science careers or the arts. Findings are discussed in light of related research and future lines of inquiry.arts-integrationmiddle school femalesscience interestscience career developmentapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0pd9v0btarticleJournal for Learning through the Artsvol 16, iss 1oai:escholarship.org:ark:/13030/qt6fh021382021-03-17T15:33:10Zqt6fh02138Pedagogical Discoveries through Participation in a Devised Ethnodrama about DepressionOmasta, MattLandroche, AlyssaProject Team, The Facing Depression2020-01-01This study employs interpretative phenomenological analysis to investigate theatre artists' perceptions and experiences of the phenomenon of devising and performing an ethnodramatic play about depression. Specifically, it explores reflective journal entries the artists wrote after each rehearsal and performance. The analytic process included identifying, coding, and categorizing significant statements in order to develop warranted assertions about the phenomenon. The data suggest that the phenomenon was pedagogical in nature. As such, this article explores seven emergent themes / beliefs participants apperceived throughout the process and discusses the variable veracity of those beliefs.depressiondevised theatreethnodramapedagogyartist beliefsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6fh02138articleJournal for Learning through the Artsvol 16, iss 1oai:escholarship.org:ark:/13030/qt8jw0g06p2021-03-17T15:33:09Zqt8jw0g06pMapping out Dramatic FormsTeruel, Tomás MotosAlfonso-Benlliure, VicenteFields, Donna Lee2020-01-01This paper examines the understanding of the use of dramatic activities and conventions in the field of education and social action, differentiating between the constructs of theatre and drama in education. In order to help reflect on the practices of teachers and educators who use these didactic strategies in their profession, three diagrams are used as models to illustrate mapping techniques. The first is sketched from the process/product, play/performance and participation/non-participation variable; the second is based on the variables of verbal/non-verbal, open/closed and small scale/large scale; and the third diagram represents drama/theatre, collective/individual and change-centered/not change-centered practices. All theatrical forms in the three diagrams are concisely, but not wholly, characterized.Drama ActivitiesTheatreApplied TheatreMappingCLILapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8jw0g06particleJournal for Learning through the Artsvol 16, iss 1oai:escholarship.org:ark:/13030/qt9jr8j2bh2021-03-17T15:33:08Zqt9jr8j2bhForeword to 2020 Journal of Learning through the ArtsMissakian, Ilona Virginia2020-01-01Thank you to the authors and reviewers for their contributions to the 2020 Journal of Learning through the Arts.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9jr8j2bharticleJournal for Learning through the Artsvol 16, iss 1oai:escholarship.org:ark:/13030/qt6d33k80d2020-07-26T17:53:05Zqt6d33k80dTurning Theory into Practice: A Case Study in the ArtsLieberman, Ilene DParker, Mara E.2019-01-01Students who take art and music courses learn not only content, but also develop new ways of thinking, communicating, and evaluating. Ultimately, such classes teach students to hear and to see, to be comfortable with ambiguity, to examine issues from multiple perspectives, and to develop sound strategies for working through confusing and sometimes controversial issues. We argue that the ways of thinking presented in these courses can transfer to any discipline. This article presents a targeted case study of our experience tailoring a multi-disciplinary arts course specifically to nursing students. We outline the course construction, document our findings, assess our results, and argue for the benefits of visual and aural training.AmbiguityArtsArts EducationCritical ThinkingEmpathyFine ArtsListening SkillsMultiple PerspectivesNursingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6d33k80darticleJournal for Learning through the Artsvol 15, iss 1oai:escholarship.org:ark:/13030/qt5cm0r1632020-07-26T17:53:04Zqt5cm0r163Challenges and Supports to Elementary Teacher Education: Case Study of Preservice Teachers’ Perspectives on Arts IntegrationHipp, JamieSulentic Dowell, Margaret-Mary2019-01-01
This case study investigates the factors that challenge and support preservice teachers’ (PST) arts integration beliefs and practices. The participants include a total of 74 PSTs enrolled in a mandatory university arts course at a large Southern university across three consecutive semesters. Concurrent with arts class enrollment, PSTs are also enrolled in their capstone, semester-long, student teaching experience. The authors used PSTs’ end-of-semester reflections and the primary data source. Findings illustrate that PSTs can be creative through arts integration within teaching and learning, while still acknowledging challenges at the school level. The authors detail how they revamped existing elementary preservice arts classes to focus on arts-integrated instructional practices. In addition, findings illustrate the need for strategic inservice training for mentor teachers on the efficacy of arts integration in elementary settings and for administrative support for the arts at the school level.
Arts IntegrationTeacher PreparationElementary Education ProgrammingUnited StatesPedagogical Approachesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5cm0r163articleJournal for Learning through the Artsvol 15, iss 1oai:escholarship.org:ark:/13030/qt1m0406252020-07-26T17:53:03Zqt1m040625Csikszentmihaliyi’s Concept of Flow and Theories of Motivation Connection to the Arts in an Urban Public High SchoolBeese, Jane A.Martin, Jennifer L.2019-01-01The concept of flow, or being so immersed in an activity that awareness of self becomes inextricable from the action, and motivational theory can work collectively to help us better understand how fine arts curricula can impact student motivation and learning. In this article, we use Csikszentmihaliyi’s concept of flow as a way to explore high school students’ experiences when completing challenging learning activities within a fine arts education program. In this study, focus groups were conducted to explore 19 high school age performing arts students' experiences of flow and how those experiences affected their engagement, motivation, and academic outcomes. From the researchers' perspectives, participants, who did not know the concept of flow, described rich, descriptions of flow experiences revealing aspects of growth mindset, emotional intelligence, and self-actualization. There were also connections to academic subjects that included the desire to stay in the program and the requirements of maintaining good grades, using art as a platform for assignments in other classes and applying the skills developed through arts education to do well.EducationFine Arts ProgramsHigh SchoolFlowMotivationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1m040625articleJournal for Learning through the Artsvol 15, iss 1oai:escholarship.org:ark:/13030/qt7fm1r4q62020-07-26T17:53:02Zqt7fm1r4q6Making Content Relevant (Or Not): Exploring the Outcomes of a Project-Based Curriculum in Post-Secondary Art AppreciationBlatt-Gross, Carolina Eve2019-01-01Because college students often struggle to understand the relevance of isolated and abstract art content to their programs of study and daily lives, this study explores the potential to generate meaningful education through a project-based curriculum in a college Art Appreciation course. Informed by research from educational psychology and neuroscience, this curriculum design was intended to help students (all non-art majors) connect course content to their social, emotional and physical realities and offer the potential to improve them. In class, students explored forms of visual communication, various media, and the relationship between art and culture before applying their findings to the design of a public artwork for their nearly art-free campus. Based on a constructivist epistemology and a phenomenological methodology, this study utilized participant observation, student projects and illustrated reflections as data sources. The results suggest positive outcomes, such as demonstrable understanding and application of course content as well as shortcomings, specifically the potential to fortify and actualize these connections.Art AppreciationPost-secondary PedagogyProject-Based LearningSocial Emotional LearningAesthetic ThinkingCommunity Based Art Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7fm1r4q6articleJournal for Learning through the Artsvol 15, iss 1oai:escholarship.org:ark:/13030/qt1sh4d82m2020-07-26T17:53:01Zqt1sh4d82mUsing the Arts to Develop a Pedagogy of Creativity, Innovation, and Risk-Taking (CIRT)Cho, Christine LouiseVitale, John Luke2019-01-01
This paper considers the complex and somewhat nebulous term “creativity”, exploring the ways in which the pedagogical phenomenon we call “CIRT” (an acronym) can enrich classroom approaches so as to enhance Creativity, boost Innovation, and encourage Risk-Taking. In addition, we review elements that impact the creative process and explore concepts of freedom, as well as the constraints and parameters of creativity. In our role as teacher educators, we explore the connection between teaching and creativity by outlining three key examples of approaches that utilize the CIRT framework including: synesthesia, imagination, and audiation activities.
teacher educationpedagogycreativityinnovationrisk-takingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1sh4d82marticleJournal for Learning through the Artsvol 15, iss 1oai:escholarship.org:ark:/13030/qt33q136b12020-07-26T17:53:00Zqt33q136b1Connecting Arts Integration to Social-Emotional Learning among Special Education StudentsCasciano, RebeccaCherfas, LinaJobson-Ahmed, Lauren2019-01-01Little is known about the connection between arts-integrated education and social-emotional learning, particularly for students with disabilities. This paper draws on data from a case study of a federally-funded arts integration program called Everyday Arts for Special Education (EASE) to identify the mechanisms by which arts-integrated teaching promotes engagement, self-control, interpersonal skills, and leadership among special education students. We draw on observational and interview data to present a conceptual model for understanding the impact of arts-integrated education on student social-emotional outcomes. The data suggest that arts integration impacts students' social-emotional outcomes in two ways: by providing teachers with simple, easy-to-implement activities that explicitly encourage growth on one or more social-emotional competencies; and by providing teachers with a methodology that encourages student engagement, which in turn encourages social-emotional growth. We conclude with a discussion of some of the factors required in order for arts integration to be adopted and implemented effectively within classrooms.arts integrationsocial-emotional learningspecial educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/33q136b1articleJournal for Learning through the Artsvol 15, iss 1oai:escholarship.org:ark:/13030/qt5qg6j1n52020-07-26T17:52:59Zqt5qg6j1n5Stakeholder Perceptions of the Effects of a Public School-Based Theatre Program for Children with ASDGoldstein, Thalia R.Lerner, Matthew DPaterson, SarahJaeggi, LenaToub, Tamara SpiewakHirsh-Pasek, KathyGolinkoff, Roberta2019-01-01Arts programs are often credited with helping children with autism spectrum disorders (ASD) gain cognitive and social skills. As with all claims of transfer from experience in the arts to abilities in non-arts domains, empirical evidence is mixed, and often criticized for both imprecise methodologies and a lack of connection back to the art form itself. Exact measurement of programs’ mechanisms and effects are rare. To investigate the effect of theatre experiences for children with ASD, we completed a systematic study of adult stakeholders of a large, school-based, successful musical theatre program. We found stakeholders emphasized modeling, routines, and relaxation as useful strategies, endorsing that the program built imitation, motor abilities and turn-taking skills. These observations raise questions for standard theories of the effects of arts that focus and accentuate only higher order social and emotional or academic skills, and emphasize the importance of including stakeholders in theorizing and measuring the effects of arts programs for all populations.autism spectrum disorderssocial developmentstakeholdersdramaschoolsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5qg6j1n5articleJournal for Learning through the Artsvol 15, iss 1oai:escholarship.org:ark:/13030/qt73v9j6692020-07-26T17:52:58Zqt73v9j669Reconsidering the ValueWillard, Christopher2019-01-01This article is a think piece that asks educators to reexamine ideas around outcomes of visual arts programs. The view that the value of a visual arts education consists primarily in transferrable skills, defined as those valued by business, is, the author suggests, not the appropriate metric. Instead, a number of outcomes are presented and rationalized.Art educationOutcomesTransferrable SkillsPedagogyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/73v9j669articleJournal for Learning through the Artsvol 15, iss 1oai:escholarship.org:ark:/13030/qt6s72b14d2020-07-26T17:52:58Zqt6s72b14dBOOK REVIEW of "Arts Integration in Diverse K-5 Classrooms: Cultivating Literacy Skills and Conceptual Understanding"Cohen, Barbara L2019-01-01Review of new book by Liane Brouillette, published by Teachers College PressArts IntegrationLiteracyElementary SchoolOral LanguageClassroom DramaMusicVisual ArtDanceSTEM EducationTeaching WritingExecutive FunctionMaking Meaningapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6s72b14darticleJournal for Learning through the Artsvol 15, iss 1oai:escholarship.org:ark:/13030/qt70n4k36q2020-07-26T17:52:57Zqt70n4k36qForewordMissakian, Ilona V2019-01-01Introduction for 2019 issueapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/70n4k36qarticleJournal for Learning through the Artsvol 15, iss 1oai:escholarship.org:ark:/13030/qt0mx5z5xd2019-04-23T03:14:28Zqt0mx5z5xdDevelopment and Psychometric Investigation of an Arts Integrated Assessment Instrument for EducatorsO'Rourke, SusanSpencer, KevinKelley, Frances2018-01-01The development and initial psychometric investigation of the Hocus Focus Analytics (HFA) scale, an instrument to measure student growth and outcomes using an arts-integrated teaching approach, is reported. A 15-item instrument consisting of five subscales (cognitive, motor, communication, social skills and creativity) was developed to measure the outcomes of students (n = 31) with disabilities through the performance of four different magic tricks. The performance of each trick was assessed by the students’ teachers (n = 4) at four different times for a total of 124 completed assessments using the HFA scale. Results of the present study offer initial support for the psychometric properties of the HFA scale. The authors discuss the importance of using an instrument to measure student progress through a multidisciplinary, arts-integrated curriculum and future research implications.
assessmentart-based curriculumarts-integrationfactor analysisvalidityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0mx5z5xdarticleJournal for Learning through the Artsvol 14, iss 1oai:escholarship.org:ark:/13030/qt9rb8v2z82019-04-23T03:14:27Zqt9rb8v2z8Learning through Film: Lessons from Workshops for Teachers and Pre-service Teachers of EnglishMcDermott, KevinHinchion, CarmelMcGivern, AliciaMeade, Della2018-01-01This article looks back on the professional development offered to teachers of English to support them in their teaching of film since the introduction of film into the English syllabus in Ireland in 1998. It focuses on three inter-related elements: the interpretation or reading of film; the pedagogy that supports this interpretation; the potential of exploring issues of social justice and the self-other relation through narrative films. The article outlines four distinct phases in the professional development offered to teachers and shares the emerging findings. The first phase involved the introduction of film and its use in opening up discussion and creating interpretative communities in teacher education workshops for teachers of Leaving Certificate English. The second involved an exploration of film genre in workshops designed for teachers of Transition Year. The third involved the development of a dialogic form of pedagogy in interpreting film in a series of workshops directed at teachers of Junior Cycle English. The fourth involved the use of film in exploring education for justice in a series of workshops for pre-service teachers on Bachelor of Education and Master of Education programmes. The article explores the link among narrative film texts, generative questions, thoughtful interpretation, and the value given to dialog and the movement of question and answer in professional development workshops where narrative films are viewed and interpreted. The article is autoethnographic in character (Holman Jones 2005; Ellis et al. 2010). It involves self-reporting, descriptions of practice and reflection on that practice.Syllabus ChangeNarrative FilmPD WorkshopsDialogueCollective InterpretationRich TextsAttentive EngagementPedagogyEthicsOthernessSocial Justiceapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9rb8v2z8articleJournal for Learning through the Artsvol 14, iss 1oai:escholarship.org:ark:/13030/qt7bz8d6bz2019-04-23T03:14:27Zqt7bz8d6bzIntegrating the Arts into Science Teaching and Learning: a Literature ReviewGreen, KathrynTrundle, Kathy CabeShaheen, Maria2018-01-01Combining arts with science builds on children’s interests in nature while allowing artistic expression. Although educators often discuss integrating the arts into science learning, empirical support is relatively recent. This thorough review of the education research literature on arts integration synthesizes previous empirical studies and theoretical literature published on arts integration, how the arts are integrated into science teaching, and the efficacy of arts integration for science learning. It provides evidence that arts integration provides positive outcomes in important areas such as learning, school climate, and teacher collaboration. This review also discusses evidence regarding obstacles to arts integration such as time, professional development, and ongoing support for teachers. Finally, we offer implications for future research, including the need for more rigorous empirical studies on integrating the arts into science teaching and learning.arts integrationscience educationK-12 educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7bz8d6bzarticleJournal for Learning through the Artsvol 14, iss 1oai:escholarship.org:ark:/13030/qt16f6c2qm2019-04-23T03:14:26Zqt16f6c2qmRe-Imaging Student Learning Through Arts and LiteracyShaw, Louise J.Valerie, Lynda M.2018-01-01In this article, the authors consider the role that arts-integrated writing might play in shaping student learning opportunities. It explores the topic of using photos, drawings, and other images in the classroom as visual texts to mediate personal expression, thinking, and learning with language-based texts. Existing literature on multimodal curricula is briefly reviewed and ideas are provided for teachers who would like to explore this approach to writing instruction. Issues of equitable access to learning opportunities that are centered on students’ multiple ways of knowing and the funds of knowledge they bring to school, as well as shifting cultural definitions of literacy and multimodality, are also explored. Specific examples of how teachers can maximize the potential of multimodal, arts-integrated teaching and learning in their classrooms are shared. The article concludes with implications for teachers, their teaching practices, and student learning. Art and literacy integrationequitable access to learningmultimodaltransmediationvisual textwriting instructionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/16f6c2qmarticleJournal for Learning through the Artsvol 14, iss 1oai:escholarship.org:ark:/13030/qt3cx6x8m92019-04-23T03:14:25Zqt3cx6x8m9Taking it to the stage: Performing arts education and African American male academic identity developmentWalton, Calvin Wesley2018-01-01This case study examines the relationship between school-based performing arts participation and academic identity development for African American male high school students. Participants addressed how their engagement in a school-based performing arts program influenced their academic achievement and school experiences. The researcher used African American Male Academic Identity Development theory, a proposed framework, to address the following questions: What are the experiences of African American males who participate in school-based performing arts programs? How do performing arts education experiences influence the academic identity development of African American male high school students? Based upon the data derived from this study the author argues that school-based performing arts participation may improve academic performance, engender positive school experiences and encourage affirmative racial identity development for African American male high school students. Findings from this study contribute to the body of literature on the relationship between arts education and academic achievement among African American males.Academic Identity DevelopmentAfrican AmericanCulturally Relevant InstructionSchool-Based Performing Artsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3cx6x8m9articleJournal for Learning through the Artsvol 14, iss 1oai:escholarship.org:ark:/13030/qt5396b47c2019-04-23T03:14:24Zqt5396b47cCreative and Body-based Learning: Redesigning Pedagogies in MathematicsGarrett, RobyneDawson, KatieMeiners, JeffWrench, Alison2018-01-01Contemporary schooling produces unequal educational outcomes in Australia and across the globe. While mandated high-stakes tests supposedly place all students on a common scale, they can limit pedagogic practices and often fail to recognize the “abilities” or embodied knowledge of many children. In addressing these challenges, particularly as they relate to the teaching of mathematics, this article reports on a qualitative study that investigated an arts integrated professional learning model, Creative Body-based Learning (CBL), at two Australian primary schools. CBL uses active and creative strategies from a range of art forms to increase student engagement and expand pedagogic possibilities across the curriculum. In this pilot study, five teachers formed action research teams with four artists to integrate CBL into mathematics. Findings drawn from interviews with teachers include higher engagement and improvement of student dispositions in mathematics and, more significantly, a broadening of teachers’ pedagogical practices to engage students and provide them with multiple opportunities to present their learning.Arts IntegrationArts-based PedagogyBody-based PedagogyParticipatory Action ResearchProfessional Development: Mathematicsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5396b47carticleJournal for Learning through the Artsvol 14, iss 1oai:escholarship.org:ark:/13030/qt2dt3j2xv2019-04-23T03:14:24Zqt2dt3j2xvArts in Education: The Impact of the Arts Integration Program and Lessons LearnedMiller, Joyce AnnBogatova, Tania2018-01-01Erie Arts & Culture (formerly ArtsErie), in partnership with the Union City Area School District, Crawford Central School District, Penncrest School District and Edinboro University in Pennsylvania received Arts in Education Model Development and Dissemination Grant from the U.S. Department of Education in 2010. This grant provided the opportunity to design and implement Arts Integration: From Vision to Implementation,a four-year project that integrated dance, music, visual arts, and drama into existing curriculum. Arts Integrationprovided professional development for classroom teachers and teaching artists and established avenues for their collaboration to design and implement arts-integrated classroom-based learning through an artist-in-residence experience. The purpose of the project was to improve lesson planning and the quality of teaching; student engagement in the learning process and their learning habits associated with the arts; and ultimately, students’ achievement in math and reading. This project reached approximately 900 students annually in participating schools. Student data presented were collected only for students in participating and control classrooms, whose teachers agreed to be included in the evaluation. Included participating, or treatment, classrooms were selected from three schools that experienced arts-integrated learning. Included control classrooms were selected from two schools of similar demographic composition, where the project was not implemented. The data were collected from 54 treatment and 50 control classrooms. The total number of students in treatment classrooms was 969, and, in control classrooms, 962 students. The total of 35 participating classroom teachers, 32 control classroom teachers, and 16 teaching artists participated in the evaluation part of the project. Arts Integrationproduced a number of positive outcomes for the participating students, as well as teachers and teaching artists, who participated in the program. This evaluation documented a number of positive outcomes related to quality of teaching, student engagement and learning habits. At the same time, because the program was time-limited and the level of exposure for individual students was not long-term, the impact of arts-integration on student achievement in math and reading could not be definitively determined. This article provides a number of recommendations that would enhance the design and implementation of similar arts-integration programs, as well as offers lessons learned with respect to its evaluation. arts integrationarts infusionstudent achievementevaluation of outcomesstudent engagementstudent learning habitsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2dt3j2xvarticleJournal for Learning through the Artsvol 14, iss 1oai:escholarship.org:ark:/13030/qt8db5327p2019-04-23T03:14:23Zqt8db5327pArtistic Classroom Activities: What Skills Can Students Learn?Davidson, Skylar2018-01-01Research suggests that incorporating diverse active learning approaches, including creative and entertaining activities, into a class helps sustain students' attention and improve their ability to engage with the complex problems of the modern world. This study investigates how two different artistic classroom activities, one based in performing art and one based in visual art, compare to conventional classroom activities with the same broad educational goals. This study finds that artistic classroom activities and conventional activities generally encourage similar understanding of course content, attention, and interest in students. A performing art activity (in the form of a roleplay) encourages more improvement in communication skills than a similar conventional activity. Some students view a disconnect between learning content and learning communication skills, however, so instructors must ensure that students recognize the value of artistic teaching techniques. Suggestions for helping students adapt to new artistic activities are presented.higher educationactive learningcommunication skillsstudent attentionroleplaystakeholder analysisclass discussioncausal layered analysisapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8db5327particleJournal for Learning through the Artsvol 14, iss 1oai:escholarship.org:ark:/13030/qt3rm9z7pw2019-04-23T03:14:22Zqt3rm9z7pwForeword vol. 14 2018Missakian, Ilona V.2018-01-01Presenting vol. 14, 2018:application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3rm9z7pwarticleJournal for Learning through the Artsvol 14, iss 1oai:escholarship.org:ark:/13030/qt5zs3s3wg2019-01-02T22:06:29Zqt5zs3s3wgBeyond Comfort Zones: an experiment in medical and art educationAuerbach, KelliBaruch, Jay M2012-01-01Practicing medicine and creating art are both informed by observation and perception, yet how artists and doctors view the world and their place in it might be quite different. By bringing two populations together – RISD students and Warren Alpert Medical School students – into one experimental course, “No Innocent Eye: Knowledge and Interpretation in Art and Medicine,” art and medical students were asked to engage in topics and work with skills and processes that might not be considered typical fare in art and medical school curriculums, but which we hope gave doctors-in-training creative ways of rethinking medical practice and patient care, and presented art students with new conceptual and material tools to push their art-making.writing skillsmedical humanitiesmedical educationarts educationcreative writingOther Arts and Humanitiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5zs3s3wgarticleJournal for Learning through the Artsvol 8, iss 1oai:escholarship.org:ark:/13030/qt5tv9d59j2019-01-02T22:06:28Zqt5tv9d59jGeneration to Generation: The Heart of Family MedicineWinter, Robin O2012-01-01According to the American Board of Family Medicine, “The scope of family medicine encompasses all ages, both sexes, each organ system and every disease entity.” What makes the seemingly daunting task of practicing family medicine possible is that family physicians learn to utilize similar clinical reasoning for all of their patients regardless of age, and that they care for patients in the context of their families. In our work with residents, we utilize a multimedia presentation that incorporates poetry by Shel Silverstein, the song, He Was Walking Her Home, by Mark Schultz, and the Pixar/Disney movie, Up, to help teach these concepts and demonstrate how caring for multiple generations simultaneously enriches the care of each generation.learningFamily MedicineTeaching family medicineage-based medicinemulti-generational curriculumShel SilversteinThe Little Boy and the Old ManEight BalloonsUpHe Was Walking Her HomeMark Schultzfamily life cyclemultimedia teachingPrimary Careapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5tv9d59jarticleJournal for Learning through the Artsvol 8, iss 1oai:escholarship.org:ark:/13030/qt36n2t2w92019-01-02T22:06:27Zqt36n2t2w9Art of Analysis: A cooperative program between a museum and medicineJacques, AndrewTrinkley, RachelStone, LindaTang, RichardHudson, William AKhandelwal, Sorabh2012-01-01Art of Analysis (AoA) is a cooperative effort of the Ohio State University College of Medicine (OSUCOM) and Columbus Museum of Art (CMA) aimed at medical students who are participating in learning communities, groups formed in pre-clinical medical student education to emotionally support and encourage students through the arduous process of medical training, to develop critical thinking skills; engender empathy; increase tolerance for ambiguity; build team problem solving abilities; and consider multiple perspectives through the observation of artwork. While several medical education institutions in the past have described similar programs, AoA uses a unique critical thinking strategy called “ODIP” (Observe, Describe, Interpret, Prove). Group participants include medical students, the learning community faculty (faculty members from OSUCOM) and CMA educators who facilitate and direct the AoA program. The groups set expectations before the program, emphasizing the goals and objectives of the program. Students then use the ODIP strategy to interpret one work of art as a group before they individually venture into the galleries to find artwork that answers a question posed by facilitators. Students present their theories and defend these ideas in a group discussion format during the two-hour program. The formalized ODIP process provides a framework for students to express their ideas, and by utilizing learning communities create an opportunity for openness and discussion that may not exist between new acquaintances participating in the AoA program de novo. The ODIP strategy is not unique to the AoA program but has been developed by CMA in its efforts to aid critical and personal interpretations of artwork. It is designed to apply to various learners, and is easily applicable to the adult-style learners with varying backgrounds unique to medical training. It is the goal of the AoA program to create abilities in teamwork, tolerance of alternate ideas, an empathy particular to the visual arts, and critical thinking skills. Correlation between the AoA program and ODIP format can easily be made with medical rounds and the process of developing a differential diagnosis as healthcare continues to transition into a more inclusive, multi-disciplinary team approach to health and disease prevention. The AoA program at CMA serves as an important tool in the education of physicians at OSUCOM, helping in the development of skills essential to the clinical practice of medicine.post-secondary educationvisual analysisarts in medicinemedical educationvisual artsvisual diagnostic skillsmedicinecritical thinkingempathyobservation skillsAdult and Continuing Education and TeachingDiagnosisInvestigative TechniquesOther Arts and Humanitiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/36n2t2w9articleJournal for Learning through the Artsvol 8, iss 1oai:escholarship.org:ark:/13030/qt3r8011p62019-01-02T22:06:26Zqt3r8011p6An Open Letter to our Future Students in “Narrative and the Caring Professions”Osmond, ChrisCumbie, Sharon AnnDale, MichaelHostetler, DavidIvory, JamesPhillips, DeborahReesman, Karen2012-01-01A group of nursing, social work, education, and English faculty worked together for a year to explore how literature experiences designed for medical education might enhance professional preparation in their fields and address their common dilemmas of caregiving. The resulting insights reveal the ways in which adaptations of narrative medicine models offer benefits for students in these “caring professions.” They also indicate the promise of interdisciplinary reading experiences among students from these fields and suggest how these frameworks might address their common challenges of burnout and erosion of empathy in early clinical experience. This “open letter” to future students who will participate in an interdisciplinary reading group describes the challenges facing the professions of nursing, social work, and education, and explores the ways that doing narrative work together will prepare students to meet them. curriculumAdult and Continuing Education and TeachingEnglish Language and LiteratureGeneralRegistered NursingNursing AdministrationNursing Research and Clinical NursingSocial WorkTeacher Education and Professional DevelopmentSpecific Levels and Methodsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3r8011p6articleJournal for Learning through the Artsvol 8, iss 1oai:escholarship.org:ark:/13030/qt8xn8n6cq2019-01-02T22:06:25Zqt8xn8n6cqThe Value of Story in Medicine and Medical Education: A Chance to ReflectClarke, Linda E.de Jong, Jennifer D.2012-01-01While JJ was a medical student, the authors worked on a two-part study of the stories of “good death” as they were told by palliative care patients, caregivers, physicians and nurses. In this personal reflection, de Jong (JJ), now a family practitioner and Clarke (LC), an artist and educator in medicine and health care, consider the value of such “story work” in the development of key skills for a physician. While this is the experience of two individuals, the conclusions have relevance for those engaging in story work within the context of medicine, medical education and the health care community.post-secondary educationMedicineOther Arts and HumanitiesOther Medicine and Health Sciencesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8xn8n6cqarticleJournal for Learning through the Artsvol 8, iss 1oai:escholarship.org:ark:/13030/qt9xn139zx2019-01-02T22:06:24Zqt9xn139zxTeaching Humanities in Medicine: The University of Massachusetts Family Medicine Residency Program ExperienceSilk, HughShields, Sara2012-01-01Humanities in medicine (HIM) is an important aspect of medical education intended to help preserve humanism and a focus on patients. At the University of Massachusetts Family Medicine Residency Program, we have been expanding our HIM curriculum for our residents including orientation, home visit reflective writing, didactics and a department-wide narrative writing list serve. In this article we describe the program and our early assessment of the curriculum.writing skillsmedical educationhumanities in medicinefamily medicine residency educationarts educationcurriculumeducational researchwriting skillsPrimary Careapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9xn139zxarticleJournal for Learning through the Artsvol 8, iss 1oai:escholarship.org:ark:/13030/qt1b95d8vv2019-01-02T22:06:23Zqt1b95d8vvThe Use of Narrative in Medical EducationArjmand, Susan2012-01-01A course was designed for medical students in which literature and writing exercises were used to promote reflection on cross-cultural patient encounters. Students were encouraged to consider Kleinman’s principles of open-ended questioning as the basis for enhancing these patient conversations and were prompted to develop skills in close reading of texts, specifically recognition of the reader’s response to narrative, understanding of point of view, and recognition of the impulse to create story, or plot. Transcriptions of class discussion and material from written essays were used to inform the instructor’s understanding of learners’ progress. This study may offer a new conceptual lens for viewing ways in which cultural competency and other features of physician-patient communication may be taught using narrative skill training. When anchored to exercises in reflective writing, student learners develop a framework with which to view and interpret their patient stories.educational researchliteraturemedicinenarrativereflective writingcross cultural communicationArts and HumanitiesMedicineapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1b95d8vvarticleJournal for Learning through the Artsvol 8, iss 1oai:escholarship.org:ark:/13030/qt5381g6c92019-01-02T22:06:22Zqt5381g6c9Teaching Softly in Hard Environments: Meanings of Small-Group Reflective Teaching to Clinical FacultyWhiting, EllenWear, DeleseAultman, Julie MZupp, Laurie2012-01-01A vast literature exists on teaching reflection and reflective practice to trainees in small groups, yet with few exceptions the literature does not address the benefits of these interactions to faculty. Like multiculturalism or cultural competency, the literature assumes that faculty have themselves “achieved” these propensities and that trainees are the only recipients of the benefits of such inquiry. One of the noticeable exceptions is Arno Kumagai and colleagues’ article, “The Impact of Facilitation of Small Group Discussions on Psychosocial Topics in Medicine on Faculty Growth and Development,” which found that small group teaching stimulated not only students’ personal and professional growth, but also that of the faculty themselves. Our intent is to continue and enlarge the questions posed in this important article. Specifically, this inquiry focuses on the meanings that clinical faculty derive from teaching medical students in discussion- and reflection-driven small group formats. Why do faculty leave the comfort zone of clinical teaching and take time away from income-generating patient care activities? What is it about this teaching experience that calls them back each year?In answering these questions, we conducted a qualitative study consisting of interviews and focus groups with 11 clinical faculty participants who teach in Reflections on Doctoring, a required, longitudinal course for medical students. The data of our study provides insight into the thoughts, attitudes, and motives of our faculty who not only view themselves as teachers and mentors, but also as co-learners who engage personally with the medical humanities content being taught. They confront, reveal and resolve challenges presented by literary perspectives and find enjoyment and sense of purpose in teaching non-jaded medical students. Furthermore, what emerged from our study was a deeper understanding of what inspires our faculty to sacrifice their time and effort to facilitate medical humanities discussions with young medical students and how this experience contributes to the ongoing development of their own professional identities.educational researchreflectionreflective practicefaculty as learnermedical humanities instructionteaching motivationrewards of teachingteaching as faculty developmentsmall group instructionprofessional identity developmentCurriculum and Instructionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5381g6c9articleJournal for Learning through the Artsvol 8, iss 1oai:escholarship.org:ark:/13030/qt9c9479kt2019-01-02T22:06:20Zqt9c9479ktThe Shortcomings of Medical Education Highlighted through FilmMahajan, Pranav2012-01-01The aims of this report are to highlight the shortcomings in medical education. To use a student made short film as an example of how issues that cause medical student distress can be displayed. To show that the process of film-making is a useful tool in reflection. To display that film is an effective device in raising awareness.visual artsmedicalschoolstudentfilmdistressdepressionburnoutawarenessreflectionFilm/Cinema/Video Studiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9c9479ktarticleJournal for Learning through the Artsvol 8, iss 1oai:escholarship.org:ark:/13030/qt4wr3c05w2019-01-02T22:06:19Zqt4wr3c05wUsing Theater of the Oppressed in Nursing Education: Rehearsing to be change agents.Love, Katie I.2012-01-01Theater of the Oppressed (TO) is used in a variety of setting and communities to explore ways of recognizing and overcoming oppressions. The main purposes of TO is to become more critically aware of oppressions and power relationships, to rehearse alternative solutions for real life, and to ultimately to be able to make change for social justice. This article describes the use of TO in a baccalaureate nursing education classroom as a way to rehearse for real life situations, confronting the status quo, experience positive communication techniques for empowered thinking, and practice their role as change agents within the healthcare arena. The methods of "cops in the head," "forum theater," and "image theater" will be described along with a discussion of how these methods were used in a community health nursing course. Although the examples provided here are specifically for a nursing class, they could be used in any health related field with potential to transform healthcare and ultimately to improve the care experience of patients from the most vulnerable populations.social developmentTheater of the OppressedDramaNursingEducationOther EducationOther Nursingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4wr3c05warticleJournal for Learning through the Artsvol 8, iss 1oai:escholarship.org:ark:/13030/qt50p2s33s2019-01-02T22:06:18Zqt50p2s33sExploring Professionalism in Undergraduate Medical and Dental Education through Forum TheatreBrett-MacLean, PamelaYiu, VernaFarooq, Ameer2012-01-01Forum Theatre (FT) was created by Brazilian theatre director Augusto Boal (1985) as an approach for promoting dialogue between the audience and those performing on stage for his “Theater for the Oppressed.” FT offers an accessible, interactive approach to exploring challenging topics and situations. In FT, a short scene is performed. It is then replayed again and again with audience members invited to intervene and offer different options for addressing various aspects of the problematic situation. Originally directed to helping people address and transform oppressive conditions that characterized their lives, FT has evolved and found expression in many different communities and contexts, including health professional education. Inspired by David Diamond’s (2008) “Theatre for Living” model (which approaches living communities as a complex, living entities), we introduced FT in the “Introduction to Medicine & Dentistry” (DMED 511) course offered as part of the Undergraduate Medical Education program in the Faculty of Medicine & Dentistry (FoMD). In this article, we describe how we have successfully engaged first year medical and dental students in discussion and critical reflection of professionalism issues relevant to their experiences of small group learning using FT. post-secondary educationeducationmedical/dental educationprofessionalismarts-based educationtheater-based educationForum Theatreimprovisationmedical/health humanitiesDentistryMedicineDrama/Theatre Arts and Stagecraftapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/50p2s33sarticleJournal for Learning through the Artsvol 8, iss 1oai:escholarship.org:ark:/13030/qt68x7949t2019-01-02T22:06:17Zqt68x7949tUsing Theater to Increase Empathy Training in Medical StudentsReilly, Jo MarieTrial, JanetPiver, Debra E.Schaff, Pamela B.2012-01-01Abstract: Developing and nurturing empathy in medical trainees has been recognized as an essential element of medical education. Theater may be a unique instructional modality to increase empathy training.Methods: A multi-disciplinary team developed a theater workshop for first year medical students. Through the use of theater games, art images and reflective writing, the workshop was designed to enable students to: 1) consider the concept of empathy within the context of theater; 2) experience art, theater and narrative as reflective tools to build empathy /self-reflection. The workshop was evaluated by students through a written questionnaire. It was evaluated by faculty and actors though narrative dialogue. The faculty and actors shared their perceptions about 1) students’ ability to demonstrate empathy through a written narrative based on an art image; 2) students’ use of reflection as part of empathy awareness; 3) students’ ability to demonstrate awareness of body language and emotion as diagnostic and clinical tools. The student questionnaire surveyed the 1) overall quality of the session; 2) ability of the session to help students understand the importance of body language in the doctor-patient relationship; 3) the effectiveness of actors in stimulating discussion about empathy, body language and communication in the doctor-patient relationship.Results: A description of the workshop’s content is described at length. Medical faculty and actors’ narrative comments reflect their positive perceptions of the workshop’s ability to promote empathy through the use of theater /narrative. Medical students evaluated, with less enthusiasm, the effectiveness of the actors in stimulating discussion on the role of empathy, body language and communication.Discussion: The workshop provided an innovative method to foster empathy in medical students. Faculty and actors’ narrative comments were positive overall, as they commented on the importance of helping learners build skills in self-reflection and empathic communication. Mixed student feedback indicates the challenges in teaching clinical empathy and the diversity of students’ personalities and learning styles. Inadequate faculty development and the number of activities included in the session may have contributed to the discrepancy between faculty and student perceptions of the workshop. curriculumtheatermedical studentsempathy trainingMedicineapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/68x7949tarticleJournal for Learning through the Artsvol 8, iss 1oai:escholarship.org:ark:/13030/qt3x2898ww2019-01-02T22:06:16Zqt3x2898wwWhither (Whether) Medical Humanities? The Future of Humanities and Arts in Medical EducationShapiro, Johanna2012-01-01This special issue of Journal for Learning through the Arts focuses on the uses of literature and arts in medical education. The introductory article addresses current debate in the field of medical humanities (MH), namely the existential question of what is the purpose of integrating humanities/arts in medical education; and then examines how the submissions included in the issue illuminate this conversation. Specifically, I frame the discussion as critiques of models of acquiescence in medical education contrasted with calls for medical educators employing the humanities to adopt models of resistance. After deconstructing some of the arguments against models of acquiescence, and examining both examples of resistance and acquiescence included in this issue, I conclude that the dichotomy, while in some ways providing valuable insight into the various ways humanities and arts can be understood within a medical context and the various uses to which they can be put in medical education, nevertheless does not do justice to the complexity of actual medical humanities teaching experience.medical educationmedical humanitiesartsteachingMedicineMedical Humanitiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3x2898wwarticleJournal for Learning through the Artsvol 8, iss 1oai:escholarship.org:ark:/13030/qt9wv1m9872019-01-02T22:03:29Zqt9wv1m987Art Integration and Cognitive DevelopmentBaker, Dawn2013-01-01The 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.creativityarts integrationcognitive developmentintellectual developmentintellectual factorsproject-based learningthematic instructionexperiential learningCurriculum and InstructionEducational PsychologyElementary Education and TeachingOther Arts and HumanitiesOther Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9wv1m987articleJournal for Learning through the Artsvol 9, iss 1oai:escholarship.org:ark:/13030/qt9qt3n8xt2019-01-02T22:03:27Zqt9qt3n8xtArts Integration: What is Really Happening in the Elementary Classroom?LaJevic, Lisa2013-01-01Researching 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. Art EducationArts IntegrationEarly ChildhoodElementary EducationTeacher EducationCurriculumArt EducationElementary EducationEarly Childhood Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9qt3n8xtarticleJournal for Learning through the Artsvol 9, iss 1oai:escholarship.org:ark:/13030/qt15g9b91z2019-01-02T22:03:26Zqt15g9b91zPoetic Praxis: Engaging Body, Mind, and Soul in the Social Foundations ClassroomMacKenzie, Sarah K.2013-01-01Across 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.post-secondary educationpoetic inquirysocial foundationsarts-informed epistemologyEconomicsSocial and Philosophical Foundations of Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/15g9b91zarticleJournal for Learning through the Artsvol 9, iss 1oai:escholarship.org:ark:/13030/qt36h4k0rc2019-01-02T22:03:25Zqt36h4k0rcCan We Use Creativity to Improve Generic Skills in our Higher Education Students? A Proposal Based on Non-Verbal Communication and Creative MovementRodriquez, Rosa MariaCastilla, Guillermo2013-01-01Traditionally, general skills and personal growth have been developed through cognitive processes within academic contexts. Development based on experience may be an alternative route to achieve cognitive knowledge. Enact-learning is based on the biunivocal relationship between knowledge and action. Action is movement. Participants interact with their environment through movement. When participants are aware of this interaction, knowledge is created.First interactions in personal development with the environment are non-verbal. Returning to this concept, we propose work based on creative movement and non- verbal communication. This approach takes into account the multiple intelligences paradigm in order to generate knowledge.This paper seeks to explain a movement development program that has been applied to freshman students studying in different academic areas. The program design is explained in detail. The article demonstrates how the program has helped to develop the participants' body consciousness. The students' reflections are analyzed using a qualitative methodology. A questionnaire focused on the students' perceptions of the connections between general skills and the program rounds out the research results. learninggeneral skillsnon-verbal communicationcreative movementbody-workcreativitygeneric competenceshigher educationdanceEducational AssessmentEvaluationand ResearchInterpersonal and Small Group CommunicationOther Arts and Humanitiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/36h4k0rcarticleJournal for Learning through the Artsvol 9, iss 1oai:escholarship.org:ark:/13030/qt1479d3wp2019-01-02T22:03:24Zqt1479d3wpCan Architects Help Transform Public Education? What the Sarasota County Civic School Building Program (1955-1960) Teaches UsPaley, Nicholas B.2013-01-01The Sarasota County School Building Program 1955-1960 is revisited through a detailed examination of how architects and educators collaborated to design an innovative group of public schools that provided opportunities for the transformation of learning space. This multi-dimensioned examination is grounded in an historical contextualization of the school building program; in visual and discursive archival analysis related to four of the schools considered especially notable; and in the integration of contemporary voices of some of the teachers, students, and educational employees who worked in these schools. A concluding section discusses four key lessons of this artistic-educational collaboration that might be fruitful for educators to ponder as they seek to create the kinds of learning environments that optimize students’ educational experience.learningPublic School ArchitectureSarasota School ArchitectureCivic EngagementCreating New Schools for New LearningArchitectural History and CriticismEconomicsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1479d3wparticleJournal for Learning through the Artsvol 9, iss 1oai:escholarship.org:ark:/13030/qt2v1824q32019-01-02T22:03:23Zqt2v1824q3The Mindful Physician and PoohWinter, Robin O2013-01-01Resident physicians are particularly susceptible to burnout due to the stresses of residency training. They also experience the added pressures of multitasking because of the increased use of computers and mobile devices while delivering patient care. Our Family Medicine residency program addresses these problems by teaching residents about the mindful practice of medicine. We utilize A. A. Milne’s classic children’s books, Winnie-the-Pooh and The House at Pooh Corner, along with Benjamin Hoff’s The Tao of
Pooh to explain Dr. Ron Epstein’s four habits of mindfulness: attentive observation, critical curiosity, beginner’s mind, and presence. We also use video clips from two Disney movies, The Many Adventures of Winnie-the-Pooh and A Day for Eeyore as well as Kenny Loggins’ song, House at Pooh Corner. With Winnie-the-Pooh’s help, residents learn how to become more mindful physicians by incorporating Epstein’s four habits of mindfulness into their daily practice. Mindfulnessmindful physicianburnoutmultitaskingWinnie-the-PoohThe House at Pooh CornerRon Epsteinhabits of mindfulnessThe Tao of PoohBenjamin HoffThe Many Adventures of Winnie-the-PoohA Day for EeyoreResidency Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2v1824q3articleJournal for Learning through the Artsvol 9, iss 1oai:escholarship.org:ark:/13030/qt01d084hg2019-01-02T22:03:22Zqt01d084hgMy Body, My World: Illness and Identity in Alice Walker’s "Beauty: When the Other Dancer is the Self"Kerr, Lisa2013-01-01Writing 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. TeachingPersonal narrativeillness and identityMedical Humanitiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/01d084hgarticleJournal for Learning through the Artsvol 9, iss 1oai:escholarship.org:ark:/13030/qt5qj2q7vk2019-01-02T22:03:20Zqt5qj2q7vkRocking your Writing Program: Integration of Visual Art, Language Arts, & SciencePoldberg, Monique M.Trainin, GuyAndrzejczak, Nancy2013-01-01This 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.arts integrationarts integrationartsciencelanguage artselementarywritingCurriculum and InstructionEconomicsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5qj2q7vkarticleJournal for Learning through the Artsvol 9, iss 1oai:escholarship.org:ark:/13030/qt0z72t75q2019-01-02T22:03:20Zqt0z72t75qThe Scientific Method and the Creative Process: Implications for the K-6 ClassroomNichols, Amanda JStephens, April H2013-01-01Science and the arts might seem very different, but the processes that both fields use are very similar. The scientific method is a way to explore a problem, form and test a hypothesis, and answer questions. The creative process creates, interprets, and expresses art. Inquiry is at the heart of both of these methods. The purpose of this article is to show how the arts and sciences can be taught together by using their similar processes which might improve student engagement. Arts-integration research from the literature is discussed. Both the scientific method and the creative process are described through examples of scientists and artists in different areas. Detailed learning activities are presented that demonstrate how both the scientific method and the creative process can be implemented into the classroom. Two activities are appropriate for elementary-aged children, grades K-3, while the other activities are geared for intermediate school-aged students, grades 4-6. All activities are written where either a science educator or arts educator could utilize the lessons. arts integrationcreative processscience educationscientific methodarts integrationscience educationarts educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0z72t75qarticleJournal for Learning through the Artsvol 9, iss 1oai:escholarship.org:ark:/13030/qt0js732gf2019-01-02T22:03:18Zqt0js732gfElementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students’ Mathematical AbilitiesAn, SongCapraro, Mary MargaretTillman, Daniel A.2013-01-01This 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.
Music-math interdisciplinary activitiesmath process abilitieselementary math educationMath Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0js732gfarticleJournal for Learning through the Artsvol 9, iss 1oai:escholarship.org:ark:/13030/qt4dt433j32019-01-02T22:03:15Zqt4dt433j3Critical Thinking and School Music Education: Literature Review, Research Findings, and PerspectivesKokkidou, May2013-01-01The most up-to-date validations of educational praxis propose that teachers and learners should engage together in a process of understanding life and the world, should share their anxieties and their problematic issues, look for solutions, make plans for action, express themselves creatively and take a critical stance toward every new datum before accepting it as knowledge. For many years, the dominant view was that the study of certain subject areas--and nothing else--was sufficient to promote students’ critical thinking skills. This conviction was overturned by John Dewey, who pointed out that any school subject may promote critical thinking if teachers base their teaching on challenges and issues presented for investigation, as well as encouraging reflection. As music offers the repeated challenge of situations in which there is no standard or approved answer, it can promote critical thinking. This article presents a review of the literature on the definition of critical thinking, points out the importance of the promotion of critical thinking in general education as well as in art and music education, and, finally, proposes for the teaching and learning of music a framework of applications within which critical thinking skills may be developed. musicmusic educationcritical thinkingcurriculumphilosophylearningteachingArts and HumanitiesEconomicsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4dt433j3articleJournal for Learning through the Artsvol 9, iss 1oai:escholarship.org:ark:/13030/qt71g4x3cr2019-01-02T22:03:14Zqt71g4x3crHistoric and Ethnic Music Found to Increase Geographic Understanding: A Quasi-Experimental StudyRichardson, RonaldBrouillette, Liane2013-01-01This 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). Mapping the Beatmiddle schoolwriting fluencymotivationintellectual curiosityslaveryIndustrial RevolutionNative AmericansNational Council for Geographic EducationTest of Geography-Related Knowledgestatistically significant resultsEducationUnited States HistoryHistoric and Ethnic MusicPhysical and Cultural GeographySocial Studies: American Folkloreapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/71g4x3crarticleJournal for Learning through the Artsvol 9, iss 1oai:escholarship.org:ark:/13030/qt60t2k0hs2019-01-02T22:03:13Zqt60t2k0hsIntroduction to a Sampling of Arts Integration ResearchBurns, Maureen A.2013-01-01This contribution provides an overview of the articles featured in the 9th volume of the Journal for Learning through the Arts.arts integrationarchitecturegeographyhealth scienceslanguage artsmathematicsscienceexpressioncognitionproblem solvingcritical thinkingcollaborationempowermentacademic achievementaffective well-beingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/60t2k0hsarticleJournal for Learning through the Artsvol 9, iss 1oai:escholarship.org:ark:/13030/qt4vx5k65b2019-01-02T21:46:00Zqt4vx5k65bThe 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 sustainabilityEllrodt, John CharlesFico, MariaHarnett, SusanneRamsey, Lori GersteinLopez, Angelina2014-01-01The 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.K-12 Educationarts integrationEnglish language artsliteracypoetryperformanceresearch and evaluationsustainabilitydisseminationtechnologytheatreapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4vx5k65barticleJournal for Learning through the Artsvol 10, iss 1oai:escholarship.org:ark:/13030/qt0377k6x32019-01-02T21:45:59Zqt0377k6x3Cultivating Common Ground: Integrating standards-based visual arts, math and literacy in high-poverty urban classroomsCunnington, MarisolKantrowitz, AndreaHarnett, SusanneHill-Ries, Aline2014-01-01The Framing Student Success: Connecting Rigorous Visual Arts, Math and Literacy
Learning experimental demonstration project was designed to develop and test an instructional program integrating high-quality, standards-based instruction in the visual arts, math, and literacy. Developed and implemented by arts-in-education organization Studio in a School (STUDIO), in partnership with the New York City Department of Education, the Framing Student Success curriculum was designed by experienced professional artist instructors collaborating with school-based visual arts, math, and literacy specialists and classroom teachers. The Framing Student Success curriculum units were designed to make explicit connections between subjects (visual arts and ELA or math), while maintaining the integrity, depth and rigor of instruction in both subject areas. While students were receiving arts-integrated instruction during each of the twelve six-week units, classroom teachers and arts specialists were receiving embedded professional development. Regular cross-site professional development was also provided for teachers, specialists, and school administrators.As a randomized control trial study, the three-year Framing Student Success study provides robust evidence of the potential impacts of an interdisciplinary, arts-integrated curriculum for students growing up in poverty. The mixed-method study assessed the effects of staff professional development and standards-based arts-integrated instruction in three urban, high-poverty elementary schools. Results indicate that rigorous interdisciplinary instruction that links visual arts, literacy, and math skills, and supports cognitive skill development, can increase students’ literacy and math learning while nurturing their art making skills and enhancing their ability to meaningfully reflect on their own work and that of their peers. Qualitative findings suggest that interdisciplinary educator collaborations were critical to project success, and highlight the project’s successful engagement of lower-performing students and students with disabilities. Survey and focus group results suggest that training can build the capacities of teachers, arts specialists, and administrators to implement an interdisciplinary curriculum, providing educators with additional tools to teach engaging, Common Core aligned lessons addressing academic and cognitive competencies.Arts IntegrationVisual ArtsStudio Habits of Mindapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0377k6x3articleJournal for Learning through the Artsvol 10, iss 1oai:escholarship.org:ark:/13030/qt9ch5t8cw2019-01-02T21:45:56Zqt9ch5t8cwEmbracing the Burden of Proof: New Strategies for Determining Predictive Links Between Arts Integration Teacher Professional Development, Student Arts Learning, and Student Academic Achievement OutcomesScripp, LawrenceParadis, Laura2014-01-01This article provides a window into Chicago Arts Partnerships in Education’s (CAPE) Partnerships in Arts Integration Research (PAIR) project conducted in Chicago public schools (CPS) (pairresults.org), which statistically demonstrates how a three-year arts integration project can impact treatment versus control students in both academic and arts cluster schools. A multivariate design framework featuring the development of survey, interview, and performance assessment instruments was used to document and rate multiple aspects of individual teacher and student performance. This design also included a series of correlation and stepwise regression analyses[i] demonstrating that statistically significant links existed between various teacher professional development outcomes, student arts and arts integration performance assessment outcomes, and academic test results. Overall, these findings offer evidence that students at schools with an arts focus combined with arts integration programming scored higher on state academic tests than did students who received exclusively academic or conventional arts learning instruction. Furthermore, these data revealed that the achievement gap between previously designated low, average, and high performing students had narrowed or disappeared. Because these findings are based on multivariate statistical methods,[ii] researchers were able to identify what sequence of factors was most predictive of achievements in student outcomes.[i] A statistical process used to sort the single most powerful predictor of academic achievement in the context of many competing factors, which, when considered in isolation, all correlated significantly with a primary outcome variable.[ii] Methods that allow for exploration of a broad range of possible interrelationships among variables, rather than narrow the scope of inquiry testing for simple one-way causal relationship between two variables Arts Integrated EducationMultivariate Statistical MethodsAlternative Arts and Arts Integrated Learning AssessmentsChicago Public SchoolsClosing Achievement Gapapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9ch5t8cwarticleJournal for Learning through the Artsvol 10, iss 1oai:escholarship.org:ark:/13030/qt3sk1t3rx2019-01-02T21:45:55Zqt3sk1t3rxA Study on the Relationship between Theater Arts and Student Literacy and Mathematics AchievementInoa, RafaelWeltsek, GustaveTabone, Carmine2014-01-01Past studies have shown the existence of positive relationships between the arts and academic achievement when the arts are integrated into language arts, as well as mathematics and science. This study employed a multi-stage cluster randomized design in which the effects of infusing process drama into a traditional language arts curriculum are investigated. The study sample consists of sixth and seventh grade students enrolled in a high poverty urban school district. Study findings indicate that students in arts integrated classrooms tend to outperform their counterparts in both math and language arts. The authors conjecture that the arts reinforce theories that view student learning as a process of transmediation between different modes of making meaning.Theater ArtsArts IntegrationLiteracy and Math AchievementCritical LiteracyMulti-modal LiteracyTransmediationTheory of Changeapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3sk1t3rxarticleJournal for Learning through the Artsvol 10, iss 1oai:escholarship.org:ark:/13030/qt1dt4k6ns2019-01-02T21:45:54Zqt1dt4k6ns“Unlocking My Creativity”: Teacher Learning in Arts Integration Professional DevelopmentSaraniero, PatriciaGoldberg, Merryl RHall, Brenda2014-01-01This paper examines the impact of two approaches to teacher professional development in arts integration – a summer institute model and a model combining the summer institute with instructional coaching. In an experimental design, the intervention trained third and fourth grade teachers to integrate visual arts and theater into reading curriculum. Findings suggest the coaching plus institute intervention had a greater impact on teacher confidence, use and frequency of arts integration than the institute-only intervention or on the comparison group.Coached teachers reported greater confidence integrating the arts, produced higher-quality work samples, taught more reading concepts with arts integration, implemented more arts standards, and used arts integration more frequently than did the institute-only teachers or the control group teachers. Coached teachers reported in greater numbers about the positive impact the professional development had on their teaching practice, including feeling more creative, inspired and finding greater enjoyment in teaching. Coached teachers were more likely than institute-only teachers to correctly use state VAPA standards and to perceive student progress towards those standards.Institute-only teachers demonstrated greater confidence in and used arts integration more frequently than did the comparison group. However, they did not reach the same levels as the coached teachers and were more likely to report time constraints and other roadblocks to successful implementation.Teachers in both treatment groups reported high student engagement and better expression of learning by students when using arts integration instructional strategies.This project was funded through the U.S. Department of Education Arts in Education Model Development and Dissemination program.Professional developmentarts integrationelementary education. language artsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1dt4k6nsarticleJournal for Learning through the Artsvol 10, iss 1oai:escholarship.org:ark:/13030/qt8573z1fm2019-01-02T21:45:52Zqt8573z1fmIncreasing Engagement and Oral Language Skills of ELLs through the Arts in the Primary GradesBrouillette, LianeChildress-Evans, KarenHinga, BrianaFarkas, George2014-01-01In this article, we look at the impact of an arts integration program offered at five large urban elementary schools on the daily attendance and oral language skills of children in kindergarten through second grade. Many of the children attending these schools spoke a language other than English at home. Teaching artists visited each class weekly for 28 weeks, co-teaching theater and dance lessons with the teacher. School engagement was measured by comparing attendance on days with and without scheduled arts lessons. Attendance was significantly higher on days the artists visited; absences were reduced by 10 percent. Speaking and listening skills were measured through standardized test scores. Qualitative analysis of interview and survey data revealed that teachers perceived the theater and dance lessons to provide rich opportunities for verbal interaction between teachers and pupils. Student speaking and listening skills improved significantly, as did teachers’ ability to promote oral language.DramaLiteracyDanceElementaryArtsSpeakingListeningTheatreapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8573z1fmarticleJournal for Learning through the Artsvol 10, iss 1oai:escholarship.org:ark:/13030/qt6c81239d2019-01-02T21:45:51Zqt6c81239dArts Achieve, Impacting Student Success in the Arts: Preliminary Findings After One Year of ImplementationMastrorilli, Tara M.Harnett, SusanneZhu, Jing2014-01-01The Arts Achieve: Impacting Student Success in the Arts project involves a partnership between the New York City Department of Education (NYCDOE) and five of the city’s premier arts organizations. Arts Achieve provides intensive and targeted professional development to arts teachers over a three-year period. The goal of the project is to improve the quality of arts teachers’ instruction through in-service professional development on the use of balanced (formative and summative) assessment, leading to increases in students’ arts achievement. Starting in the 2011-2012 school year, arts teachers formed art discipline-based professional learning communities (PLCs) to work together, using a process of inquiry and action research that focuses on reviewing student data and examining impact on current instructional practice. Additionally, each arts teacher was paired with a facilitator from the arts organizations to support them over the course of the project. The specific professional development activities included: on-site consultancies, assessment retreats, inter-visitations, and an online community. Arts Achieve also provides participating arts teachers with resources to support this work, such as units of study and technology bundles.To measure the impact of the Arts Achieve project on arts teachers and students, Metis Associates designed a cluster randomized control trial study, whereby 77 schools were assigned to treatment or status-quo control conditions by arts discipline (dance, music, theater, visual arts) and school level (elementary, middle, high). In the planning year of the project, Benchmark Arts Assessments were developed in each arts discipline and school level to measure students’ arts achievement. Findings from Year 1 indicate that, while there were not statistically significant differences between the growth of treatment and control teachers, the students of treatment teachers demonstrated significantly greater growth in arts achievement from the students of control teachers. The results suggest that a more sensitive tool for detecting change in teachers is needed. Successes and challenges of project implementation are discussed, and potential areas for additional inquiry in the coming years of the grant also are recommended.ArtsIn-service Professional DevelopmentBalanced AssessmentData-Driven Decision Makingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6c81239darticleJournal for Learning through the Artsvol 10, iss 1oai:escholarship.org:ark:/13030/qt0nf7326g2019-01-02T21:45:50Zqt0nf7326gFound in Translation: Interdisciplinary Arts Integration in Project AIMPruitt, LaraIngram, DebraWeiss, Cynthia2014-01-01This paper will share the arts-integration methodology used in Project AIM and address the question; “How is translation evident in interdisciplinary arts instruction, and how does it affect students?”
Methods
The staff and researchers from Project AIM, (an arts-integration program of the Center for Community Arts Partnerships at Columbia College Chicago), have collected data through student surveys and interviews and teacher and teaching artist interviews to research arts integration as a process of translation. The evaluation team observed planning sessions and classroom instruction, reviewed unit plans, assessment rubrics, instructional handouts and artifacts of student work. Data collection was focused on six of the thirty-two residencies that took place in Project AIM during the 2010-2011 and 2011-2012 school years. Residencies were selected to ensure variability in terms of art and academic disciplines included in the residency, grade level and school.The process of translation--making meaning across languages of learning and mediums of expression--has informed our data collection and analysis. We have borrowed the terms source language and target language from the field of second language instruction. Just as a translator searches for words/phrases in a target language to express words/phrases in a source language, Project AIM students search for words/images/gestures/sounds in a target discipline to express what they know in a source discipline. These translations across mediums of expression serve to deepen understanding across content areas.
Key Findings
Our research has found:Teachers and teaching artists’ development of three specific translation approaches: scaffolded,
multi-representational and interwoven, with each methodology serving different identified needs of instruction.A statistically significant increase in student learning across four variables measuring higher order thinking skills.When I am going to create something, I can make a plan.I can invent a new way of doing a project.I can create something that represents my ideas.I can understand many different points of view about the same subject.
Arts integrationarts educationarts learninginterdisciplinary learningapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0nf7326garticleJournal for Learning through the Artsvol 10, iss 1oai:escholarship.org:ark:/13030/qt3zq7s1432019-01-02T21:45:49Zqt3zq7s143“Some Things in My House Have a Pulse and a Downbeat” The Role of Folk and Traditional Arts Instruction in Supporting Student LearningPalmer Wolf, DennieHolochwost, Steven J.Bar-Zemer, TalDargan, AmandaSelhorst, Anika2014-01-01The authors investigated the association between participation in Nations in Neighborhoods (NiN), a program of folk and traditional arts instruction, and achievement in English language arts in a sample of low-income elementary school students, many of whom were recent immigrants and English language learners. The program drew on the core practices of traditional and folk arts – sociocritical literacies that bridge home and school, multi-modal instruction, apprenticeship learning, and communal effort – to provide students with the confidence and strategies of accomplished learners. English language arts achievement was assessed using a standardized state proficiency exam. Students who participated in the program received significantly higher overall scores on the exam after controlling for gender, ethnicity, English language learner and special education classifications. These findings suggest that an arts education program featuring folk and traditional arts engages students in practices that have measurable effects on their literacy development.art educationfolk artstraditional artsEnglish language learnersEnglish language artsurban schoolsat risk studentsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3zq7s143articleJournal for Learning through the Artsvol 10, iss 1oai:escholarship.org:ark:/13030/qt9b88f8th2019-01-02T21:45:48Zqt9b88f8thRethinking Curriculum and Instruction: Lessons From an Integrated Learning Program and Its Impact on Students and TeachersDoyle, DennisHuie Hofstetter, CarolynKendig, JulieStrick, Betsy2014-01-01CoTA (Collaborations: Teachers and Artists) is a professional development program that empowers teachers to access the arts in everyday instruction to support student achievement. CoTA schools commit to intense, 3-year collaborations for ten weeks each year where teachers learn to capitalize on arts content and strategies to promote knowledge and skills in other curricular areas, such as language arts and math. Teachers and artists work together to identify the learning needs of students, customize a project to meet those needs (while aligning to the standards), refine the project on a weekly basis through collaborative meetings, and formally reflect on the experience in a cycle of continuous improvement. As the program progresses, responsibility for designing arts-infused units increasingly falls to the classroom teachers as the artists shift into a coaching role. The result is a sustainable model with a legacy of confidence and skills in arts integration for teachers.Researchers from the University of California San Diego are conducting a quasi-experimental study, which features a multi-site, mixed-methods design to examine CoTA teachers’ understanding of arts standards and potential impacts on students in grades 1-6. Data sources include a pre/post-test to measure teachers' understanding of arts standards, teacher interviews that examine implementation, CoTA classroom observations, training documents, and student scores on language arts benchmarks. Analyses include thematic coding of qualitative data, as well as descriptive and inferential analyses of student outcome data collected by the District. This article will present preliminary findings from year one of a three-year evaluation.arts integrationlearning through the artsCommon Corecreativity indexapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9b88f8tharticleJournal for Learning through the Artsvol 10, iss 1oai:escholarship.org:ark:/13030/qt67d5s2162019-01-02T21:45:47Zqt67d5s216Transforming Teaching through Arts IntegrationSnyder, LoriKlos, PatricialGrey-Hawkins, Lauren2014-01-01Transforming 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.Arts IntegrationMiddle School ModelArts EducationMiddle School Reformapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/67d5s216articleJournal for Learning through the Artsvol 10, iss 1oai:escholarship.org:ark:/13030/qt1905c5tm2019-01-02T21:45:46Zqt1905c5tmEvaluation of Professional Development in the Use of Arts-Integrated Activities with Mathematics Content: Findings About Program ImplementationLudwig, Meredith JaneSong, MengliKouyate-Tate, AkuaCooper, Jennifer E.Phillips, LoriGreenbaum, Sarah2014-01-01In 2010, the Wolf Trap Foundation for the Performing Arts, Institute for Early Learning Through the Arts, was awarded an Arts in Education Model Development and Dissemination (AEMDD) grant to develop, implement, and disseminate a research-based program of professional development (PD) that equips prekindergarten and kindergarten teachers to infuse mathematics instruction with arts instruction in their classrooms. The PD includes summer institutes and classroom-based residencies in which music, dance, and drama performing artists work with teachers in teams. This instructional approach is often called arts integration. American Institutes for Research (AIR) conducted an evaluation of the four-year grant from 2010-2014, examining the implementation of the PD and assessing its impact on teacher practices and student mathematics knowledge. This article reports on the experiences of the elementary school teachers and Wolf Trap teaching artists in the first cohort of participating schools during 2011–12 and 2012–13, drawing on data from a variety of sources (PD observations, residency artifacts, artist interviews, and teacher surveys). We find that the Wolf Trap PD program demonstrates features of effective PD. It is classroom-based, intensive, and focused on what teachers and students need to know to teach and learn mathematics. It is aligned with district standards and offers many opportunities to teachers for active learning. The Wolf Trap PD program delivered preparation to teachers to infuse performing arts-based strategies into their mathematics instruction, starting in the PD institutes and then continuing in the residencies and did so with fidelity to the planned model. Wolf Trap used several approaches to optimize fidelity: a planning year and practice sessions with teaching artists, consistent use of local content experts, and materials structured to reflect the concepts and approaches used in both institutes and residencies. The article concludes with suggestions for practitioners and questions for further research.arts integrationstem instructionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1905c5tmarticleJournal for Learning through the Artsvol 10, iss 1oai:escholarship.org:ark:/13030/qt3pt133982019-01-02T21:45:45Zqt3pt13398A View into a Decade of Arts IntegrationDuma, AmySilverstein, Lynne2014-01-01 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. arts integrationThe Kennedy CenterChanging Education through the Artsprofessional learningapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3pt13398articleJournal for Learning through the Artsvol 10, iss 1oai:escholarship.org:ark:/13030/qt1vb8c1s12019-01-02T21:45:44Zqt1vb8c1s1IntroductionGoldberg, MerrylSmith, VirginiaWalker, Elaine2014-01-01This contribution provides an overview of the articles featured in the 10th volume of the Journal for Learning through the Arts.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1vb8c1s1articleJournal for Learning through the Artsvol 10, iss 1oai:escholarship.org:ark:/13030/qt5028t6zm2019-01-02T21:43:04Zqt5028t6zmTheme-based courses foster student learning and promote comfort with learning new materialTessier, LisaTessier, Jack2015-01-01In 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.Thematic-approachUndergraduate EducationOn-line EducationQualitative AnalysisBiologyArtFoodHealthcareBeerapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5028t6zmarticleJournal for Learning through the Artsvol 11, iss 1oai:escholarship.org:ark:/13030/qt2dt7s0zk2019-01-02T21:43:03Zqt2dt7s0zkEducation through Movies: Improving teaching skills and fostering reflection among students and teachers.Blasco, Pablo GonzalezMoreto, GrazielaBlasco, Mariluz GonzálezLevites, Marcelo RozenfeldJanaudis, Marco Aurelio2015-01-01Learning 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.Cinema and EducationAffective educationInnovative Teaching MethodologyLearning through emotionsReflection among peers.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2dt7s0zkarticleJournal for Learning through the Artsvol 11, iss 1oai:escholarship.org:ark:/13030/qt1mp8h0sj2019-01-02T21:43:02Zqt1mp8h0sjUpper Elementary Students Creatively Learn Scientific Features of Animal Skulls by Making Movable BooksKlein, Julie L.Gray, PhyllisZhbanova, Ksenia S.Rule, Audrey C.2015-01-01Arts 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.handicraftscreativityattitudesscience-art integrationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1mp8h0sjarticleJournal for Learning through the Artsvol 11, iss 1oai:escholarship.org:ark:/13030/qt12f3c2m22019-01-02T21:43:01Zqt12f3c2m2A River Runs Through It: Art, Geology and Life on the Upper MississippiHenderson, Lynette K2015-01-01This 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).Art EducationArtEnvironmentGeologyHistoryInterdisciplinaryapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/12f3c2m2articleJournal for Learning through the Artsvol 11, iss 1oai:escholarship.org:ark:/13030/qt84q9717f2019-01-02T21:43:00Zqt84q9717fLearning Through The Arts In Denmark: A Positive Psychology Qualitative Approach.Chemi, Tatiana2015-01-01This 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.artslearningarts-based educationemotionspositive psychologyEducationPositive PsychologyCultural Studiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/84q9717farticleJournal for Learning through the Artsvol 11, iss 1oai:escholarship.org:ark:/13030/qt2bg8b99h2019-01-02T21:42:59Zqt2bg8b99h“I’m a writer. But I’m an artist, too. Look at my artist’s notebook”: Developing Voice through Art and LanguageLeigh, S. Rebecca2015-01-01This 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.Ways of KnowingWritingEducationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2bg8b99harticleJournal for Learning through the Artsvol 11, iss 1oai:escholarship.org:ark:/13030/qt1vd3k1qh2019-01-02T21:42:58Zqt1vd3k1qhInnovating schools through dialogic arts-based practice: ingredients for engaging students with a whole new mindSnyder, Kristen M.Cooper, Karen2015-01-01While the “scientific” debate about school dropouts has ensued, some have taken matters into their own hands, creating successful non-school based programs on the arts for at-risk youth based. Their efforts demonstrate powerful results for learning and human development. We suggest that it is time to incorporate this knowledge base, and as well, explore its potential for an integrated model of learning that considers the creative needs of all individuals. During the fall of 2011, we introduced a pilot project to work with storytelling and painting with a group of youth in a full pull-out program. In this article, we share stories from our experience and offer insights about the complex road ahead to inject creativity into mainstream schools. The importance here is to insure that all students will be better equipped for a future that engages the whole mind and being.creativitystorytellingat-risklearning environmentseducationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1vd3k1qharticleJournal for Learning through the Artsvol 11, iss 1oai:escholarship.org:ark:/13030/qt6gw4v7mp2019-01-02T21:42:57Zqt6gw4v7mpPilot Study on Kindergarten Teachers’ Perception of Linguistic and Musical Challenges in Nursery RhymesLefebvre, PascalBolduc, JonathanPirkenne, Christel2015-01-01Nursery 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).Nursery RhymesMusic EducationEmergent LiteracyTeachersKindergartenapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6gw4v7mparticleJournal for Learning through the Artsvol 11, iss 1oai:escholarship.org:ark:/13030/qt2xg3n0xf2019-01-02T21:42:56Zqt2xg3n0xfWhat Predicts Pre-Service Teacher Use of Arts-Based Pedagogies in the Classroom? An Analysis of the Beliefs, Values, and Attitudes of Pre-Service TeachersLee, BridgetCawthon, Stephanie2015-01-01Arts-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.Teacher BeliefsArts-Based PedagogyPre-ServicePossible Selvesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2xg3n0xfarticleJournal for Learning through the Artsvol 11, iss 1oai:escholarship.org:ark:/13030/qt9qj200cj2019-01-02T21:42:55Zqt9qj200cjA Variety of Approaches to Studying the Value and Implementation of Arts EducationBurge, Kimberly2015-01-01In this introduction to the issue, the editor summarizes the content and comments on the significance of the information provided therein.arts integrationpaintingcraftsmovable booksmusicgeologyhistorymovieshealth scienceslanguage artsscienceexpressioncognitionproblem solvingcritical thinkingempowermentacademic achievementdropout preventionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9qj200cjarticleJournal for Learning through the Artsvol 11, iss 1oai:escholarship.org:ark:/13030/qt49k9z6mm2018-10-03T23:36:04Zqt49k9z6mmA Content Analysis of the Intersections between Art Education and Teacher EducationLorimer, Maureen R.2017-01-01Although preservice teacher education is considered an essential link for systemic change, key arts education initiatives in California do not effectively address the educational practices and policies for teacher preparation. To uncover existing and emerging practices for visual and performing arts education in postsecondary teacher education programs, this content analysis examined five national and international teacher education journals (1995 – 2015). Though a pressing need to increase publication in this area exists, findings indicate that arts integration in teacher education fosters self-reflection of personal beliefs, artistic growth, and epistemological understanding for candidates while inspiring collaborative partnerships for faculty.
arts educationpreservice teacher educationcontent analysisapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/49k9z6mmarticleJournal for Learning through the Artsvol 13, iss 1oai:escholarship.org:ark:/13030/qt71s969bx2018-10-03T23:36:03Zqt71s969bxArts Integration: A Study of Teachers' PerceptionsHayes, Deborah LaChapelleClark, Pat2017-01-01The concept of arts integration is to incorporate connections to content while relating to the real world. If educators are to compete in a global economy, children deserve every advantage including the arts. Implementing an integrated arts curriculum is both exciting and intimidating to teachers. This study was designed to interview teachers who have undergone the process to determine their perceptions regarding the impact on professional development, student performance, student engagement, and school climate. It was essential to the study that the selected educators be employed at a school that included a fully integrated arts program. Mooreland Heights Elementary School (K-5) was selected because it was in its sixth year of implementation. A purposive sample of teachers from each grade level was selected by the principal to be interviewed. Collected data were coded and reviewed for emerging themes. The three themes that emerged were continuous staff development, connection between arts and content, and support. Upon further examination three areas of support were identified: administrative, parents and community, and corporate. The professional development opportunities provided the teachers participating in the study indicated a high level of involvement. The integrated arts program provided an interdisciplinary approach to curriculum planning. Administrative, community, and corporate support were essential for the success of an arts integrated program.Art IntegrationElenentary EducationTeachers' PerceptionsEducationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/71s969bxarticleJournal for Learning through the Artsvol 13, iss 1oai:escholarship.org:ark:/13030/qt443248m82018-10-03T23:36:02Zqt443248m8Diseases, Doctors, and Divas: Cultivating Reflective Capacity in Preclinical Medical Students through a Critical Examination of OperaLevin, Scott R.Cai, FeiNoronha, NicoleWald, Hedy S.Daniel, Michelle M.2017-01-01Objectives: The humanities, including narrative arts, are a valuable tool to foster reflection for professionally competent clinical practice. Integrating such study into traditional medical school curricula can prove challenging. A preclinical elective on opera and medicine was developed and piloted at the Warren Alpert Medical School of Brown University for pre-medical and medical students to foster reflective capacity supporting professional identity formation.Methods: Interdisciplinary faculty from the departments of arts and sciences conducted nine facilitated discussion sessions. A field trip to the Metropolitan Opera, NY complemented students’ operatic studies. Students were asked reflection-inviting questions concerning their emotional response to operatic scenes, characters, and physician-patient interactions throughout the course and given opportunities to discuss how opera reflects and reinforces stereotypes and societal stigma of patients, diseases, and physicians. A final reflective paper prompted analysis of more and less successful patient-provider interactions, exploring how students felt about these relationships, and drawing conclusions about how they would like to ideally act in the future. Formative feedback was provided using a reflection rubric.Results: Course evaluations demonstrated that sessions were well received. Students’ qualitative comments described the influence of the course on the development of their professional identities, as well as the potential impact on their future careers as physicians. Lessons learned and future directions are suggested.Conclusions: This novel curriculum can serve as a model for using opera to enhance reflection and foster professional identity formation at other health profession and liberal arts institutions.Reflective capacityreflective writingprofessional identity formationoperapreclinical curriculummedical humanitiesmusicarts educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/443248m8articleJournal for Learning through the Artsvol 13, iss 1oai:escholarship.org:ark:/13030/qt5061b1jn2018-10-03T23:36:01Zqt5061b1jnLeadership Development for High School Students in a Summer Performing Arts ProgramLeMire, Steven D.Achtenberg, LindsayOpp, Dean2017-01-01The purpose of this study was to evaluate a summer performing arts (SPA) program using elements of a servant leadership model to assess potential impacts of a SPA program on leadership skills development. High school students enrolled in a SPA program were given both a pre- and post-survey that included leadership questions. There was a growth in all five servant leadership factors with an overall standardized effect size of d = 0.48. The largest growth was for enabling others to take action through cooperation. Summer performing arts programs can positively impact student servant leadership abilities. The idea of youth leadership education may resonate with community business leaders when it comes to funding support for summer arts activities.summer performing arts programcommunityfundingservant leadershipeducationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5061b1jnarticleJournal for Learning through the Artsvol 13, iss 1oai:escholarship.org:ark:/13030/qt5mh9b4th2018-10-03T23:35:59Zqt5mh9b4thInvestigating the Influence of Dramatic Arts on Young Children’s Social and Academic Development in the World of "Jack and the Beanstalk"Whitmore, Kathryn F2017-01-01This article reports findings from a qualitative study of a 10-week interactive drama residency in a large Headstart preschool in a southeastern state. The goal of the study was to learn about what happened when three to five-year old children and their teachers experienced interactive drama, with particular questions about how the young children’s academic and social development might be supported with dramatic arts. Findings from a qualitative analysis of observations, interviews and children's drawings indicated how important movement was for engaging young children, how rituals supported self-efficacy and risktaking, and how traveling in and out of a story world supported the imagination necessary for early literacy development. Findings also suggested the importance of involving classroom teachers in professional development about dramatic arts. These findings provoked new questions and plans for future research.dramatic artsearly childhoodplayapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5mh9b4tharticleJournal for Learning through the Artsvol 13, iss 1oai:escholarship.org:ark:/13030/qt7zq871132018-10-03T23:35:58Zqt7zq87113Writing Poems from Idea BundlesLeigh, S. Rebecca2017-01-01In this three-month qualitative study, 36 pre and in-service teachers were invited to create and write poems from four idea bundles (e.g., the mixed bundle, the verbal bundle, the visual bundle, and the arranged bundle) in response to four picture book read alouds that address themes of abandonment (Wild, 2006), homelessness (Wild, 2007), togetherness (Woodson, 2015), and renewal (Tan, 2010). Bundles included a variety of visual and print media (e.g., photographs, art, magazines, newspapers, sheet music, books, greeting cards), used to enhance literacy experiences in writing poems. The purpose of the study was to investigate how different visual and verbal media support students in their efforts to write poems. Analysis of 136 idea bundles, poems, questionnaires, and class discussion on read alouds as they related to students’ writing suggest that idea bundles provided a meaningful pathway for supporting students’ efforts to write vivid and descriptive poems. Visual MediaWritingLiteracyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7zq87113articleJournal for Learning through the Artsvol 13, iss 1oai:escholarship.org:ark:/13030/qt202274412018-10-03T23:35:57Zqt20227441Seeing the World Through Words: A Student Writer’s Journey toward Developing Her Own VoiceChen, Vicky2017-01-01This paper is a self-study that uses the lens of Vygotsky’s four phases of sign acquisition to examine one student writer’s development of voice through writing produced from 5th grade through her second year of graduate school (17 years). Growing up as a twin—and as a visually impaired individual—the author learned how to use the written word to help her imagine those aspects of the world that she could not physically see. Through excerpts from journal entries, planning documents, short stories, long fiction, poetry, school assignments, and fanfiction she traces her growth as a writer within the shifting context of experiences within and outside of school. Her sensitive exploration of varied sources of motivation and inspiration, along with her own changing attitudes towards and beliefs about writing, provide the reader with fresh insight into all that goes into one’s development as a writer.Creative WritingWriting DevelopmentIdentityWriting TransferAcademic Writingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/20227441articleJournal for Learning through the Artsvol 13, iss 1oai:escholarship.org:ark:/13030/qt971318qp2018-10-03T23:35:56Zqt971318qpUsing Art Criticism to Engage Students in WritingTrent, AllenMoran, Pete2017-01-01This article describes using art criticism, a process the authors define as “viewing, thinking, talking, and writing about art,” to engage students in writing. The authors provide theoretical support for art criticism in education, describe the process, and share ways it can be used to address Common Core writing and other content area standards. They also share a sample art criticism lesson taught to fourth graders and include a summary of student learning data documenting student engagement and learning aligned with targeted standards. The article ends with suggestions for using art criticism, finding and using accessible art criticism resources, and integrating art criticism writing with other content areas.Art CriticismArt IntegrationWritingCommon Core State Standardsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/971318qparticleJournal for Learning through the Artsvol 13, iss 1oai:escholarship.org:ark:/13030/qt9631f8702018-10-03T23:35:55Zqt9631f870Voices from Diverse Freshman Students: How Arts Integration Impacted their LearningRobinson, A Helene2017-01-01In this mixed-method study the researcher sought to explore answers to the following research questions: What is the effect of an arts integration approach on diverse freshman students’ perceptions of learning, motivation/engagement, school attendance, and academic achievement?Are there changes that occur in the quality of classroom instructional processes, including emotional support, classroom organization, and instructional support when an arts integration approach is being utilized?
As a quasi-experimental mixed-method study, the study utilized observations, focus groups, student questionnaires, field notes, and data obtained from the NYC IRB on student attendance, student demographics, and academic achievement data in a diverse high school in NYC public schools where 90% of the students were classified as non-white students. Among the 231 participating freshman students, 3% were part of the ELL program (n = 4); 22% of the students had some disability (n = 41); and the majority of the students were receiving a free or reduced lunch (n = 111, 61%). One of the 9th grade academies was selected as the control group and another as the treatment group. Teachers in the treatment group received a limited amount of professional development on arts integration using a small group project based implementation approach. Results indicate that the teachers in the treatment group increased levels of instructional support and differentiated learning formats in their classroom as compared to the teachers in the control group. Additionally, students in the treatment group outperformed the control group students in 3 out of the 4 subject area achievement outcomes that were compared. There was no significant difference found in student attendance between the control and treatment group students even though a snowstorm and a hurricane occurred during the semester this study was implemented. Data from the student questionnaires, the focus groups, field notes, and observations was triangulated and supported the quantitative data. The qualitative data provided a deeper understanding on how the experience had impacted student’s self-beliefs and emotional engagement. Additionally, there was a significant increase in their behavioral engagement that was both observed and self-reported by students. This study makes a significant contribution to research identifying which aspects of instructional support seem to increase when teachers implement arts integration. Additionally, it extends other arts integration research examining diverse/disadvantaged student engagement and achievement even when adversity is experienced in a school.arts integrationdisadvantaged studentsengagementdiverse studentsself-efficacyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9631f870articleJournal for Learning through the Artsvol 13, iss 1oai:escholarship.org:ark:/13030/qt84r228xm2018-10-03T23:35:54Zqt84r228xmPublic Libraries as Sites of Collision for Arts Education, the Maker Movement, and Neoliberal Agendas in EducationLakind, Alexandra2017-01-01In recent years, the concept “making” has been claimed by “The Maker Movement.” While making offers great potential (and resources) for art integration in informal learning sites, maker discourse is often intertwined with a neoliberal mission. For example, movement leaders glorify Steve Jobs and hark on the myth that hobbies can be transformed into wealth-generating endeavors. As art-making activities in informal learning setting across the U.S. intersect with the maker movement, prominent learning theories that contradict this neoliberal philosophy may be repurposed or disremembered. Constructionist learning will require a continued commitment to a notion of learning by doing, “rather than acquiring theoretical precepts for subsequent application” (Ingold, 2013, p. 52). This article examines research from a multi-year empirical study of a Public Library system’s arts-based maker program. It provides a rich example of how discourse around making fits into learning in arts education, showcasing instances when neoliberal ideology collides with contradictory theories regarding how and why people learn and make. First, this paper will introduce the reader to the maker movement in education and review literature on making, learning, and neoliberalism. Secondly, I analyze the discourse of public librarians who implement the arts programming and suggest possible implications for how learning through the arts can be undermined by neoliberalism. And, finally, this article proposes a view of making that does align with arts education that embraces dispositional, constructionist, and post-modern/new materialist approaches to learning: Making as the reciprocal relationship between maker, material, tools, skill, and intention.makingcritical theoryinformal learningneoliberalismpublic librariesmaker movementapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/84r228xmarticleJournal for Learning through the Artsvol 13, iss 1oai:escholarship.org:ark:/13030/qt0r43d2vs2018-10-03T23:35:52Zqt0r43d2vsEgosystem: A Visualization of Wholeness Amidst Environmental Uncertainty and FragmentationNokes, Christopher2017-01-01
ABSTRACT
Students are embedded in a stochastic world. Postmodern practitioners of fragmentation accept this, however they dispute Jungian and Eriksonian wholeness. The existential representation ego as a two-dimensional thing, the Kantian-, Jungian- I-formation is questioned. Similarly, Gardnerian frames of mind and MI are questioned as functional pedagogical models within the context of a stochastic reality. Thus, the term literacy must be expanded to address this enduring reality of both the classroom, and the shape-shifting, kaleidoscopic, urban landscapes through which students move daily. Egosystem (Author, 2005) is a perfect model for this environmental kaleidoscope. This requires a new literacy, a true 'reading the world' (Freire, 1995). We understand that the classical ego is an extension of a system of influential forces of the embedding world that inform, shape and re-shape it. Egosystem is the new complex ego struggling for survival. Uncertainty is the undercurrent beneath volatile educational environments wherein visual arts achieves some measure of control by offering challenging design problems. Archaic and modern confrontation with challenges presented by this stochastic world is an impetus for intellectual development through increasing visualization, heightened awareness, self-healing and self-renewal. The search for wholeness extends the Jungian archetype of teleiosis to an enlightened version of the whole Self within an entropic field that tends towards fragmentation. It is the same ego-consciousness and environmental awareness the genus Homo used to negotiate survival within the original stochastic classroom of the African Rift Valley. We witness the same successive growth of modern students learning to solve challenging design problems, to adapt and to change within an uncertain world. As ego evolves into egosystem ― with its palpable links to a stochastic environmental milieu ― so students evolve through a consequential series of 'successive emancipations of the human will and intellect' (Malraux, 1956).
egosystemstochasticfragmentation-wholenesssemeiologychallenging design problemsframes of referenceself-healingself-renewal.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0r43d2vsarticleJournal for Learning through the Artsvol 13, iss 1oai:escholarship.org:ark:/13030/qt2491q6sx2018-10-03T23:35:51Zqt2491q6sxDrama-based instruction in the visual arts: A teacher’s action research journeyDawson, Kathryn MCawthon, Stephanie WIhorn, ShastaJudd-Glossy, Laura2017-01-01This article tells the story of Jenny Harrison, a visual arts middle school teacher who became an Action Research Teacher (ART) fellow in Drama for Schools, a professional development program in drama-based instruction. Through an action research model of teacher training and her own line of inquiry, Jenny investigated how drama-based instruction impacted her teaching and her students’ articulation of visual arts concepts. Artifacts from this project include interview transcripts, teacher reflections, student work-products, and lesson plans. The integration of drama-based instruction into Jenny’s visual arts curriculum paved the way for in-depth, intentional learning for students, for herself, and for the Drama for Schools program.Arts IntegrationDrama-based InstructionArtsDramaVisual Artsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2491q6sxarticleJournal for Learning through the Artsvol 13, iss 1oai:escholarship.org:ark:/13030/qt7zf6p4wq2018-10-03T23:35:50Zqt7zf6p4wqForewordMissakian, Ilona V.2017-01-01The 2017 issue of the Journal of Learning through the Arts provides a diverse selection of articles spanning several areas.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7zf6p4wqarticleJournal for Learning through the Artsvol 13, iss 1oai:escholarship.org:ark:/13030/qt5fq840k22017-01-19T01:52:51Zqt5fq840k2US History Skits: Just a Spoonful of SugarSaeed, Sheryl Raffat2016-01-01Author suggests incorporation of brief, informal, yet content-rich classroom history skits as a way to motivate students, generate interest, and ease them into the more "academic" content found in textbooks and primary source documents.US Historytheater artsarts integrationmiddle schoolhigh schoolapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5fq840k2articleJournal for Learning through the Artsvol 12, iss 1oai:escholarship.org:ark:/13030/qt83d8c84g2017-01-19T01:52:49Zqt83d8c84gMasks in Pedagogical PracticeRoy, David2016-01-01In Drama Education mask work is undertaken and presented as both a methodology and knowledge base. There are numerous workshops and journal articles available for teachers that offer knowledge or implementation of mask work. However, empirical examination of the context or potential implementation of masks as a pedagogical tool remains undeveloped. On a theoretical level, throughout both ancient and modern drama education and performance, masks have been seen as synonymous to the field of drama. The mask is an iconic theatrical symbol from the times of Socrates to Modern western theatres. Simply put, masks symbolise the adoption of the role and hold a central place in drama across time and culture. Within Drama (as a field in itself), the use of mask have been used by influential drama theorists explicitly in specialist drama training. In schools, however, whilst referenced in official curricula internationally, there is no formal development of pedagogies for mask use in Drama, and little to no research in its potential impact upon the enacted curriculum. This paper presents some methodologies of ‘how’ to apply masks offered through presenting theoretical, historical knowledge contexts. Two teacher workshops in mask application and pedagogical potentials is also further discussed.Maskspedagogydrama educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/83d8c84garticleJournal for Learning through the Artsvol 12, iss 1oai:escholarship.org:ark:/13030/qt6xw4f5c32017-01-19T01:52:48Zqt6xw4f5c3Developing the Model of "Pedagogical Art Communication" Using Social Phenomenological Analysis: an Introduction to a Research Method and an Example for its OutcomeHofmann, Fabian2016-01-01
Social phenomenological analysis is presented as a research method for musem and art education. After explaining its methodological background, it is shown how this method has been applied in a study of gallery talks or guided tours in art museums: Analyzing the situation by description and interpretation, a model for understanding gallery talks is developed: "Pedagogical Art Communication".
Results: The interplay among the recipient group, the aesthetic object, and educator is characterized by the participants acquiring (i.e. by aesthetic experience) and the educator imparting (especially) knowledge. In the future, art education and museum education need to focus less on dissolving this difference (in the sense of "methods that work") and spend more time on finding ways of sensibly dealing with the difference between imparting and acquirement of art. So the practice would be a pedagogical art communication in which art educators impart what can be imparted (to the extent that it is "impartable"), while at the same time stimulating and enabling the acquirement of knowledge – and, at a broader level, coordinating the interplay of imparting and acquirement in social, performative and spatial dimensions.
Art educationempirical researchresearch methodphenomenological analysismuseumgalleryapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6xw4f5c3articleJournal for Learning through the Artsvol 12, iss 1oai:escholarship.org:ark:/13030/qt42s966mf2017-01-19T01:52:46Zqt42s966mfThe Exclusion of the Creative Arts from Contracted School Curricula for Teaching the Common Core StandardsGormley, KathleenMcDermott, Peter2016-01-01Many people would agree the creative arts are essential for children’s education and development. For years, the creative arts were integrated into classroom learning units, especially in the language arts, by using drama, music, and drawing; this was considered good teaching. In this study we examined whether contracted curricula designed for teaching the Common Core State Standards integrated the creative arts into English language arts units for grades 3, 6, and 9. Using content analysis as the method, findings indicate the creative arts are largely absent from these curricula. We argue that school districts with limited financial resources will likely adopt the contracted curricula, and their children will be further disadvantaged because they will not have opportunities to learn with the creative arts when participating in lessons designed to teach the Common Core. Arts integrationCommon Core StandardsContent Analysisapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/42s966mfarticleJournal for Learning through the Artsvol 12, iss 1oai:escholarship.org:ark:/13030/qt8kc6q2mx2017-01-19T01:52:45Zqt8kc6q2mxExposition and Synthesis of Benin Bronze Casting: Emphasis on the Olotan Casters of BeninIfeta, Chris Funke2016-01-01
ABSTRACT
The introduction of Western education to Nigeria has brought in its wake great strides toward development. Changes in Benin dates far back to the dawn of the 20th century. This paper investigates the critical role of education in development. The paper integrates interview data collected from bronze casters in Benin. The first section of the paper discusses sustainable development in Nigeria involving an infrastructure that supports accessible educational system and Benin social values. The second part of the paper discusses the present dispensation of bronze casting by Olotan casters of Benin. The paper identifies education as being critical to sustainable development. Some characteristics connected to development in the practice of bronze casting in Benin include visioning, relaxing of age old practices and acceptance of western influences. Keywords: EducationBeninBronze CastingDevelopmentGlobalization.Sculptor and African Art Historianapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8kc6q2mxarticleJournal for Learning through the Artsvol 12, iss 1oai:escholarship.org:ark:/13030/qt8dg4z02b2017-01-19T01:52:44Zqt8dg4z02bTributes Beyond Words: Art Educators’ Use of Textiles to Memorialize the Triangle Shirtwaist Factory Fire.Mercurio, Mia LynnRandall, Régine2016-01-01Through the study of The Triangle Shirtwaist Factory fire, pre-service art teachers learn the about interdisciplinary design and the importance of using discipline-specific literacy strategies alongside the materials and methods of their craft. The creativity and enthusiasm with which these pre-service teachers approached the work convinced us that some type of “art-making” in any content area classroom can be a valuable way for students to construct meaning from text.Art EducationContent Area Literacyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8dg4z02barticleJournal for Learning through the Artsvol 12, iss 1oai:escholarship.org:ark:/13030/qt8pp9163m2017-01-19T01:52:42Zqt8pp9163m“Methods and Models for Museum Learning at the Samuel Dorsky Museum of Art”Wyman, Sarah MeadWaldo, Jennifer TurnerDoherty, Dennis2016-01-01Recent education policy designed to promote arts education tends to focus on how such curriculum supports “skills for innovation” required for success in the global economy. Emphasis on the transfer of arts-based learning to professional innovation and achievement, a dynamic that is difficult to determine, can undermine the value of teaching the arts for their own sake. Three professors at the State University of New York at New Paltz discuss curriculum they developed to take advantage of museum learning opportunities that promote critical thinking, foster innovation, support course content, and increase students’ sense of citizenship and belonging. Jennifer Waldo, a professor of Biology, Dennis Doherty, a professor of English and Creative Writing, and Sarah Wyman, a professor of 20th century Comparative Literature, use their campus museum as an applied learning environment where they facilitate interdisciplinary, experiential educational activities that develop student agency and encourage imaginative inquiry. The professors comment on their curriculum, their cross-disciplinary conversations, student reactions, and indicators of transfer. In addition, they present a strategy for assessing student-learning outcomes within a context that values the visual arts as fundamental to liberal arts and sciences education. Key words: museum, experiential learning, innovative models, citizenship, critical thinking.museumvisual artsapplied learningtransfercreativityinnovationcitizenshipcritical thinkingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8pp9163marticleJournal for Learning through the Artsvol 12, iss 1oai:escholarship.org:ark:/13030/qt9x61c7kf2017-01-19T01:52:41Zqt9x61c7kfUsing Arts Integration to Make Science Learning Memorable in the Upper Elementary Grades: A Quasi-Experimental StudyGraham, Nicholas JamesBrouillette, Liane2016-01-01
The Next Generation Science Standards (NGSS) have brought a stronger emphasis on engineering into K-12 STEM (science, technology, engineering and mathematics) instruction. Introducing the design process used in engineering into science classrooms simulated a dialogue among some educators about adding the arts to the mix. This led to proposals for a STEAM (STEM + arts) curriculum, as well as warnings that integrating the arts would weaken STEM instruction. The study summarized in this article tested the hypothesis that the arts might provide upper-elementary students, who were still concrete thinkers, with a powerful means of envisioning phenomena that they could not directly observe. This study investigated the impact of STEAM lessons on physical science learning in grades 3 to 5. Ten out of the 55 high-poverty (Title 1) elementary schools in a large urban district were randomly chosen as treatment schools and divided into two cohorts. Using a quasi-experimental design that holds general student scientific achievement constant, the study found that students exposed to the STEAM lessons demonstrated greater improvement on physical science benchmark assessments than students exposed to a STEM-only physical science curriculum.
STEAM EducationSTEM Education: Physical Science EducationUpper-Elementary StudentsArts integrationGrades 3-5Concrete OperationsFormal OperationsPiagetapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9x61c7kfarticleJournal for Learning through the Artsvol 12, iss 1oai:escholarship.org:ark:/13030/qt5mb825kq2017-01-19T01:52:39Zqt5mb825kqOff the wall. Teacher perceptions of an arts integrated school and its student population. A case studyWindsor-Liscombe, Suzanne Gloria2016-01-01This paper, derived from a larger case study, presents new perspectives on arts-integrated elementary schools. It focusses on several issues including teacher understandings of arts-integrated pedagogy, willingness to collaborate, arts credentials, and teacher perceptions of those students enrolling from outside catchment area. Hence it raises the question as to whether school districts should consider new policies specific to arts-integrated schools for both students enrolling, and teaching staff. As a teacher-administrator at Mosaic for several years, the researcher became interested in the motivations for student enrollments from outside of Mosaic's catchment area. Through interviews with educators and parents, the case study investigates perceptions and motivations for student enrollments. This paper's focus is the analysis of interviews with Mosaic educators: their understandings and perspectives on arts-integrated pedagogy, student profiles, and their own valuing of the arts.arts-integrated pedagogyelementary schoolcatchment areateacher perceptionsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5mb825kqarticleJournal for Learning through the Artsvol 12, iss 1oai:escholarship.org:ark:/13030/qt4611h6w32017-01-19T01:52:38Zqt4611h6w3Noncognitive Factors in an Elementary School-Wide Arts Integrated ModelSimpson Steele, Jamie2016-01-01Pomaika‘i Elementary School has answered a call to improve education by providing content instruction through the arts. How does school wide arts integration in an elementary setting support students as they transition to middle school? This bounded case study examines the experiences of eight families through a series of interviews with students, parents, and teachers. It describes and explains learning through the arts within three overarching noncognitive factors: a) academic mindsets, or the psychological and socially related attitudes a student holds with respect to academic goals; b) learning strategies that support thinking, remembering, or understanding concepts; and c) social skills or inter-personal behaviors such as interacting through cooperation, assertion and empathy. This study concludes that noncognitive factors provide a valuable lens for examining preparation for college, career and community readiness, with arts integrated learning as a viable pedagogy to that end.Arts IntegrationNon-Cognitive Factors in LearningSchool Modelapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4611h6w3articleJournal for Learning through the Artsvol 12, iss 1oai:escholarship.org:ark:/13030/qt1nh1v8rr2017-01-19T01:52:37Zqt1nh1v8rrIntroduction to Issue 12Brouillette, Liane2016-01-01This issue celebrates the diversity of artistic experience by offering four pairs of articles that offer contrasting perspectives on pivotal issues.Arts EducationDramaTeacher Professional DevelopmentScience Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1nh1v8rrarticleJournal for Learning through the Artsvol 12, iss 1oai:escholarship.org:ark:/13030/qt72c3b7d92016-07-19T20:51:08Zqt72c3b7d9Updating the Libel-Label FallacyLevine, Howard P.2010-01-01Levine warns of the dangers of using numerical acumen as a substitute for practical knowledge and offers insight into quantification’s proper role in societal decision making.K-12 schoolsEducational researchassessmentevaluationacademic achievementLibel-Label FallacyArts and HumanitiesEducational AssessmentEvaluationand Researchapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/72c3b7d9articleJournal for Learning through the Artsvol 6, iss 1oai:escholarship.org:ark:/13030/qt36c294kq2016-07-19T20:51:06Zqt36c294kqIntroduction to OpinionBrouillette, Liane2010-01-01Brouillette provides overview of new Opinion section.K-12 schoolsEducational researchassessmentevaluationacademic achievementEducational AssessmentEvaluationand Researchapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/36c294kqarticleJournal for Learning through the Artsvol 6, iss 1oai:escholarship.org:ark:/13030/qt2h4739352016-07-19T20:51:05Zqt2h473935Show Me What You See: An Exploration of Learning in Museums and Learning in TheatreChou, AmyShih, Janet2010-01-01The main goal of this research study is to explore the interconnection between museum learning and theatre learning. We will begin this exploratory process by analyzing the functions of role-playing and improvisation as teaching and learning strategies, and we will then expand this analysis to the idea of storytelling as a link between learning in museums and learning in theatre. Subsequently, the study will be established upon the idea that there is a possible correlation between learning in museums and learning in theatre. Furthermore, the study will investigate how storytelling in dramatic forms, such as a group improvisational performance, can affect students' thought processes regarding a series of images and/or objects in a museum exhibit.social developmentlearningmuseumtheatrerole playingimprovisationArts and HumanitiesOther Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2h473935articleJournal for Learning through the Artsvol 6, iss 1oai:escholarship.org:ark:/13030/qt4dz3n7zb2016-07-19T20:51:04Zqt4dz3n7zbVisual Arts as a Lever for Social Justice Education: Labor Studies in the High School Art CurriculumSosin, Adrienne AndiBekkala, ElsaPepper-Sanello, Miriam2010-01-01This collaborative action research study of pedagogy examines an introductory high school visual arts curriculum that includes artworks pertinent to labor studies, and their impact on students’ understanding of the power of art for social commentary. Urban students with multicultural backgrounds study social realism as an historical artistic movement, consider the value of collective activism for social justice, and learn modes of artistic expression that meet state standards in visual arts. The powerful realistic and fantastical images the students produced express their consciousness of impending workforce participation; images communicate their inner voices and provide insights into their perceptions of working in today’s global environment. The art teacher’s reflections include recognition of the unique literacy demands of subject area textbooks, the necessity of schema-building to understand social studies content, the accommodation of the special academic needs of English language learners, and the importance of professional development for educators. Outcomes of the study find value in incorporating labor studies content into the visual art curriculum as an engaging and worthwhile avenue toward meeting visual arts standards and promoting social justice awareness among students.visual artsVisual artSecondary EducationLabor StudiesCareer EducationAcademic AchievementPedagogySecondary Education and Teachingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4dz3n7zbarticleJournal for Learning through the Artsvol 6, iss 1oai:escholarship.org:ark:/13030/qt8jc1p3852016-07-19T20:51:03Zqt8jc1p385Arts Impact: Lessons From ArtsBridgeShimshon-Santo, Amy R2010-01-01Arts Impact summarizes lessons learned at the ArtsBridge Program. It is informed by in-depth participant observation, logic modeling, and quantitative evaluation of program impact on K-12 students in inner city schools and arts students at the University of California Los Angeles over a two year period. The case study frames its analysis through a literary overview of the following social issues: 1) how educational attainment relates to poverty in California; 2) the importance of the creative economy in Los Angeles; and 3) the failure of California to reach federally mandated goals in arts education--particularly for under-resourced neighborhoods. Data finds statistically significant positive impacts on participants’ views of self and others. This case study suggests important roles for higher education partnerships with under-resourced K-12 schools, the significance of quality teacher preparation in the arts at the university level, and the positive impact of arts education for empowering student and teacher learning.post-secondary educationArts EducationK-12 SchoolsUniversityCommunityPartnershipsArtsBridgeUniversity of CaliforniaLos AngelesLos Angeles Unified School DistrictCompton Unified School DistrictLynwood Unified School DistrictArts and HumanitiesBilingualMultilingualand Multicultural EducationEconomicsEducational AssessmentEvaluationand ResearchElementary Education and TeachingHigher Education and TeachingJunior HighIntermediateMiddle School Education and TeachingEthnicCultural MinorityGenderand Group StudiesSecondary Education and TeachingTeacher Education and Professional DevelopmentSpecific Levels and Methodsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8jc1p385articleJournal for Learning through the Artsvol 6, iss 1oai:escholarship.org:ark:/13030/qt9822d68t2016-07-19T20:51:01Zqt9822d68tIntroduction to Teaching and Learning through the ArtsBrouillette, Liane2010-01-01Brouillette provides overview of Teaching and Learning through the Arts section.arts educationarts educationarts integrationArts and HumanitiesEconomicsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9822d68tarticleJournal for Learning through the Artsvol 6, iss 1oai:escholarship.org:ark:/13030/qt1kf6p9th2016-07-19T20:51:00Zqt1kf6p9thHelping Children Cross Cultural Boundaries in the Borderlands: Arts Program at Freese Elementary in San Diego Creates Cultural BridgeBrouillette, LianeJennings, Lynne2010-01-01This article describes the unique multicultural arts program that has developed at Freese Elementary School, located only 20 minutes from the United States-Mexico border, in the southeastern corner of the San Diego Unified School District. The Arts and Culture Magnet Program at Freese grew out of the need build bridges in a neighborhood where rapid demographic change had created explosive tensions. The magnet program teaches visual and performing arts, literacy, and social studies through in-class artist residencies, workshops, field trips, and assemblies that have been developed in collaboration with local arts organizations. Through the arts, Freese has become a bright and cheery school where children are busy learning, an island of hope in a neighborhood beset by conflict.visual artsartspuppetrysocial developmentcurriculuminstructionESLmulticulturalFreese ElementaryBilingualMultilingualand Multicultural EducationCurriculum and Instructionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1kf6p9tharticleJournal for Learning through the Artsvol 6, iss 1oai:escholarship.org:ark:/13030/qt974542b52016-07-19T20:50:59Zqt974542b5Performing Thyself: Sparking Imagination and Exploring Ethnic Identity Through Singing and DancingTsetsura, Katerina2010-01-01This essay discusses two sets of creative teaching methods: live singing and dancing. The performance by an instructor can set a mode for students to achieve intellectual transformation by exploring issues of identity. The role of music, especially folk singing and dancing, is specifically examined within the intercultural context of communication. Performative dialogue can be used as an effective, novel technique to initiate and develop cultural connections and discussions of culture and identity in the classroom. The author shares her experience of performing folk dancing and singing as examples of Russian cultural musical heritage to illustrate how singing and dancing can help students to learn about themselves and others, about culture, identity, and communication at large.social developmentidentityperformative dialogueculturecommunicationCommunicationGeneralEthnicCultural MinorityGenderand Group StudiesInternational and Intercultural CommunicationOther CommunicationPerformance StudiesPublic Relations and AdvertisingSociologyRussian Studiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/974542b5articleJournal for Learning through the Artsvol 6, iss 1oai:escholarship.org:ark:/13030/qt6mw9s8qs2016-07-19T20:50:57Zqt6mw9s8qsThe Role of Coaching by Teaching Artists for Arts-Infused Social Studies: What Project CREATES Has to OfferWilcox, Ruth ABridges, Stacey L.Montgomery, Diane2010-01-01One strategy used by Project CREATES to enhance the fusion of social studies with the arts was to provide various forms of professional development to artists and teachers (Montgomery, Otto, & Hull, 2007), including seminars, book clubs, and on-site Arts Resource Coaches. The purpose of this study was to describe the role of the coaches as they worked with teachers, arts educators, and community artists to infuse the arts in elementary school curricula, specifically social studies for fifth graders. Using qualitative methods over a seven-year period, data included interviews, artifacts, field notes, and observations. Themes that emerged from the analysis included four types of connections resulting in school culture changes. Two types of connections to the curriculum were found, including facilitating lesson plans that have local, state, or national content standards and the implementation of evidence-based instructional practices. Additionally, coaches assured the collaboration and connections between teachers and artists, and they were catalyst for connecting community artists and arts agencies to the schools. In so doing, the coach acted as the catalyst for change to the school culture and teacher transformation. Implications for professional development of teachers and artists are discussed.musicarts-infusioncoachingethnomusicologyinstructionmusicprofessional developmentschool climatesocial studiesEducational PsychologyElementary Education and Teachingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6mw9s8qsarticleJournal for Learning through the Artsvol 6, iss 1oai:escholarship.org:ark:/13030/qt6nv291vz2016-07-19T20:50:56Zqt6nv291vzA Constructivist Study of Middle School Students’ Narratives and Ecological IllustrationsStokrocki, Mary L.Flatt, BarbaraYork, Emily2010-01-01Using participant observation, we describe/interpret the results of teaching a constructivist unit that empowered students in narrative writing and illustration. Participant observation methods included daily note taking, pre-post questioning, and photographing artworks. We analyzed students’ stories and illustrations with borrowed and emerging categories and included students’ criteria from their final peer assessment called Critter Critique. Findings suggest they have misconceptions about the desert (an ugly place or has triangular shaped mountains). When narrating, students showed propensity to use first person narration and humor. They are fascinated with the predator/prey theme and snakes are their dominant desert creatures. When illustrating, some students used expression/projection; all used three or more spatial grounds; and many drew tiny details and secret places. Educators need to discuss with students life cycles in the desert, essential issues such as survival, their place in the preservation of this delicate and quickly disappearing wilderness, and the reasons why they should take care of the desert and its animals.visual artsconstructivismnarrative writingintegrationecologypredator & preyillustrationdesertecocritterillustrationtexturetiny detailscare.Arts and Humanitiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6nv291vzarticleJournal for Learning through the Artsvol 6, iss 1oai:escholarship.org:ark:/13030/qt10c4v90c2016-07-19T20:50:55Zqt10c4v90cGaining Insight into Cultural Geography through the Study of Musical InstrumentsKhalil, Alexander K2010-01-01At present, the need for an understanding of both physical and cultural geography is increasingly urgent in America’s schools. The present study explores using music as focus for the exploration of geography. Not only is music strongly linked to culture and environment but also its study provides an experiential understanding of a given culture in a way that few others can. Instrumental music, unfettered by practical, semantic, or representational constraints of other traditional art forms, can be considered as one of the most direct forms of cultural expression, reflecting primarily the collective imagination of the culture that developed it and the environment in which it developed. Musical instruments are shaped by a culture’s aesthetics and made using locally available materials and technologies.The present article takes as a case study a class at the Museum School, a San Diego Unified School District charter school that emphasizes experiential learning and the arts in its daily curriculum. In this case study, 23 children in grades 4-6 focused their attention on the culture and geography of the Island of Bali, Indonesia, through studying its instrumental music, known as “gamelan.”The Museum School has had a Balinese gamelan program as part of its music curriculum since 2000 and thus all of the students approached the subject with substantial experiential knowledge. The course of study, which lasted several weeks, went through four stages of inquiry and discussion. First, the students conducted background research on Balinese music, focusing in particular on organology. Second, the students explored Balinese geography through organology, deducing aspects of the Balinese environment based on the design and construction of the instruments. Third, the students examined Balinese culture through its music, focusing on musical structure. Fourth the students were asked to make connections between Balinese culture and physical geography as seen through music. Finally, the students compared and contrast what they had learned with musics of their own choice, pointing out likely cultural and environmental factors that likely caused the differences and similarities they observed.This course of study helped the students make connections between cultural and physical geography in a nuanced way. Further, although focus on music and art as a subject, the core elements of the class were writing and research skills. Combining these skills with experiential learning not only deepens and nuances understanding of geography but also expands students’ cognitive repertoire, providing tools for further exploration.musicCultural GeographyMusicMusical InstrumentsOrganologyCurriculum and InstructionCurriculum and Social InquiryEthnomusicologyOther EducationOther Musicapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/10c4v90carticleJournal for Learning through the Artsvol 6, iss 1oai:escholarship.org:ark:/13030/qt7fk7q9b92016-07-19T20:50:54Zqt7fk7q9b9Implementing Mapping the Beat in the 8th GradeRichardson, Ronald Craig2010-01-01This article looks at the woeful lack of geographic understanding exhibited by young people in the United States and proposes a solution. A series of workshops designed to supplement the eighth grade American history curriculum are described. Focusing on historical and ethnic music—the “soundtrack” of American history—the curriculum focuses on expanding student awareness of physical and cultural geography.The workshops build on the Mapping the Beat curriculum, originally developed for the fifth grade and funded by National Geographic. The migration of musical forms is used as a metaphor for human migration and cultural interaction. Nine workshops, on topics ranging from Native American music to the songs of the Civil War, are described. Analysis of conversations with student focus groups suggested that recreating the musical “soundtrack” of American history helped students to meaningfully connect with (and make connections within) the United States history curriculum. writing skillsMapping the Beatenvironmentidentitymiddle schoolphysical and cultural geographysocial studiesUnited States historymigrationculturewriting fluencyfocus groupenthusiasmmotivationinterestintellectual curiosityexplorationfunenjoymentmotivationaffectattitudeslaveryAmerican folkloreinstrumentspolkaIndustrial RevolutionNative AmericansNational Council for Geographic Education (NCGE)Test of Geography-Related Knowledge (ToGRA)improvementqualitativeAmerican History (United States)Arts and HumanitiesCurriculum and InstructionEconomicsEducational AssessmentEvaluationand ResearchGeographyGeographySocial Sciencesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7fk7q9b9articleJournal for Learning through the Artsvol 6, iss 1oai:escholarship.org:ark:/13030/qt5mn6158s2016-07-19T20:50:52Zqt5mn6158sIntroduction to Arts and GeographyBrouillette, LianeGibbs, Karen2010-01-01As the editors of the Arts and Geography section of this issue, Brouillette and Gibbs provide an introduction to the articles included.musicGeographymusiccultureBilingualMultilingualand Multicultural EducationCurriculum and InstructionInternational and Comparative Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5mn6158sarticleJournal for Learning through the Artsvol 6, iss 1oai:escholarship.org:ark:/13030/qt3tx3s59t2016-07-19T20:50:52Zqt3tx3s59tForewordBrouillette, LianeGibbs, Karen2010-01-01Brouillette and Gibbs provide a foreword to guide the reader through the multiple sections of this volume and introduce a new "Opinion" section.arts integrationarts educationarts integrationOther Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3tx3s59tarticleJournal for Learning through the Artsvol 6, iss 1oai:escholarship.org:ark:/13030/qt0n72q3n92015-10-21T14:38:09Zqt0n72q3n9Help Your Child to Thrive: Making the Best of a Struggling Public Education SystemBrouillette, Liane2014-01-01Contemporary public schools focus intensely on academic success. Social-emotional development is given only incidental attention. When families are not prepared to take up the slack, emotional growth may be impeded, resulting in dimished social skills, industriousness, and ability to cope with stress. This book describes recent changes in public schools and provides parents with guidelines for helping children to thrive.parentingraising childrenfamily relationshipseducationchildrenfamilydisciplineparenthoodpublic educationchild developmentchild rearingschoolapplication/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/0n72q3n9monographoai:escholarship.org:ark:/13030/qt3mj728bn2015-02-17T15:11:13Zqt3mj728bnThe Use of Creative Projects in a Gross Anatomy ClassShapiro, JohannaNguyen, VincentMourra, SarahRoss, MarianneThai, TrungLeonard, Robert2006-01-01Introduction. Medical students often describe the gross anatomy course as both stressful and a rite of passage. Research differs as to whether the stress it engenders is significant or transitory. This qualitative study of first year anatomy student reports on the use of optional creative projects to promote reflection and reduce stress.Methods. Over a three year period, 115 students, or 38.72% of all eligible students, opted to complete 1-2 arts or written creative projects during the anatomy course. Of these, 34 students gave us permission to analyze their projects, while 12 project completers and 12 project non-completers were interviewed to determine their views about the projects. Researchers developed coding schema and interview schedules that were used to assess and interpret the data.Findings. On average, over a three year period, a little less than 40% of students selected the creative project option, with approximately equal numbers of male and female students represented. Comparing types of projects, art works were more celebratory and less reflective than written works. Comparing phases of projects, initial projects appeared more conflicted, while later projects showed more desensitization, appreciation, and satisfaction. Students expressed anxiety and ambivalence about anatomy and employed various defense mechanisms to resolve their feelings. Students completing projects reported that they both reduced stress and caused them to develop a richer appreciation for both anatomy and medicine as a whole, while non-completers acknowledged that viewing the projects helped them to better understand their own experience of anatomy.Conclusions. For some students, creative projects may offer a more reflective and introspective way of wrestling with the ambivalent emotions anatomy raises than simple desensitization strategies of exposure.educational researchmedical humanitiesanatomymedical studentsstressapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3mj728bnarticleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt003791w42015-02-17T15:11:12Zqt003791w4Supporting the Health of College Solo Singers: The Relationship of Positive Emotions and Stress to Changes in Salivary IgA and Cortisol during SingingBeck, Robert J.Gottfried, Terry LHall, David J.Cisler, Caitlin A.Bozeman, Kenneth W.2006-01-01Singers appear to experience health benefits from singing, but their art makes physical demands that may leave them prone to health problems. The study sought to measure singers’ immunocompetence under practice and performance conditions. Salivary IgA and cortisol measurements were assayed from multiple pre-post saliva samples obtained from 10 solo singers as they rehearsed and performed repertory in a college conservatory during a 10-week period. Confirming previous research on choirs, there was a significant increase in S-IgA after singing, and the effect was mediated by positive emotions of well being and feeling “high.” The extent to which singers reported that they were usually stressed while singing was significantly correlated with decreases in S-IgA. Satisfaction with performance correlated significantly with a decrease of cortisol after singing. In a regression analysis, the best predictive model for upward change in S-IgA included two significant variables from the questionnaire: feelings of well being and relative lack of concern with artistic identity (p < .018). These findings suggest that preserving solo singers’ positive emotions during singing may not only maintain their enjoyment of singing, but may also improve their immunocompetence in response to health risks.musicSingingEmotionsStressImmune ResponseIgAcortisolapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/003791w4articleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt43x5879p2015-02-17T15:11:10Zqt43x5879pCritical Thinking Synergism: Combining Therapeutic And Vocational Approaches To Teaching Medical HumanitiesDempsey, Owen PLucas, Beverley J2006-01-01This article explores a qualitative evaluation of student and tutor perceptions of the educational aims, methods and impact of undertaking a new medical humanities student selected module (SSM) within one medical school in the United Kingdom. The findings of the study build on previous work within this subject area and provide insight of learning outcomes, suggesting implications for future curriculum development.educational researchMedical Humanities Education Educational Evaluation Critical Theoryapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/43x5879particleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt8pb882j12015-02-17T15:11:05Zqt8pb882j1Healing and the Arts: A Powerful Metaphor for Teaching about Healing and for Teaching Medical HumanitiesSirridge, Marjorie S.Martin, Jennifer2006-01-01For several years an interdisciplinary course called “Healing and the Arts” has been offered to undergraduates and medical students in a BA/MD program at the University of Missouri-Kansas City. Its stated purpose is to give students a theoretical and practical understanding of how the arts can be a healing force in people's lives. Healing is addressed in a broad sense that takes into account the larger factors of health and illness, such as the roles and responsibilities of patients, the cultural perspectives of sickness and health, and the influence of religious or moral beliefs and practices. The three units of the course are: 1) Art and Healing of Self and Others; 2) Art, Healing and Society; and 3) Art, Healing and Spirituality. Each unit includes appropriate literature assignments and art experiences. Oliver Sacks' book, The Man Who Mistook His Wife for a Hat, provides numerous examples of healing through music, art, spirituality and the helpful understanding of care givers. Music such as requiems, the blues and the compositions of Andrew Lloyd Weber provide examples of healing in a different sense. Plays, read or attended, offer additional dynamic experiences. Artists such as Frida Kahlo provide examples of the relation of illness and healing to the creation of visual art. The many art related responses to the 9/11 tragedy show how society sought its own healing. Students’ responses to the selections are evaluated through written papers and examinations as well as class discussions. The faculty members believe that, by introducing students to the positive aspects of the arts and how they have universally contributed to the healing of individuals, societies and cultures, they are teaching them the important balance between medical knowledge and the arts in their own lives.visual artsArtsDramaExperiential LearningHealingHealthIllnessInterdisciplinary TeachingLiteratureMusicSocietySpiritualityVisual Artsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8pb882j1articleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt02f2n6m72015-02-17T15:11:04Zqt02f2n6m7Incorporating the Arts and Humanities in Palliative Medicine EducationMarchand, Lucille R2006-01-01The arts and humanities allow the teaching of palliative medicine to come alive by exploring what is often regarded as the most frightening outcome of the illness experience – death and dying. Palliative medicine focuses on the relief of suffering, but how can suffering be understood if the story of the patient is not told through prose, poetry, music, and images? This article describes how teaching can incorporate the power of story through the arts to enrich the palliative medicine curriculum. Also presented is a developmental schema, devised by Bernice Harper, whereby learners can assess and understand their journey as health professionals as they increase their capacity to cope emotionally with the dying process of their patients. Narrative medicine also serves to ground related teaching about pain, near death awareness, and grief and loss in the experience of the patient and family as well as that of the health professional. Art is created in relationship- centered care in which the clinician and patient interact through the telling and listening to stories. Relationship is established through this acknowledgment of the shared humanity of patient and clinician..writing skillsPalliative medicineartshumanitiesrelationship-centered carenarrative medicinestoriesend of life careintegrative medicineholistic medicineapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/02f2n6m7articleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt686746fw2015-02-17T15:11:01Zqt686746fwThe Appreciative Pedagogy of Palliative Care: Arts-Based or Evidence-Based?Lander, Dorothy A.Graham-Pole, John R2006-01-01The authors integrate poetry and narrative into their self-study application of the research methodology known as Appreciative Inquiry (AI) focused on: (a) their personal and professional practice and development; (b) their teaching practice in universities and informal/popular education settings; and, (c) their educational research in the area of hospice and palliative care giving. AI is both an arts-based participatory philosophy of practice and a qualitative research methodology.learningappreciative inquirypalliative carelossevidencearts-medicinepoetrypopular educationcritical pedagogyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/686746fwarticleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt501997g92015-02-17T15:10:57Zqt501997g9Music, Medicine, and the Art of Listeningvan Roessel, PeterShafer, Audrey2006-01-01The use of the arts in medical education has become increasingly widespread. Narrative and visual media, in particular, have received great attention as tools for teaching skills of empathy, observation and reflection. Music, however, has been relatively less applied in this context, and may be perceived as lacking immediate relevance to medicine. In this article, we first review various areas of interface between music and medicine. We then describe a curricular innovation undertaken at our institution using musical performance to demonstrate the value of music as a metaphor for communication in the practice of medicine.post-secondary educationmedical educationmedical humanitiesmusicdoctor-patient relationshipcommunicationclassical musicmetaphormusic therapycomposersmedical trainingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/501997g9articleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt5109350b2015-02-17T15:10:55Zqt5109350bWhat's Eating Gilbert Grape?: A Case Study of Chronic IllnessAlexander, MatthewWaxman, DaelWhite, Patricia2006-01-01Cinemeducation refers to the use of movies or movie clips to educate learners about the psychosocial aspects of health care. This paper describes the use of a clip from the movie, What's Eating Gilbert Grape? to teach medical students about chronic illness. The clip is used to set up a case study based on the lead character, Gilbert Grape. For the sake of the seminar, Gilbert is given a diagnosis of low back pain. After watching the clip, learners are asked to construct a genogram and family circle of the home context and then hypothesize about the possible causes of Gilbert's back pain. The educators then use the “case” as a basis for an exemplary patient-based chronic illness presentation. This presentation is designed to serve as a model for the students, who are asked to interview a patient and family and make their own patient-based chronic illness presentation at the end of their clerkship month. Anecdotal evidence suggests that cinemeducation is an effective and entertaining way of presenting didactic material, including teaching assessment and case management skills, to health care professionals. Suggestions are made for possible future research in this innovative teaching technique.educational researchcinemeducationchronic illnesslow back paindepressioncase studyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5109350barticleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt7380r49s2015-02-17T15:10:53Zqt7380r49sMoral Imagination Takes the Stage: Readers’ Theater in a Medical ContextCase, Gretchen A.Micco, Guy2006-01-01In this article, we describe an elective course using readers’ theater with students in the health care professions and the arts. Readers' theater is a technique used for the performance of literature in which texts are staged with minimal production values and scripts are not fully memorized. These techniques are drawn upon more commonly in theater and performance studies classrooms, but we found them to be effective as tools for connecting future health care providers with their local communities. With a central theme of age and aging, we chose non-dramatic works of literature and adapted them for dramatic readings at retirement communities in Berkeley and Oakland, California.post-secondary educationreaders' theatertheaterperformanceretirement communitiesmedical educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7380r49sarticleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt4nj8r04z2015-02-17T15:10:52Zqt4nj8r04zWriting to Heal Thyself: Physician as Person & Person as PhysicianKasman, Deborah L2006-01-01An experienced physician-teacher shares her own experiences with loss in medicine and loss in her personal life. Through personal writings during her divorce, she exemplifies the healing effect writing can have during difficult transformations that occur in life. She shares her bias that physicians need to accept and own their emotions and can use reflective writing as a tool toward developing greater professional skills. In the end, reflective writing skills offer physicians a means to become more emotionally aware and more available to patients’ needs.social developmentMedical EducationPhysician Well-BeingWriting and Humanitiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4nj8r04zarticleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt6hg5v6zf2015-02-17T15:10:50Zqt6hg5v6zfOn the Use of Poetry in Medical EducationWellbery, Caroline2006-01-01Poetry can be a powerful tool in teaching students and residents interpersonal and scientific aspects of clinical medicine. Advantages of using poetry include emotional intensity, succinct, portable formulations and communication of encompassing, ‘existential’ truths. Limitations include learners’ lack of familiarity with the medium of poetry, and the need to negotiate multiple, complex meanings. In addition, the indirection and multiple meanings of poetry require a different interpretive approach and mindset than one put forth by a scientific model of inquiry. Applicable poetry can be found in standard collections, but which poems are used often depends on the individual instructors’ preferences and personal reading experience. They can be incorporated into different teaching settings, such as lectures or seminars, depending on the application. Poems can be used to explore questions relating to the nature of the medical profession. They can also be used to explore broader clinical topics, or to highlight a focused clinical point. Several examples are provided in this paper. Overall, poetry can enhance clinical learning by honing emotion, psychological insights, and observational skills.post-secondary educationpoetrymedical humanitiesmedical educationintegrated curriculumapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6hg5v6zfarticleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt0d03228w2015-02-17T15:10:49Zqt0d03228wClinical Poems and Clinical Conversations: Some Thoughts on Working with Family Medicine ResidentsStein, Howard F2006-01-01Abstract: This paper describes an experiment in which Family Medicine residents composed, read, and discussed their poems as a way of bringing to life their often complex relationships with patients. It argues that this approach mobilizes the physicians’ own creativity in the service of reflective practice and improved doctor-patient relationships. This method further increases mental “space” within the physician and between doctor and patient. It can supplement the more usual approach to teaching medical humanities, wherein great literary works and the writing of famous physicians are explored for the insights they offer to healthcare practitioners.problem solvingpoemsFamily Medicineresidentsclinical teachingmedical humanitiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0d03228warticleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt0332r7hz2015-02-17T15:10:47Zqt0332r7hzA Humanities-Based Capstone Course in Medical Education: An Affirming and Difficult Look BackWear, DeleseZarconi, Joseph2006-01-01In a new required capstone course for medical students, students at the Northeastern Ohio Universities College of Medicine were asked to reflect on their relationships with patients, their colleagues, themselves and their families, and the communities they serve, using the humanities, particularly narrative domains, as the primary vehicles for such reflection. Here we describe the course requirements and organization, then elaborate on how it was received by patients through not only course evaluations but also our own instinctive sense as teachers of how things went. We offer observations on what went right, what went wrong, and how we might do things differently.writing skillsHumanitiesMedical EducationProfessionalismCapstone CourseStudent Resistanceapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0332r7hzarticleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt9p44s8qz2015-02-17T15:10:46Zqt9p44s8qzOnce Upon a Time. . . At The Tenth SOBRAMFA International and Academic Meeting - S. Paulo - BrazilDe Benedetto, Maria Auxiliadora C.Blasco, Pablo G.de Castro, Ariane G.de Carvalho, Elsi2006-01-01In Brazil, medical practice and the predominant medical education model are based on specialization. Methodologies such as patient-centered medicine and narrative medicine are either unknown or not applied in a systematic way. In order to draw students’ and doctors’ attention to these approaches during the TENTH SOBRAMFA INTERNATIONAL AND ACADEMIC MEETING, an informal event called “Narrative Session” was presented. The meeting’s attendees were asked to send patients’ stories in advance. The stories submitted were selected and classified according to medical sociologist Arthur Frank’s description of three structures or skeletons of narrative – restitution stories, chaos stories, and quest stories. A special ambiance – a setting evoking The Tales of 1001 Nights– was created for the presentation. The narratives performed showed the narratives’ healing and didactic potential for patients, doctors, and students.learningNarrativesFamily MedicineMedical EducationHealingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9p44s8qzarticleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt63j3s91k2015-02-17T15:10:45Zqt63j3s91kFLAP: Personal Writing as a Tool for Physician Well-beingReilly, Jo MarieRing, Jeffrey2006-01-01There are many physical and emotional demands that are required in the professional training and socialization of a physician. Writing for self-expression and awareness has been shown to improve personal growth and decrease stress levels. Using writing as a tool in residency training as a forum for exchange and self-expression can foster a healthier learning environment. FLAP, Family Practice Literature and Arts Periodical, is a community--family practice residency-based--publication that allows residents and faculty to share their literary talents. It focuses on physician well-being and how writing can be used as a tool to manage stress. It is an English-Spanish bilingual publication that supports many forms of artistic expression and the diverse cultural and languages backgrounds represented by the residency community. It has received much positive feedback from residents and staff for its affirmation of physicians' professional development and attention to self care.post-secondary educationHumanitiesPhysician WellbeingMedical Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/63j3s91karticleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt4x62d4m42015-02-17T15:10:43Zqt4x62d4m4Donning the White Coat: The Narrative Threads of Professional DevelopmentSchaff, Pamela2006-01-01Much has been written recently about medical professionalism, about how we define it, and about how to educate our students in this domain. While there seems to be consensus as to what constitutes professionalism, there remains a good deal of uncertainty as to how best to teach students to meet their obligations to their patients, to society, and to their profession. This essay will examine some of the recent discourse on professionalism education, and will then describe the Family Medicine clerkship narrative medicine curriculum at Keck School of Medicine. By creating time and space in the formal curriculum for reflection with teachers and mentors, we believe that we provide students with an opportunity for the active, self-changing work that is essential for successful personal and professional formation.post-secondary educationmedical educationnarrativeprofessionalismprofessional developmentreflective practicestoriesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4x62d4m4articleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt6k05055t2015-02-17T15:10:42Zqt6k05055tWho is My Patient? Use of a Brief Writing Exercise to Enhance Residents' Understanding of Physician-Patient IssuesWilkinson, Joanne E2006-01-01Writing workshops and narrative experiences for medical trainees can be a useful way to approach certain issues in their education. This article describes a brief writing exercise that can be used for physicians in training to help them recognize issues of countertransference in the doctor-patient relationship. While these issues are generally covered as part of residents’ behavioral science curriculum, this exercise allows trainees to use a creative method in order to uncover them. To date, this exercise has been used in two residency programs with residents informally expressing improved understanding of their own experience with patients.social developmentmedicinemedical educationnarrativeapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6k05055tarticleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt4hq6k7382015-02-17T15:10:40Zqt4hq6k738Medicine and the Silent Oracle: An Exercise in UncertaintyBelling, Catherine2006-01-01This article describes a simple in-class exercise in reading and writing that, by asking participants to write their own endings for a short narrative taken from the Journal of the American Medical Association, prompts them to reflect on the problem of uncertainty in medicine and to apply the literary-critical techniques of close reading both to the content and the form of a story that describes and enacts the challenges of making decisions in the face of uncertain knowledge.writing skillsNarrativewriting exerciseclose readinguncertainty in medicinecancerdiagnosisclinical interview.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4hq6k738articleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt1kn415fp2015-02-17T15:10:39Zqt1kn415fpCreating Conversations: Finding Ways to Promote Humanities in Large Medical School CoursesHolleman, Warren2006-01-01Since the publication of Samuel Shem’s House of God, medical students and residents have been famous for their cynical conversations about patients and life on the wards. This image is largely a caricature, yet peer pressure, medical machismo, stressful working conditions, and house staff subculture do foster negative attitudes and images. A challenge for medical faculty is to facilitate conversations that help students work through their fears and insecurities in ways that promote positive values, build character, and remind students of the ideals that drew them to the healing professions. Providing such an environment and structuring such conversations can be difficult, especially in the large classes and busy schedules that typify most of pre-clinical education. The following article describes an effort to facilitate such conversations.learningmedical educationcynicismnegative attitudespositive valuesidealsfacilitate conversationsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1kn415fparticleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt58b5h3h92015-02-17T15:10:38Zqt58b5h3h9A Sampling of the Medical HumanitiesShapiro, Johanna2006-01-01This article provides an introduction and overview to this special issue of JLTA. It provides summaries of the articles and highlights some of the key points readers might take away from perusing this work.visual artsmedical humanitiesthe artsmedical educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/58b5h3h9articleJournal for Learning through the Artsvol 2, iss 1oai:escholarship.org:ark:/13030/qt1qf5f7bc2013-04-24T21:57:53Zqt1qf5f7bcChoral Singing, Performance Perception, and Immune System Changes in Salivary Immunoglobulin A and CortisolBeck, Robert2000-03-15In a naturalistic pre-post design, samples of saliva were collected from the members of a professional chorale during an early rehearsal (n=31), a late rehearsal (n=34) and a public performance (n=32) of Beethoven's Missa Solemnis. As measures of immune system response, mean levels of secretory immunoglobulin A increased significantly, as a proportion of whole protein, 150% during rehearsals and 240% during the performance. Cortisol concentrations decreased significantly an average of 30% during rehearsals and increased 37% during performance. As measured through performance perception rating scales, a group of emotions and other experiential states that singers associated with professional singing were highly predictive of changes in level of secretory immunoglobulin A during the performance condition, but the results for the rehearsal conditions were not significant. The best multiple regression model for performance level of immunoglobulin A (p < .0015) included seven emotional, cognitive, and evaluative variables generally associated with choral singing, including levels of mood before and during singing, stress, relaxation, feeling "high," detachment/engagement, and specific satisfaction with the immediate performance.musicImmune systememotionsingingperformance perceptionCortisolsalivaImmunoglobulin Aapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1qf5f7bcpublicationoai:escholarship.org:ark:/13030/qt9t13c8ht2011-11-04T18:10:00Zqt9t13c8htThe Poets of El SolCronmiller, Sue A.2011-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9t13c8htmonographoai:escholarship.org:ark:/13030/qt81q4s2772011-07-07T20:43:52Zqt81q4s277Happy HealersWinter, Robin O, MD, MMM2011-06-13Family Medicine residency programs in the United States are required to promote resident well-being. This article describes how one residency does this by teaching the concepts of Positive Psychology and Authentic Happiness developed by Dr. Martin Seligman utilizing a multi-media curriculum. As part of this curriculum, residents listen to the song “Don’t Worry Be Happy,” watch selected scenes from the movies Mary Poppins and The Lion King, and see a performance of the song and dance Electricity from the show Billy Elliot, the Musical. Research showing that happiness is contagious is also discussed. Finally, residents learn how to increase their own happiness by completing three exercises shown by Dr. Seligman to promote happiness.arts integrationcurriculumOther Medical SpecialtiesOther Mental and Social HealthOther PsychologyPositive PsychologyHappinessAuthentic HappinessThe Lion KingFamily Medicine Resident Well Beingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/81q4s277articleJournal for Learning through the Artsvol 7, iss 1oai:escholarship.org:ark:/13030/qt6qc4b7pt2011-07-04T03:58:24Zqt6qc4b7ptActivating Student Engagement Through Drama-Based InstructionCawthon, Stephanie WDawson, KatieIhorn, Shasta2011-06-13Drama for Schools (DFS) is an arts integration professional development program that trains teachers to use drama-based instruction techniques. The DFS strategies aim to connect student learning to their lived experiences in a manner consistent with authentic instruction principles. The focus of this mixed-methods study was on the relationship between increase in authentic instruction, level of student engagement, and articulation by teachers regarding the participation of their middle school students in classroom activities. Pre-post measures indicate that student engagement increased as a result of drama-based instruction strategies. These lesson plan measures also demonstrated how teachers changed their articulation of student engagement. Discussion focuses on how the relationship between the DFS program structure, participants’ pedagogy, and student outcomes fit into, and challenge, the overall critical pedagogical framework of the program.arts integrationdramaeducational researchK-12 schoolsJunior High, Intermediate, Middle School Education and TeachingArts integrationdrama-based instructionstudent engagementsecondary educationprofessional developmentapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6qc4b7ptarticleJournal for Learning through the Artsvol 7, iss 1oai:escholarship.org:ark:/13030/qt8217g1j12011-07-04T03:58:20Zqt8217g1j1Innovations in Medical Education using the Humanities and Arts: Developing Physician Reflective Capacity and “Happiness”Shapiro, Johanna2011-06-13Introduction to Medical Humanities section.post-secondary educationmedical humanitiesreflectionphysician well-beingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8217g1j1articleJournal for Learning through the Artsvol 7, iss 1oai:escholarship.org:ark:/13030/qt7513c5mv2011-07-04T03:58:16Zqt7513c5mvUse of Poems Written by Physicians to Elicit Critical Reflection by Students in a Medical Biochemistry CourseVan Winkle, Lon JRobson, ChesterChandar, NaliniGreen, Jacalyn MViselli, Susan MDonovan, Kelly2011-06-13PurposeCritical reflection helps to animate humanistic values needed for professional behavior in medical students. We wanted to learn whether poems written by physicians could foster such critical reflection. To do so, we determined whether the poems elicited dissonance (i.e., recognition of their own or others behavior as incongruent with their values) and subsequent reflection or critical reflection by teams of students in a medical biochemistry course.Subjects and MethodsThirty learning teams of five to seven members each (total of 196 first-year osteopathic medical students) related four humanistic values or characteristics of professional behavior to an associated poem written by a physician. Their written individual and team reports were assessed for dissonance, reflection and critical reflection. We also determined whether dissonance (if it occurred) was resolved through preservation of students’ values and behavior (and rejection of other’s behavior) or through reconciliation of their own incongruent humanistic values and professional behavior.ResultsAll 30 teams exhibited dissonance and reflection in their written reports, and 18 teams showed critical reflection. Fifteen of the latter 18 teams displayed reconciliation after critical reflection, and five of those 15 teams also showed preservation. The other 15 teams exhibited preservation, but not reconciliation, after either critical reflection (three teams) or reflection (12 teams). At least two teams exhibited related but deeper critical reflection in more open-ended written work outside the formal assignment of this exercise.ConclusionsThe poems we used were virtually certain to evoke dissonance in learning teams. Behavior exhibited by patients or health care personnel in some of the poems contradicts most people’s values for proper behavior. Placing focus on imperfect behavior by others can, however, limit recognition of one’s own hypocritical actions. To obviate such limitations of more structured assignments, we encourage provision of tacit opportunities for critical reflection outside structured formal assignments. The exercise we used led at least two teams of students to exhibit deeper critical reflection, outside the formal assignment, in order to reconcile their incongruent values and professional behavior. Moreover, the exercise itself led most teams to exhibit critical reflection needed to animate humanistic values and professional behavior in medical students.cognitive sciencescurriculumeducational researchpost-secondary educationdissonanceprofessionalismcritical reflectionpoetryempathyrelationship-centered careapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7513c5mvarticleJournal for Learning through the Artsvol 7, iss 1oai:escholarship.org:ark:/13030/qt65g5z7wp2011-07-04T03:58:12Zqt65g5z7wpArts Integration in Teacher Preparation: Teaching the TeachersPool, JonelleDittrich, CharlesPool, Ken2011-06-13This classroom study focused on modeling a hands-on approach for understanding classroom applications of multiple intelligence theory through arts-based integration. Thirty-five preservice teachers enrolled in Educational Psychology classes participated in an interdisciplinary geometry lesson modeling Artful Learning™, experiencing an arts- based pedagogical approach in the lesson. Students identified and described geometric concepts and relationships and photographed geometrical elements authentically on campus as part of the model’s original creation. Assessment of lesson objectives revealed that students appreciated arts-based pedagogy, but had difficulty translating theory into practice when creating their original lesson plans. Discussion includes reflective responses of preservice teachers to inquiry and arts-based classroom instruction for enhancing student understanding, as well as implications for integrating art pedagogy in professional practices.arts integrationcurriculumeducational researchpost-secondary educationartsart integrationcurriculumpreservicepost-secondary educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/65g5z7wparticleJournal for Learning through the Artsvol 7, iss 1oai:escholarship.org:ark:/13030/qt5zp4c70w2011-07-04T01:13:21Zqt5zp4c70wArts = Education: Connecting Learning Communities in Los AngelesShimshon-Santo, Amy R2010-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5zp4c70wmonographoai:escholarship.org:ark:/13030/qt4zh403s02011-07-03T20:08:21Zqt4zh403s0Significant New Study Affirms Life-Changing Impact of Intensive, Long-term Arts InvolvementBrouillette, Liane2009-11-25This review of Doing WELL and Doing GOOD by Doing ART by James Catterall summarizes the author’s seminal work on arts involvement and human development, then looks at the extension of his earlier research into a 12-year longitudinal study that follows 12,000 students from high school to age 26. Findings from this study show that intensive involvement in the arts during middle and high school associates with higher levels of achievement and college attainment, as well as with indications of pro-social behavior such as volunteerism and political participation. Of particular interest are those sections of the book that go beyond statistical analysis to provide insight into the mechanisms through which learning in the arts transfers to other disciplines.academic achievementarts educationcognitive scienceseducational researchK-12 schoolslearningmusicsocial developmentartartsmusiceducationcognitionhuman developmentstudent achievementlearningapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4zh403s0articleJournal for Learning through the Artsvol 5, iss 1oai:escholarship.org:ark:/13030/qt17j602vt2011-07-03T20:08:16Zqt17j602vtForewordMcKean, Bobbi2009-11-25McKean provides a foreword to guide the reader through the multiple sections of this volume and to introduce a new "Review" section.arts educationarts integrationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/17j602vtarticleJournal for Learning through the Artsvol 5, iss 1oai:escholarship.org:ark:/13030/qt5nf1355m2011-07-03T20:08:12Zqt5nf1355mArts and Technology IntroductionBetts, David2009-11-25As the editor of the Arts and Technology section, Betts provides an introduction to the articles included and suggests additional research in this area.arts educationarts integrationtechnologyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5nf1355marticleJournal for Learning through the Artsvol 5, iss 1oai:escholarship.org:ark:/13030/qt5d66t66z2011-07-03T20:08:07Zqt5d66t66zMedical Humanities IntroductionShapiro, Johanna2009-11-25As editor the Medical Humanities section, Shapiro provides an introduction and discusses how the articles in this section of the journal use reflective writing in medical education contexts to explore the perspectives and priorities of a range of others - patients, family members, other health care professionals - involved in the clinical encounter.arts integrationmedical humanitiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5d66t66zarticleJournal for Learning through the Artsvol 5, iss 1oai:escholarship.org:ark:/13030/qt75b194v62011-07-03T20:08:04Zqt75b194v6Teaching and Learning through the Arts IntroductionMcKean, Bobbi2009-11-25As the editor of the Teaching and Learning through the Arts section of this issue, McKean provides an introduction to the articles included.arts educationarts integrationeducational researchteachinglearningartsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/75b194v6articleJournal for Learning through the Artsvol 5, iss 1oai:escholarship.org:ark:/13030/qt65w7t1552011-07-03T20:07:59Zqt65w7t155Singing In Science: Writing and Recording Student Lyrics to Express LearningNelson, Sara DNorton-Meier, Lori2009-11-25This article explores the use of lyric writing in elementary science. It details an exploratory project in which elementary students and a professional musician collaborated to write and record lyrics at the conclusion of an inquiry-based science unit. What we found was that lyric writing when used as a summary reflection activity in science offers students a unique opportunity to uncover and refine learning. The collaboration among students, classroom teachers, professional musician, and sound technician greatly contributed to the creation of a unique and engaging opportunity for students to express their learning through the arts in science. Further controlled studies are recommended to determine the degree of impact on learning and long-term retention of science and music concepts.arts integrationcollaborationlearningmusicLyric writingsciencerecordingmultimodal learninginquiryapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/65w7t155articleJournal for Learning through the Artsvol 5, iss 1oai:escholarship.org:ark:/13030/qt317450982011-07-03T20:07:55Zqt31745098Using Drama for Learning to Foster Positive Attitudes and Increase Motivation: Global Simulation in French Second Language ClassesDicks, Joseph ELe Blanc, Barbara2009-11-25Drama has been effectively used in many learning contexts including English as a second language classes. However, it has received less attention in foreign/second contexts. This article explores how drama for learning can impact upon the relationships among attitudes, motivation and learning in French second language (FSL) classrooms. The authors describe a second language research project done in grade 9 and 10 classrooms based on the principles of drama for learning including play and make believe, learning in context, and ownership of learning. Global simulation, the particular form of drama for learning used in the project, involves a voyage of discovery undertaken by a group involving a final destination and an itinerary. During this second language journey, students act, react and interact to create meaningful individual and group experiences and incorporate cooperative learning principles. The approach also allows the facilitators to draw on Gardner’s multiple intelligence theory in order to structure activities that maximize students’ individual strengths. The research project included development and piloting of the global simulation module, assessment of the pilot as well as assessment of implications for its future use. Data gathered for assessment included student questionnaires and teacher interviews. Results of the project indicated that there were improvements in the learning environments, including an increased level of motivation on the part of the learners involved. The teachers also expressed a high degree of satisfaction with the approach, especially because of their involvement in the development and implementation of the material from the beginning, which appeared to give them a sense of ownership and empowered them in their professional growth. Students also appeared to become more active and engaged in their learning as a result of a sense of ownership over their drama productions. In general, the results suggest that drama for learning and specifically global simulation are viable approaches for grade 9 and 10 FSL classes. This research lays the groundwork and provides direction and concrete resource materials for those who would like to experiment with global simulation in enhancing motivation among students in second language classrooms.arts educationdramaK-12 schoolslanguage developmentFrench second languagedramaculturemotivationattitudesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/31745098articleJournal for Learning through the Artsvol 5, iss 1oai:escholarship.org:ark:/13030/qt18h4q9fg2011-07-03T20:07:51Zqt18h4q9fgA Study of Professional Development for Arts Teachers: Building Curriculum, Community, and Leadership in Elementary SchoolsBurnaford, Gail2009-11-25This study was conducted in a large urban school district. Fifty-nine elementary schools, designated as Fine Arts Schools by the district, were organized as a Fine Arts School Network. The school district partnered with an external arts organization to deliver research-based, consistent and collaborative professional development to art, music, dance, and drama teachers over three years. This government-funded professional development initiative explored the impact of network-based intensive professional development for arts teachers in four specific areas: 1) their role in building community in their schools; their roles as community builders in their schools, 2) their role in building curriculum with non-arts teachers in their schools, 3) their role in building their own leadership capacities. The final area for investigation focused on the impact of network-based professional development for arts teachers on their home schools. Quantitative data, including surveys of participating arts teachers, and qualitative data, including curriculum projects, student work, online documentation templates, interviews and focus groups were collected and analyzed. Results indicated that arts teachers spent more time with their principals and with their non arts teacher colleagues as a result of the professional development they received. They also developed a deeper understanding of the value of an arts integration curriculum in which their own arts expertise contributes to the design of learning and teaching, particularly in the literacy areas of story elements, analytical writing, creative writing, and critique of arts experiences. The study also demonstrated how professional development contributed to arts teachers’ capacity to take leadership in their schools by serving on School Improvement teams, contributing to decisions regarding external arts partnerships, and implementing staff development. The study offered implications for schools districts regarding the importance of targeted professional development for arts specialists. Further, the study indicated roles for external arts partnership organizations in district-supported professional development, as opposed to a more familiar model of school-specific residencies. Finally, results indicated the potential for supporting arts teacher specialists in developing and implementing professional development and curricular projects in their own schools.arts integrationArts teachersprofessional developmentarts integration curriculumleadershipcommunityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/18h4q9fgarticleJournal for Learning through the Artsvol 5, iss 1oai:escholarship.org:ark:/13030/qt4zx5x60c2011-07-03T20:07:47Zqt4zx5x60cDesktop Simulation: Towards a New Strategy for Arts Technology EducationEidsheim, Nina Sun2009-11-25For arts departments in many institutions, technology education entails prohibitive equipment costs, maintenance requirements and administrative demands. There are also inherent pedagogical challenges: for example, recording studio classes where, due to space and time constraints, only a few students in what might be a large class can properly observe and try out the procedures. These and other practical and pedagogical considerations when teaching using hardware may suggest that conventional studios may not provide the best learning environment. In this paper I suggest that desktop simulation may not only help to solve the aforementioned problems, but can contribute to the creation of a cooperative learning environment.arts educationcreativitydigital artsmusicArts technology educationsimulationSim-avrecording studiopedagogical toolsdesktop simulationsimulatorsaudio engineeringsound engineeringmusic technologyVPLapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4zx5x60carticleJournal for Learning through the Artsvol 5, iss 1oai:escholarship.org:ark:/13030/qt0mh2w1d22011-07-03T20:07:42Zqt0mh2w1d2What's the Problem?Zaroff, Larry2009-11-25We physicians get so focused, so specialized, we become organ doctors not people doctors. We deal with the disease the patient has rather than the patient who happens to have a disease. This is true for any illness and I suspect for the majority of specialists--though I believe family doctors and pediatricians are more aware of the social implications of a disease than we cardiac surgeons who have had ninety years of training and can only do our work in a hospital surrounded by a staff of fourteen and equipment that monitors everything including fingernail growth.arts integrationmedical humanitiesproblemheart surgerypenisapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0mh2w1d2articleJournal for Learning through the Artsvol 5, iss 1oai:escholarship.org:ark:/13030/qt31k067sb2011-07-03T20:07:38Zqt31k067sbArtistry in Teaching: Writing Children’s Mathematics Literature Books as Teacher EducationMcVarish, Judith2009-11-25Helping pre-service teachers to feel competent and courageous about the mathematics they will find themselves teaching as elementary school teachers is a critical component of any math methods course. This paper addresses this aim by highlighting a process that involves pre-service teachers in creating original mathematics literature books. This process assumes a social practice theory of learning based on a relationship among one’s own thinking, the activity, and the thinking of other interested persons (Rogers, 1974). My stance is that creating such books offers ways for pre-service teachers to gain new mathematical understandings, connect the math they will be teaching to other life situations, identify pedagogical practices that support student thinking, integrate artistry into the teaching of content, and understand more deeply the multidisciplinary nature of mathematics.arts integrationcreative writingcreativitycurriculumpost-secondary educationAesthetic EducationMath EducationIntegrated Learningapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/31k067sbarticleJournal for Learning through the Artsvol 5, iss 1oai:escholarship.org:ark:/13030/qt0h25j7x72011-07-03T20:06:58Zqt0h25j7x7Reaching Rural Communities: Videoconferencing in K-12 Dance EducationParrish, Mila, Dr.2009-11-25This article reports the findings of a study exploring the effects of using videoconferencing (VC) to deliver dance instruction to rural communities. The context of the study is a university community partnership run through blended live and VC instruction with elementary and middle school students in Eloy, Arizona. This research is part of a larger, ongoing study of iDance, aimed at defining instructional methods and creating dance curriculum to meet the needs of students in rural communities. VC presents unique opportunities for teaching students in rural settings. Considering the relative accessibility of VC centers makes it possible to educate rural students in a broad spectrum of dance contexts: composition, performance, technique, and analysis. Regardless of geographical limitations, community partnerships can flourish through VC technology. Addressing the literature on the use of VC in other disciplines, methods of data collection include interviews, short answer questionnaires and journaling were employed to gather participant views regarding the viability of VC dance instruction. Data revealed that students benefited from the instruction. This paper describes the discoveries of VC as a tool for supporting the teaching and learning of iDance Arizona in rural settings. The discussion section addresses the need for additional research in this area and determines the application of videoconferencing dance instruction. The use of videoconferencing in dance education has not yet been the subject of large-scale research endeavors so this research study aims to make a contribution to the field.arts educationarts integrationcognitive sciencescollaborationcommunity artscreative writingcreativitycurriculumdancedigital artsCurriculum and Social InquiryInstructional Media DesignOther Theatre and Performance Studiesdance educationvideoconferencingK-12 dance pedagogycommunityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0h25j7x7articleJournal for Learning through the Artsvol 5, iss 1oai:escholarship.org:ark:/13030/qt8k29v4tf2011-07-03T20:06:54Zqt8k29v4tfWriting the Other: An Exercise in EmpathyDhurandhar, Anjali2009-11-25From the first days of medical school, students are socialized into the medical environment. They are trained to view patients as the “other.” The medical humanities have been introduced into the curriculum of most medical schools as a means to counteract the possible effects of this “othering.” In particular, writing exercises have been adopted to help students understand the perspectives of their patients and to consider their own responses to experiences during medical training. A writing seminar was offered to first and second year medical students that employed imaginative writing, specifically point of view narratives. Each week the students considered different perspectives of many individuals involved in patient care and then wrote stories from these perspectives. Students shared and discussed these stories. The students’ feedback indicated that these exercises helped them to empathize with the subjects of their stories and to feel more connected to other members of the class.creative writingcurriculumeducational researchimaginationwriting skillsmedical educationpoint of view narrativesmedical humanitiesprofessionalismapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8k29v4tfarticleJournal for Learning through the Artsvol 5, iss 1oai:escholarship.org:ark:/13030/qt03t772xj2011-07-03T20:06:50Zqt03t772xjThe Andy Warhol Project with a Touch of B.F. SkinnerWarash, Bobbie2009-11-25This visual arts project was initiated at the West Virginia University Laboratory School (Nursery School) several years ago and has assisted children in reproducing prints of famous artists. Using the principles of behaviorism in conjunction with developmentally appropriate practice has helped young children to extend their knowledge in the visual arts. The Andy Warhol project was an extension of an earlier project where children were exposed to copies of famous art prints along with guided teacher questions to provoke interest and reflection. The thought-provoking questions prepared by the teacher were specific to each print in pursuit of helping children to obtain a more in-depth understanding. The teacher conversed about the artist and included appealing tidbits about his/her techniques for painting. The teacher documented the children’s comments and attached them to the print that was hung in the classroom at their eye level for further reference. With children gaining experiences with the visual arts through careful examination of replicas of famous artworks, the teachers speculated about using behavioral approaches such as direct instruction to scaffold children’s efforts of painting replicas. The goal of the subsequent visual arts project was to extend the current one by offering children additional opportunities to closely examine the print in order to re-produce it by using acrylic paints on a canvas. This addition of painting a print helped young children to focus on a task and lead to their sense of accomplishment and further their interest in the visual arts. Currently, the four-year-olds are studying and discussing the paintings of Andy Warhol: hence the name of the reproduction project. It was inspired by reading the book, Uncle Andy’s: A Faabbbulous visit with Andy Warhol by James Warhola. The benefits of this project are numerous. In addition to children practicing new language and improving their communication skills, they explored various art materials and media. Their skills in painting improved as overall manual dexterity were enhanced.arts educationarts integrationvisual artsearly chilldhood educationvisual artspreschool artapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/03t772xjarticleJournal for Learning through the Artsvol 5, iss 1oai:escholarship.org:ark:/13030/qt9qn621v82011-07-03T18:07:49Zqt9qn621v8Performative Inquiry: Arresting the Villains in Jack & the BeanstalkFels, Lynn M2008-12-31From flower arranging to negotiating with a willful cow, an educator stumbles across the threshold into a performative space of learning that invites her to pay attention to what matters when a teacher encounters her students. Performative inquiry in the classroom brings to the curriculum a spirit and practice of inquiry, critical and creative thinking and reflection, and embodied engagement. The ambition is not to simply “put on a play” or expose children to the arts, but to use the arts as an active means of critical and creative inquiry in pedagogical engagements across the curriculum.Performative inquiry provides a theoretical underpinning that supports the use of the arts as a viable vehicle for learning across the curriculum. Performative inquiry in the classroom calls for cross-curricular explorations that are embodied, relational, and intimate. Bringing performative inquiry into science, language arts, social sciences, or other disciplines opens new ways of working with students that encourage student agency and empowerment. Integrating the arts through performative inquiry engages students in meaningful curricular explorations, thus enlarging the space of the possible.Drawing on David Appelbaum’s conceptualization of the stop, a moment of risk, a moment of opportunity, the author calls us to attention, to listen to the embodied texts that we create through our engagement in the arts. It is in the listening, the critical and creative thinking, and the reflection that is our inquiry, that performative inquiry in the classroom offers a powerful means of engaging students in meaningful ways of learning through the arts.Creating an imaginary world through role drama—working with visualizations, tableaux, soundscapes, and improvisation—invite metaphor, symbolism, imagery, relational engagement and communal awareness and reflection. These are the possible embodied literary engagements that performative inquiry brings to the pedagogical spaces of the Secondary English classroom. Performative inquiry encourages a rewriting of curricular texts that perform us—texts that have as yet to be imagined. Performative inquiry encourages a critical reading and re/interpretation of how we come to understand our worlds of relationship and engagement.We come, each of us, with our own questions, biases, motivations, experiences, cultural and social perspectives; but we come also to engage critically, reflectively, responsively, playfully, creatively. We write together an emergent new curricular text of engagement; a performative text that lends itself to interpretation, reflection, revision—a gift of presence and curiosity permitted by an embodied communal inquiry that engages us intimately.arts educationarts integrationcollaborationcreative writingcreativitycurriculumdramaeducational researchexpressionimaginationK-12 schoolslearningperformative inquirycurriculumlearningrole dramaintegrationarts educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9qn621v8articleJournal for Learning through the Artsvol 4, iss 1oai:escholarship.org:ark:/13030/qt07h5f8662011-07-03T17:52:38Zqt07h5f866Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori InstructionHarris, Maureen Ann2007-12-17While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized. If research of students in the school system indicates that learning through the arts can benefit the ‘whole’ child, that math achievement scores are significantly higher for those students studying music, and if Montessori education produces a more academically accomplished child, then what is the potential for the child when Montessori includes an enriched music curriculum? The decision to support music cannot be made without knowing music’s effect on academic achievement and its contribution to a student’s education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3-5 years-old were selected and randomly placed in one of two groups. The experimental treatment was an “in-house” music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 (Barody & Ginsburg) to determine if the independent variable, music instruction had any effect on students’ math test scores. The results showed that subjects who received music enriched Montessori instruction had significantly higher math scores and when compared by age group, 3 year-old students had higher scores than either the 4 year-old or 5 year-old children. This study shows that an arts-rich curriculum has a significant positive effect on young students academic achievement.This comprehensive research presents developmentally appropriate early education curriculum for children from 2 through 6 years old and addresses some of the most compelling questions about early experience, such as how important music is to early brain development. Contemporary theories and practices of music education including strategies for developing pitch, vocal, rhythmic, instrumental, listening, movement and creative responses in children are presented. It explores the interrelationship of music and academic development in children, and demonstrates how music can enhance and accelerate the learning process. This study combines the best of research and practical knowledge to give teachers the necessary tools to educate tomorrow's musicians. It is essential reading for all students and teachers of young children.academic achievementarts educationarts integrationcognitive sciencescreativitycurriculumdancedramaeducational researchexpressionimaginationlearningmusicproblem solvingMontessoriacademic achievementarts educationcognitive sciencescreativitycurriculumdancemovementeducational researchexpressionimaginationcreativityearly childhoodmathematicslanguageproblem solvingSuzukiOrffDalcrozeMusic Learning TheoryLearning Through the Artsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/07h5f866articleJournal for Learning through the Artsvol 3, iss 1oai:escholarship.org:ark:/13030/qt5zw2f2bh2011-07-03T17:34:14Zqt5zw2f2bhHow Colleges Can Work With SchoolsBrouillette, Liane R.2001-02-23Reform efforts in public elementary and secondary schools are taking either of two directions: increased state control and accountability through high-stakes tests or market-style competition through tuition vouchers and school choice. Yet many of the most influential reform efforts in the past decade have been those that recognized the larger universe to which public schools belong. For example, the University of California ArtsBridge program brings university arts students into K-12 classrooms where the arts have been eliminated as a result of budget cuts. ArtsBridge both supports university students in the arts through scholarships and provides hands-on arts instruction for K-12 students. Arts instruction is targeted to local needs and often ties to other content areas. If universities were to count outreach activities more heavily in promotion and tenure reviews, university faculty might play a strong role in re-energizing K-12 education.arts educationarts integrationK-12 schoolspost-secondary educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5zw2f2bhpublicationoai:escholarship.org:ark:/13030/qt4d62r6p92011-07-03T12:53:02Zqt4d62r6p9Effects of Drama on the Use of Reading Comprehension Strategies and on Attitudes Toward ReadingGüngör, Arzu2008-12-31The purpose of this research is to study the effects of drama and traditional methods on primary school students’ use of reading strategies, on their attitudes toward reading, and on their perceptions of the drama method. A pre- and post-test experimental design with the control group was employed for this study. The drama technique was used in the experimental group and traditional teaching methods in the control group. The research was conducted on 5th grade students (experiment=28, control=26) of a Turkish language/art course at a state elementary school in Izmir, Turkey. Research data were collected through semi-structured interview technique and “The Scale for Attitudes Toward Reading”, both of which have been developed by the researcher. The data analysis indicates that the drama method is more effective than traditional methods with respect to strategy use. There is no significant difference between the groups in terms of attitudes towards reading. In addition, it has been determined that students in the experimental group have positive perceptions of the drama method.dramaeducational researchreading skillsdramaattitudes towards readingreading comprehension strategiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4d62r6p9articleJournal for Learning through the Artsvol 4, iss 1oai:escholarship.org:ark:/13030/qt8585b3fx2011-07-03T12:52:46Zqt8585b3fxThe Media Mural Project: Empowering Youth in New Mass MediaDamsen, Jess2007-12-17This article describes the pedagogy, practice and outcomes of a digital art program developed to enable high school and middle school students to become active participants in new forms of grassroots public media. Students and their teachers become producers and controllers of art-based videos and associated digital dialogue which is distributed on the Internet.digital artsmedianew mediadigital artvideomusiconlinerelational aestheticsdialogic artyoutube.comcurrent.tvapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8585b3fxarticleJournal for Learning through the Artsvol 3, iss 1oai:escholarship.org:ark:/13030/qt4v1084102011-07-03T12:52:42Zqt4v108410The Role of Drama on Cultural Sensitivity, Motivation and Literacy in a Second Language ContextBournot-Trites, MoniqueBelliveau, GeorgeSpiliotopoulos, ValiaSéror, Jérémie2007-12-17Although drama has been used successfully in English as a second language and has been shown to have positive effects on achievement and on self-confidence and motivation in various studies, it has received little attention in French immersion context where subjects are taught in French, the second language of students. The objective of this study was to teach about Acadian culture to one French immersion class using drama (Drama group) and the other French immersion class using a more teacher-centered method (Library group). Both classes were at the intermediate level. Our central question examined the impact of drama activities in elementary early FI on language learning motivation, on cultural sensitivity, and on second language writing? The data included a motivation test, a written composition, teachers’ journals and classroom observations. Results showed a positive effect of drama on several variables. First, the Drama group evaluated the learning unit significantly higher than the Library group. Furthermore, the Drama group showed a significantly higher integrative motivation and also a significantly higher desire to learn French than the Library Group. Both groups had a high cultural sensitivity before the intervention and thus there was no difference between the two groups either at post-test time. The writing of the composition revealed that the Drama group received a significantly higher overall score, and a significantly better score on cultural content. Both groups achieved high on content, accuracy, and details.dramawriting skillsFrench immersiondramaculturemotivationsocial studiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4v108410articleJournal for Learning through the Artsvol 3, iss 1oai:escholarship.org:ark:/13030/qt0n8128hm2011-07-03T12:52:32Zqt0n8128hmVisual Arts and Academic AchievementGibson, Marcia A.Larson, Meredith A2007-12-17The focus on academic performance testing in elementary schools has caused a decrease in student experience in the arts. Visual arts (drawing, painting, sculpture, and collage) have been minimized in elementary schools. Without exposure to the special avenues of cognitive development and personal expression nurtured by visual arts, students are not able to meet their full potential. This action research examined the role of visual arts in elementary schools in a rural area of California. Teachers, parents, and students were surveyed, interviewed, and observed; and artifacts were collected to determine whether visual arts were valued for intrinsic or instrumental contributions. Findings suggest visual arts are highly valued by the elementary school community and are well integrated by some teachers. Importantly, if classroom teachers are expected to integrate art effectively, meet the California Visual Art Standards, and help children grow in this domain then there must be either explicit training in the visual arts for elementary classroom teachers or a requirement for providing art specialists.academic achievementarts educationVisual artElementary EducationAcademic AchievementTeacher TrainingAcademic TestingWhole Childapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0n8128hmarticleJournal for Learning through the Artsvol 3, iss 1oai:escholarship.org:ark:/13030/qt9cx1w6b52011-07-03T12:52:06Zqt9cx1w6b5A Pastiche of the Arts and Educational ResearchMcKean, BobbiYarnelle, David2007-12-17This article provides an overview of the articles featured in the Journal.arts educationarts integrationcommunity artsthe artselementary educationcommunityhigher educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9cx1w6b5articleJournal for Learning through the Artsvol 3, iss 1oai:escholarship.org:ark:/13030/qt4f37f63k2011-07-03T12:52:02Zqt4f37f63kDesign Education as Community Outreach and Interdisciplinary StudyVande Zande, Robin2007-12-17Students from three schools responded very enthusiastically to community design projects. Participants in a summer course on design education created interdisciplinary projects that were taught to their K-12 students during the following academic year. This article highlights three of the many successful projects, offering suggestions for other teachers to consider.arts educationarts integrationcommunity artsDesign educationcommunity activitiesinterdisciplinaryapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4f37f63karticleJournal for Learning through the Artsvol 3, iss 1oai:escholarship.org:ark:/13030/qt3vt4v3392011-07-03T12:51:57Zqt3vt4v339Content in Context: Community Building Through Arts EducationShimshon-Santo, Amy R.2007-12-17This article shares critical reflections on cultivating community partnerships through arts education and provides an analytical framework for community building. It is argued that increasing access to arts education requires attention be paid not only to content issues in arts education, but, also, to holistic approaches that address the contexts of diverse learning communities. Findings are based on multi- year qualitative analysis with participants in urban secondary schools and communities in Los Angeles County.arts educationarts integrationcommunity artsK-12 schoolspost-secondary educationArts educationcommunity buildingLos AngelesSecondary educationplaceracegenderapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3vt4v339articleJournal for Learning through the Artsvol 3, iss 1oai:escholarship.org:ark:/13030/qt4tg081z22011-07-03T12:51:49Zqt4tg081z2The Artist Teacher Uses Proportions, the Math Teacher Helps Students Understand the How and Why, Fractions Fly the KitesAutin, Gwen H2007-12-17Mathematics and art are often considered opposites in the traditional curriculum. In this project with fourth graders, mathematics and art provided a springboard for using fractions, in particular, the multiplication of fractions, using Chinese kites.The project began with a discussion of, “What does an artist really do in a mathematics classroom prior to studying fractions?” Typical responses from students included artists "make things" and artists sing, write stories, paint, draw, build, dance, compose music, etc. One student responded that special artists also “invent things,” which led directly into the project of kites.Further discussion of kite flying included the cultures and competitions of flying kites around the world in countries such as Viet Nam, China and Indonesia. As the artist led the students through the project, students began to believe that an artist has to learn to use skills to make art functional and better, often involving mathematics, specifically fractions. Throughout the project the artist and mathematics professors observed and assessed how students came to believe that fractions were an important part of everyday life skills. The successful use of fractions would be necessary to complete the project. As a surprise to both sets of instructors, no work with fractions had been introduced in the mathematics classroom used for the lesson. However, empirical research with the simple pre/post testing showed significant gains in the understanding of fractions after the lesson.Upon completion of each kite’s construction, the student was asked to decorate his/her kite in order to create some diversity of design. Every student successfully flew the kite they had constructed and decorated. The successful flight of every kite by each of the students provided a powerful and meaningful experience with fractions and proportions and the importance of using fractions in art.arts educationmath and art integrated with fractionsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4tg081z2articleJournal for Learning through the Artsvol 3, iss 1oai:escholarship.org:ark:/13030/qt23j4q03w2011-07-03T12:51:41Zqt23j4q03wPassing the Torch: Preparing Teaching Artists through a First-Year ArtsBridge ProgramKaufmann, Karen A2007-12-17During spring, 2005 The University of Montana, Department of Drama/Dance successfully piloted a small ArtsBridge Program through a new service-learning course for advanced dance and drama students. This article describes the process of setting up the university-public school partnership; describes challenges to faculty, staff, scholars and host teachers; and outlines future goals and suggestions to others starting up similar programs.academic achievementarts educationarts integrationcollaborationcommunity artsdancedramaK-12 schoolslearningproblem solvingArtsBridgeservice learningschool/university partnershipsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/23j4q03warticleJournal for Learning through the Artsvol 3, iss 1oai:escholarship.org:ark:/13030/qt4nb7r9d42011-07-03T12:48:19Zqt4nb7r9d4Picturing Peace: Local and Universal Symbols in Three CulturesBeck, Robert J.Cummins, JonathanYep, Jasmine2005-12-01Picturing Peace is an ArtsBridge collaboration in which K-12 students learn to use digital cameras to communicate their feelings and ideas about peace. The photographs of three student cultures were analyzed. Both local and universal symbols of peace were found, such as nature, light, community, environment, peace signs, play, spiritual symbols, diversity, body and innocence.arts educationarts integrationcognitive sciencesdigital artseducational researchK-12 schoolslanguage developmentsocial developmentvisual artsphotographyschool-university partnershipapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4nb7r9d4articleJournal for Learning through the Artsvol 1, iss 1oai:escholarship.org:ark:/13030/qt1pd7d6ss2011-07-03T12:48:13Zqt1pd7d6ssWayang and Gamelan as a Tool of Cultural Learning: Indonesian Puppets, Dance and Music in the ClassroomFoley, Kathy2005-12-01ArtsBridge is an ideal venue for sharing cultural information at the same time that K-12 students are exposed to exciting creative experiments in the arts. UCSC professor Kathy Foley talks about the use of puppets and dance to promote cultural learning and discusses how UCSC Artsbridge America Scholar Ben Arcangel used his teaching assignment to teach Indonesian dance in a largely Chicano school in the Wastsonville area.arts educationdancedramaK-12 schoolsIndonesian puppetryapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1pd7d6ssarticleJournal for Learning through the Artsvol 1, iss 1oai:escholarship.org:ark:/13030/qt8jm7t2x82011-07-03T12:48:05Zqt8jm7t2x8Crossing Bridges that Connect the Arts, Cognitive Development, and the BrainPeterson, Rita2005-12-01Crossing high bridges offers the opportunity to ponder views from a distance: to see connections between places at the ground level or ideas that are familiar, and to capture an overview of places or ideas that are yet to be explored. The purpose of this essay is to explore the figural bridges that connect the arts with cognitive development and the neurosciences. More precisely, the essay considers the role that visual images and sounds play in early life and in the arts, then turns to neurological understandings of cognitive development, and finally focuses on these bridging relationships to teaching about the arts. More broadly, this essay is part of the author's effort to create a framework for understanding the social construction and neurological organization of cognitive development.The first view explores our human attraction to visual images in response to the environment and to the arts. This view considers prehistoric, early historic, and recent examples of humankind's contructed visual images. A second view explores our response to sounds in the environment and sounds associated with the arts. The connections that link our auditory perception with our visual memory are also given consideration. Music and literature serve to illustrate the significance of these auditory-visual connections. A third view explores neuroscientists' discoveries of how our brain processes and integrates the information we take in, and considers the contribution of the neurosciences to our understanding of cognitive development. A final view from the bridge explores the potential contribution of the arts toward enhanced cognitive development. This view is framed in terms of future research and an analysis of the implications for those who teach the arts.arts educationcognitive scienceseducational researchauditory-visual connectionscultural environmentteachingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8jm7t2x8articleJournal for Learning through the Artsvol 1, iss 1oai:escholarship.org:ark:/13030/qt8nz0603h2011-07-03T12:48:01Zqt8nz0603hArtsBridge America: Bringing the Arts Back to SchoolBrouillette, Liane R.Burns, Maureen A.2005-12-01This article examines the origin of ArtsBridge America, a K-12 school/university arts education partnership. It also summarizes findings from a research study on the effect that ArtsBridge participation had on a sample of university arts students. The study indicated that the transition from student to teaching artist required transformation of abstract procedural knowledge into a more flexible and fully assimilated performance capacity that could be adapted to a wide variety of situations. In addition, ArtsBridge helped university students move from a focus on the individual (self) and domain (arts) to a larger social/cultural sphere (field). Findings indicated that important interdisciplinary connections could be made, mentor relationships developed, and a nurturing environment for the development of creativity built through ArtsBridge program activities.arts educationarts integrationcollaborationcreativitydramaeducational researchK-12 schoolsmusicpost-secondary educationsocial developmentvisual artsArtsBridge Americainterdisciplinarymentormultidimensionalsystems perspectivecultural organismdevelopmental scienceapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8nz0603harticleJournal for Learning through the Artsvol 1, iss 1oai:escholarship.org:ark:/13030/qt7wk3v3b02011-07-03T12:07:17Zqt7wk3v3b0The Balancing Act: Arts Integration and High-Stakes TestingVan Eman, LinneaThorman, Jerilyn, Ph.D.Montgomery, Diane, Ph.D.Otto, Stacy, Ph.D.2008-12-31This study describes three teachers and their experiences of an arts-integration reform model amidst the high-stakes accountability movement. Their struggle to practice arts integration within their school district, a culture in which high-stakes testing is prioritized is described by way of a circus metaphor. Through the theoretical lens of Self Determination Theory (SDT), we use our metaphor to uncover a circus whose performance rings are guided by three ringmasters or school administrators who have different management styles and expectations for achieving district mandates. When examining the data, we found that the way in which each school responds to the high-stakes testing demands seems to have a direct relationship to the level of teacher self-regulation. The teachers are described thematically as Susie, characterized as Cracking the Whip, who exhibits controlled, externally-regulated motivation; Mary, identified as Walking the Tightrope, represents self-regulation through identification; and Fiona, described as Flying the Trapeze, displays an integrated self-regulatory style.arts educationarts integrationcurriculumeducational researcharts integrationhigh stakes testingteachers perceptionsself determination theoryapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7wk3v3b0articleJournal for Learning through the Artsvol 4, iss 1oai:escholarship.org:ark:/13030/qt1cm011rg2011-07-03T11:59:56Zqt1cm011rgEmpowering Elementary Students’ Ecological Thinking Through Discussing the Animé Nausicaa and Constructing Super BugsStokrocki, Mary L.Delahunt, Michael2008-12-31Ecological teaching models and evidence of success in public schools may be lacking. We created a constructivist ecological model using the animé Nausiscaa with fourth graders in a Scottsdale, Arizona school. The animé involves the epic adventure, good and evil battle to affect the future of the human race. We documented results using questionnaires, photographs, and students’ written final statements. An art teacher introduced the animé, followed with students’ analysis of action sequences, demonstrated how to make three-dimensional super bugs, and questioned students about ecological concerns. Our major research question was how did discussing the animé Nausicaa and making super bugs empower children to reinterpret bug powers and learn about ecology. We offer explanations of surface and deeper influences. While most responses regarding bug powers were bad--offensive and defensive, two emerging good categories related to ecology were recycling and pollinating. Students showed some empathetic understanding and constructed a few ecological connections between their inner and outer worlds.visual artsecologylearningconstructivismanimeflow mapsynthesismetaphorapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1cm011rgarticleJournal for Learning through the Artsvol 4, iss 1oai:escholarship.org:ark:/13030/qt391791802011-07-03T11:59:38Zqt39179180First Graders Constructing Meaning Through Drawing and WritingLeigh, S. RebeccaHeid, Karen A2008-12-31This eight-week study supports the view that literacy learning is multimodal (Berghoff et al., 2000). It contributes to existing research (Dyson, 1986; Gardner, 1980; Hubbard, 1989; Hubbard & Ernst, 1996; Olshansky, 2007, 2008; Skupa, 1985) on the communicability of drawing and writing as vehicles through which children make and share meaning. In the traditional classroom where language is privileged over other ways of knowing, opportunities to construct meaning through art diminish as learners progress to higher grades and reading and writing therefore shift to the more common curricular resources of the classroom. While some learners are ready for the new shift, many comfortably linger in other forms of expression such as drawing to show their comprehension (Eisner, 1998a).In first grade, varying abilities in writing abound. Exposure to and the personal construction of visual text may provide young writers opportunities to develop and reveal some of their own literacy strategies (Albers, 2007). Simply put, there is power in children’s use of art and, when it is valued as a conduit for understanding how children construct meaning, understanding children’s literacy processes is also expanded.academic achievementarts educationlanguage developmentlearningreading skillswriting skillsverbocentric ideologyemergent literacycode switchingqualitative reasoningforms of representationaesthetic responseaesthetic experienceapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/39179180articleJournal for Learning through the Artsvol 4, iss 1oai:escholarship.org:ark:/13030/qt8f75d0022011-07-02T19:26:41Zqt8f75d002Critical ContributionsMcKean, Bobbi2008-12-31This article introduces readers to the articles featured in Volume 4, Issue 1.academic achievementarts educationarts integrationcreativitycurriculumdramaK-12 schoolslearningvisual artswriting skillsarts integrationcritical thinkingcreative thinkingreflective thinkingteacher educationteaching artistsprofessional development.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8f75d002articleJournal for Learning through the Artsvol 4, iss 1oai:escholarship.org:ark:/13030/qt7r0983p52011-07-02T19:01:16Zqt7r0983p5Dual Diaspora and Barrio Art: Art as an Avenue for Learning EnglishCraig, Dorothy ValcarcelParaiso, Johnna2008-12-31This study examined student artwork as free expression in order to conduct an analysis of diaspora as related to urban, middle school students learning English. Subjects consisted of middle school students representing a variety of countries with Spanish being the primary first language of the majority of participants. Using a qualitative approach and following an action research framework, the researchers collected a variety of data. Analysis of the data included coding, categorizing, and re-examining in order to identify specific recurring themes. Findings indicate that through opportunities for free expression students were able to communicate naturally, develop language skills, and emerge with a strong, cultural voice. Findings were utilized to inform and improve practice.K-12 schoolsbarrio artdiasporaEnglish as a second languageESLapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7r0983p5articleJournal for Learning through the Artsvol 4, iss 1oai:escholarship.org:ark:/13030/qt14q2f3md2011-07-02T16:28:49Zqt14q2f3mdEssential Poetry: Activating the Imagination in the Elementary ClassroomCronmiller, Sue2007-12-17Does poetry have a place in elementary education? Can reading and writing poetry offer elementary learners a way to imagine (and to image) the world through personal insight, to organize and interpret their experience, and to discover meaningful connections to other areas of knowledge? If so, how should these modes of interaction and interpretation be taught? This article examines poetry’s place in the California Content Standards for Language Arts, illustrates and defends a foundation for teaching poetry to students in the 3rd grade and analyzes examples of student writing in the 3rd 4th and 5th grades taught by the author through a project she developed at a dual immersion charter school in an underserved school district.academic achievementcognitive sciencescreative writingcreativitycurriculumimaginationK-12 schoolslanguage developmentlearningsocial developmentwriting skillswritingelementary educationpoetrylearning across disciplinescreative writingcurriculum developmentliteratureeducating the imaginationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/14q2f3mdarticleJournal for Learning through the Artsvol 3, iss 1oai:escholarship.org:ark:/13030/qt6fk8t8xp2011-07-02T16:28:46Zqt6fk8t8xpConversation and Silence: Transfer of Learning Through the ArtsCatterall, James S.2005-12-01This article explores transfer of learning in the arts to non-arts learning. The analysis is presented in the context of theories of knowledge acquisition more generally. Behavioral and neuro-function processes are discussed.arts educationcognitive sciencescreativityexpressionimaginationlearningtransfermetacognitivesubconsciousneurosciencesbehavioral and neuro-function processesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6fk8t8xparticleJournal for Learning through the Artsvol 1, iss 1oai:escholarship.org:ark:/13030/qt7rb9g6v02011-07-02T15:14:05Zqt7rb9g6v0Speak Out: Dancing into Problem-Based LearningParrish, Mila, Dr.2007-12-17In recent years, Problem Based Learning (PBL) has been applied in medical and psychological areas of professional education. The PBL approach requires students to move past traditional choreographic methods toward making dances informed by real-world issues. In PBL, students work cooperatively to solve complex problems. Rather than being presented technical dance steps, they develop critical thinking abilities, acquire problem-solving skills, and communication dexterity. PBL can be effectively adapted for teaching high school and university dance classes, where problems are used to unlock the student voice and fuel the collaborative choreography process. This can be done in part by having groups meet in one dance studio with a roving teacher/facilitator and by using a problem as impetus for the creative process. This article describes a four-day PBL dance workshop and performance.arts educationarts integrationcollaborationcurriculumdanceeducational researchK-12 schoolspost-secondary educationdance educationproblem-based instructionissue-based curriculumdance technologyconstructivist pedagogyart in the 1960’sMila ParrishKathy Lindholm Laneapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7rb9g6v0articleJournal for Learning through the Artsvol 3, iss 1oai:escholarship.org:ark:/13030/qt3t41471p2011-07-02T14:28:08Zqt3t41471pA Preliminary Stage Theory of Teaching Artists’ Professional DevelopmentSaraniero, Patricia2008-12-31Nationwide, many public school districts are struggling to keep arts education available for their students. One response to dwindling arts instruction has been the use of teaching artists. A teaching artist is at once a practicing artist and an educator. The formal empirical research on teaching artists is limited. This study used a mixed-method design, incorporating both surveys of and interviews with teaching artists, to develop a better understanding of the experiences and impact of teaching artists. A sequential quantitative-qualitative analysis process integrated two different data sets into a comprehensive whole that was able to suggest the beginnings of a stage theory of teaching artist professional development. Participating artists were from all four art areas (dance, music, theatre & visual arts) and had done teaching artist work in a k-12 public school.Teaching artists appear to begin at an improvisational stage when their approach to the work is spontaneous. Some move to a “rowth stage where they actively and enthusiastically explore and develop their teaching artist work. Lastly, there was evidence of an established stage where teaching artist work is focused and refined and artists were veteran practitioners of both art and teaching. Some artists, however, did not move through the stage theory but struggled with teaching work in a K-12 environment and were at the mismatched stage. There also appears to be two different orientations of teaching artists – art-oriented and teaching-oriented. These findings have implications for schools and arts organizations in their use and preparation of teaching artists in public schools.arts educationarts integrationcurriculumdancedramaeducational researchK-12 schoolsmusicvisual artsteaching artistprofessional developmentstage theoryarts educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3t41471particleJournal for Learning through the Artsvol 4, iss 1oai:escholarship.org:ark:/13030/qt6fg4n7gv2011-07-02T14:23:09Zqt6fg4n7gvTeaching Writing through the Arts in Urban Secondary Schools: A Case StudyBrouillette, Liane R.Burge, KimFitzgerald, WilliamWalker, Pamela2008-12-31This article explores commonalties between literacy instruction and learning to understand the symbolic languages of the visual and performing arts. A detailed case study of an urban professional development program for secondary arts teachers looks at the learning initiated by writing assignments that prompted students to reflect on arts experiences. Evidence of the effectiveness of integrated arts and literacy instruction is provided by a quasi-experimental study, which showed that the expository writing skills of the students of participating teachers improved significantly.writing skillsarts educationarts integrationacademic achievementcreative writinglanguage developmentapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6fg4n7gvarticleJournal for Learning through the Artsvol 4, iss 1oai:escholarship.org:ark:/13030/qt0q1627952011-07-02T12:23:06Zqt0q162795The Dancing History Collection: Cultural Dances, Part 1. ClosingBeck, Jill2001-01-01The Dancing History Collection provides new source materials for inquiry in dance history and culture, using reconstruction as a methodology for research. The emphasis of the Collection is to enable the performance of representative movement from different places and times, to deepen dance research practice that has relied heavily on viewing dances. The Dancing History Collection: Cultural Dances, Part 1 contains nine dances from six countries: Israel; Vietnam; India; Nigeria; Argentina and Finland. Each chapter includes factual information, descriptions, and an intra-cultural perspective derived from oral interviews of cultural, historical, or stylistic experts.New understanding can be gained by reconstructing dances, entering them, and identifying what the experience of the dances entails. The Collection provides original Labanotation scores that document cultural dances that have not previously been available in dance score format for reconstruction. Reconstructions of the dances reveal how they work with variables such as: the design of space; level of movement difficulty; involvement of different parts of the body; music/dance relationships; and the use of individual dancers versus pairs of dancers, or groups made of many pairs or individuals.arts educationarts integrationdancemusicarts integrationmusicdancearts educationdance historylabanotationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0q162795publicationoai:escholarship.org:ark:/13030/qt1cz844h32011-07-02T12:22:34Zqt1cz844h3The Dancing History Collection: Cultural Dances, Part 1. Chapter 6: Finland, Sakkijarvi SappuBeck, Jill2001-01-01The Dancing History Collection provides new source materials for inquiry in dance history and culture, using reconstruction as a methodology for research. The emphasis of the Collection is to enable the performance of representative movement from different places and times, to deepen dance research practice that has relied heavily on viewing dances. The Dancing History Collection: Cultural Dances, Part 1 contains nine dances from six countries: Israel; Vietnam; India; Nigeria; Argentina and Finland. Each chapter includes factual information, descriptions, and an intra-cultural perspective derived from oral interviews of cultural, historical, or stylistic experts.New understanding can be gained by reconstructing dances, entering them, and identifying what the experience of the dances entails. The Collection provides original Labanotation scores that document cultural dances that have not previously been available in dance score format for reconstruction. Reconstructions of the dances reveal how they work with variables such as: the design of space; level of movement difficulty; involvement of different parts of the body; music/dance relationships; and the use of individual dancers versus pairs of dancers, or groups made of many pairs or individuals.arts educationarts integrationdancemusicarts integrationmusicdancearts educationdance historylabanotationFinlandapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1cz844h3publicationoai:escholarship.org:ark:/13030/qt0986t0n32011-07-02T12:22:28Zqt0986t0n3The Dancing History Collection: Cultural Dances, Part 1. Chapter 4: Nigeria, OlokunBeck, Jill2001-01-01The Dancing History Collection provides new source materials for inquiry in dance history and culture, using reconstruction as a methodology for research. The emphasis of the Collection is to enable the performance of representative movement from different places and times, to deepen dance research practice that has relied heavily on viewing dances. The Dancing History Collection: Cultural Dances, Part 1 contains nine dances from six countries: Israel; Vietnam; India; Nigeria; Argentina and Finland. Each chapter includes factual information, descriptions, and an intra-cultural perspective derived from oral interviews of cultural, historical, or stylistic experts.New understanding can be gained by reconstructing dances, entering them, and identifying what the experience of the dances entails. The Collection provides original Labanotation scores that document cultural dances that have not previously been available in dance score format for reconstruction. Reconstructions of the dances reveal how they work with variables such as: the design of space; level of movement difficulty; involvement of different parts of the body; music/dance relationships; and the use of individual dancers versus pairs of dancers, or groups made of many pairs or individuals.arts educationarts integrationdancemusicarts integrationmusicdancearts educationdance historylabanotationNigeriaOlokunapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0986t0n3publicationoai:escholarship.org:ark:/13030/qt3qg8b4vn2011-07-02T12:22:20Zqt3qg8b4vnThe Dancing History Collection: Cultural Dances, Part 1. Chapter 3: India, Krishna Steals the ButtersweetsBeck, Jill2001-01-01The Dancing History Collection provides new source materials for inquiry in dance history and culture, using reconstruction as a methodology for research. The emphasis of the Collection is to enable the performance of representative movement from different places and times, to deepen dance research practice that has relied heavily on viewing dances. The Dancing History Collection: Cultural Dances, Part 1 contains nine dances from six countries: Israel; Vietnam; India; Nigeria; Argentina and Finland. Each chapter includes factual information, descriptions, and an intra-cultural perspective derived from oral interviews of cultural, historical, or stylistic experts.New understanding can be gained by reconstructing dances, entering them, and identifying what the experience of the dances entails. The Collection provides original Labanotation scores that document cultural dances that have not previously been available in dance score format for reconstruction. Reconstructions of the dances reveal how they work with variables such as: the design of space; level of movement difficulty; involvement of different parts of the body; music/dance relationships; and the use of individual dancers versus pairs of dancers, or groups made of many pairs or individuals.arts educationarts integrationdancemusicarts integrationmusicdancearts educationdance historylabanotationIndiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3qg8b4vnpublicationoai:escholarship.org:ark:/13030/qt0g5802j82011-07-02T12:21:51Zqt0g5802j8The Dancing History Collection: Cultural Dances, Part 1. Chapter 2: Vietnam, Harvest DanceBeck, Jill2001-01-01The Dancing History Collection provides new source materials for inquiry in dance history and culture, using reconstruction as a methodology for research. The emphasis of the Collection is to enable the performance of representative movement from different places and times, to deepen dance research practice that has relied heavily on viewing dances. The Dancing History Collection: Cultural Dances, Part 1 contains nine dances from six countries: Israel; Vietnam; India; Nigeria; Argentina and Finland. Each chapter includes factual information, descriptions, and an intra-cultural perspective derived from oral interviews of cultural, historical, or stylistic experts.New understanding can be gained by reconstructing dances, entering them, and identifying what the experience of the dances entails. The Collection provides original Labanotation scores that document cultural dances that have not previously been available in dance score format for reconstruction. Reconstructions of the dances reveal how they work with variables such as: the design of space; level of movement difficulty; involvement of different parts of the body; music/dance relationships; and the use of individual dancers versus pairs of dancers, or groups made of many pairs or individuals.arts educationarts integrationdancemusicarts integrationmusicdancearts educationdance historylabanotationVietnamGanh Luaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0g5802j8publicationoai:escholarship.org:ark:/13030/qt8s26r6zs2011-07-02T12:20:57Zqt8s26r6zsThe Dancing History Collection: Cultural Dances, Part 1. Chapter 1: Four Israeli Folk DancesBeck, Jill2001-01-01The Dancing History Collection provides new source materials for inquiry in dance history and culture, using reconstruction as a methodology for research. The emphasis of the Collection is to enable the performance of representative movement from different places and times, to deepen dance research practice that has relied heavily on viewing dances. The Dancing History Collection: Cultural Dances, Part 1 contains nine dances from six countries: Israel; Vietnam; India; Nigeria; Argentina and Finland. Each chapter includes factual information, descriptions, and an intra-cultural perspective derived from oral interviews of cultural, historical, or stylistic experts.New understanding can be gained by reconstructing dances, entering them, and identifying what the experience of the dances entails. The Collection provides original Labanotation scores that document cultural dances that have not previously been available in dance score format for reconstruction. Reconstructions of the dances reveal how they work with variables such as: the design of space; level of movement difficulty; involvement of different parts of the body; music/dance relationships; and the use of individual dancers versus pairs of dancers, or groups made of many pairs or individuals.arts educationarts integrationdancemusicarts integrationmusicdancearts educationdance historylabanotationIsraelapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8s26r6zspublicationoai:escholarship.org:ark:/13030/qt7vb807hr2011-07-02T12:20:45Zqt7vb807hrDesigning for the Future: Curriculum Planning for a National Network of Arts Education PartnershipsBeck, JillAppel, Morgan P2003-04-22Sound, research-based educational reform principles suggest that public schools need arts education as a regular component of a comprehensive curriculum that will lead to student success, and that Universities can and should apply t heir vast stores of expertise and personnel on behalf of K-12 improvements in teacher support and child learning. This objective can be accomplished by university-school partnerships using a multifaceted, user-friendly curriculum design based on research and effective practice. A study examined the iterative processes and outcomes of curricular development and project planning for ArtsBridge America, a unique arts education partnership among research universities (n=14) in five states and public schools (267), many of which are underserved, underfunded, and underperforming, according to state and national criteria. The study documents the changes to the planning process based on the results of a comprehensive needs assessment undertaken by researchers at the Claire Trevor School of the Arts at the University of California, Irvine, the founding campus of ArtsBridge. This paper presents in detail the revised and field-tested constructivist project planning design that emerged from the study. Appended are traditional ArtsBridge planning documents and re-designed ArtsBridge planning documents. (Contains 59 references and 1 figure.)arts educationarts integrationarts integrationcurriculumeducational researcharts educationK-12 schoolsuniversity-school partnershipsArtsBridge Americaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7vb807hrpublicationoai:escholarship.org:ark:/13030/qt0r5526cv2011-07-02T12:20:07Zqt0r5526cvThe Dancing History Collection: Cultural Dances, Part 1. Chapter 5: Argentina, Viva JujuyBeck, Jill2001-01-01The Dancing History Collection provides new source materials for inquiry in dance history and culture, using reconstruction as a methodology for research. The emphasis of the Collection is to enable the performance of representative movement from different places and times, to deepen dance research practice that has relied heavily on viewing dances. The Dancing History Collection: Cultural Dances, Part 1 contains nine dances from six countries: Israel; Vietnam; India; Nigeria; Argentina and Finland. Each chapter includes factual information, descriptions, and an intra-cultural perspective derived from oral interviews of cultural, historical, or stylistic experts.New understanding can be gained by reconstructing dances, entering them, and identifying what the experience of the dances entails. The Collection provides original Labanotation scores that document cultural dances that have not previously been available in dance score format for reconstruction. Reconstructions of the dances reveal how they work with variables such as: the design of space; level of movement difficulty; involvement of different parts of the body; music/dance relationships; and the use of individual dancers versus pairs of dancers, or groups made of many pairs or individuals.arts educationarts integrationdancemusicarts integrationmusicdancearts educationdance historylabanotationArgentinaJujuyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0r5526cvpublicationoai:escholarship.org:ark:/13030/qt4ps201qm2011-07-02T12:19:59Zqt4ps201qmMapping the Beat: A History and Geography through Music Curriculum at the University of California San Diego, ArtsBridge America Program - Ancient Civilizations for 6th GradeScholl, Jennifer, CoordinatorBaker, JamesBoyer, WilliamEidsheim, Nina2002-01-01In 2002, the University of California San Diego ArtsBridge America program initiated a project, funded by the National Geographic Society Education Foundation, that was designed to address the lack of standards-based geography content and culture-based arts instruction within San Diego elementary schools. Representatives from host ArtsBridge institutions identified the following factors contributing to this deficiency: • a perceived lack of arts and geography competence amongst elementary educators; • limited knowledge of arts and geography lesson planning resources and educational standards; • increased pressure to prepare pupils for standardized testing that does not include geography or art topics; • and district mandates that limit time spent on topics other than literacy and math. This curriculum represents a Geography through Music curriculum developed by ArtsBridge with funding from the National Geographic Society Education Foundation. Mapping the Beat was built around three main concepts—environment, identity, and movement—that reflected the standards outlined in Geography for Life, the full national geography standards publication for teachers, curriculum developers, and other educators. These particular themes were selected for their parallel significance in the study of music. In the classroom, these three concepts were explored through the analysis of graphic reproductions of space and demographics, discussions in oral and written form and participation in musical and performance-based activities.arts educationarts integrationcurriculumK-12 schoolsmusicpost-secondary educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4ps201qmpublicationoai:escholarship.org:ark:/13030/qt05w0036f2011-07-02T12:19:52Zqt05w0036fMapping the Beat: A History and Geography through Music Curriculum at the University of California San Diego, ArtsBridge America Program - United States History from 1776-1865 for 5th GradeScholl, Jennifer, CoordinatorBaker, JamesBoyer, WilliamEidsheim, Nina2002-01-01In 2002, the University of California San Diego ArtsBridge America program initiated a project, funded by the National Geographic Society Education Foundation, that was designed to address the lack of standards-based geography content and culture-based arts instruction within San Diego elementary schools. Representatives from host ArtsBridge institutions identified the following factors contributing to this deficiency: • a perceived lack of arts and geography competence amongst elementary educators; • limited knowledge of arts and geography lesson planning resources and educational standards; • increased pressure to prepare pupils for standardized testing that does not include geography or art topics; • and district mandates that limit time spent on topics other than literacy and math. This curriculum represents a Geography through Music curriculum developed by ArtsBridge with funding from the National Geographic Society Education Foundation. Mapping the Beat was built around three main concepts—environment, identity, and movement—that reflected the standards outlined in Geography for Life, the full national geography standards publication for teachers, curriculum developers, and other educators. These particular themes were selected for their parallel significance in the study of music. In the classroom, these three concepts were explored through the analysis of graphic reproductions of space and demographics, discussions in oral and written form and participation in musical and performance-based activities.arts educationarts integrationK-12 schoolsmusicpost-secondary educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/05w0036fpublicationoai:escholarship.org:ark:/13030/qt1ks2g18h2011-07-02T09:53:55Zqt1ks2g18hThe Dancing History Collection: Cultural Dances, Part 1. OpeningBeck, Jill2001-01-01The Dancing History Collection provides new source materials for inquiry in dance history and culture, using reconstruction as a methodology for research. The emphasis of the Collection is to enable the performance of representative movement from different places and times, to deepen dance research practice that has relied heavily on viewing dances. The Dancing History Collection: Cultural Dances, Part 1 contains nine dances from six countries: Israel; Vietnam; India; Nigeria; Argentina and Finland. Each chapter includes factual information, descriptions, and an intra-cultural perspective derived from oral interviews of cultural, historical, or stylistic experts.New understanding can be gained by reconstructing dances, entering them, and identifying what the experience of the dances entails. The Collection provides original Labanotation scores that document cultural dances that have not previously been available in dance score format for reconstruction. Reconstructions of the dances reveal how they work with variables such as: the design of space; level of movement difficulty; involvement of different parts of the body; music/dance relationships; and the use of individual dancers versus pairs of dancers, or groups made of many pairs or individuals.arts educationarts integrationdancemusicarts integrationmusicdancearts educationdance historylabanotationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1ks2g18hpublicationoai:escholarship.org:ark:/13030/qt9b96x05q2011-07-02T08:39:50Zqt9b96x05qThe Need for Cross-Level Collaboration in Educational ReformLee, Wendy Tan2004-04-08In recent years, as society’s expectations have evolved, institutions of higher education and their communities are coming to understand the levels at which they are interdependent. At the same time, many leaders in educational reform are realizing the need for systemic change across all levels of schooling. K-12 schools are turning to resources from outside agencies rather than relying solely on their districts for support. In an environment where colleges and universities are reevaluating their missions to include public service and where K-12 schools are searching for external assistance, both parties’ interests may be joined through the formation of school-university partnerships. The time is optimal for those in higher education to combine efforts with those in K-12 on reform issues throughout the educational pipeline, in collaborations that maximize resources as well as potential results. This paper reviews the need for school-university partnerships and introduces some common partnership models, concluding with the key characteristics that have been found to be necessary for their success.collaborationpost-secondary educationK-16 schoolsschool-university partnershipscollaborationeducational reformpostsecondary educationsystemic changeservice-learningeducational partnershipsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9b96x05qpublicationoai:escholarship.org:ark:/13030/qt3sr4449j2011-07-02T07:37:03Zqt3sr4449jThe Evolution of Mapping the Beat: A History and Geography through Music CurriculumScholl, Jennifer2005-12-01In 2002, the University of California, San Diego ArtsBridge America program initiated a project that was designed to address the lack of standards-based geography content and culture-based arts instruction within San Diego elementary schools.arts educationarts integrationcurriculummusicgeographyculture-based artssocial studiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3sr4449jarticleJournal for Learning through the Artsvol 1, iss 1oai:escholarship.org:ark:/13030/qt9pf937vn2011-06-13T23:32:11Zqt9pf937vnUsing Simple Eye Exercises to Explore How Sight and Insight Interact to Shape What We SeeBrouillette, Liane2011-06-13This book review explores how Rigney Battenberg and Rigney have provided all who care about the arts with a thought-provoking investigation of how the physiological facts shape what we see. Their book describes a system of eye exercises designed to improve vision and help people use their eyes in a healthy way. The reference to “yoga” in the title is reflected in their emphasis on the importance of stretching and strengthening the eye muscles; this helps to keep the eyes healthy and also to minimize the strain caused by fixating on computer screens or printed pages for hours at a time. There is also a deeper connection to yogic practice in their examination of the habitual choices we make about where to focus of our attention. Battenberg and Rigney argue that thoughtful use of eye exercises can awaken a deep sense of connection with the world.arts educationcognitive scienceseducational researchlearningvisual artseye yogaperceptionvision therapycreative thinkingbrain neuroplasticityneuro-linguistic programmingnatural vision improvementapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9pf937vnarticleJournal for Learning through the Artsvol 7, iss 1oai:escholarship.org:ark:/13030/qt4vs1v0gx2011-06-13T21:56:57Zqt4vs1v0gxUnknowing in Circles: A Story of Artful Inquiry as PraxisMacKenzie, Sarah K.Wolf, Mary M2011-06-13This paper shares a story of community, vulnerability, art-making and possibility that arose within the context of a Social Foundations of Education course. Drawing on arts-informed epistemologies, the authors began the semester by inviting students to critically engage with the central ideas of the course through the process of creating a mandala. At the end of the semester, students were once again invited to (re)create their mandalas as they reflected on how their understandings had evolved over the course of the semester. Within what was initially a very uncomfortable act, a community emerged as students sought to support and encourage one another. This sense of community remained consistent across the course of the semester and students regularly returned to the initial activity as a starting point during class discussions. Using this particular classroom experience as an illustration, this paper posits that it is important for educators to engage their students in centered, aesthetic and communal acts of reflexivity as a means to facilitate the development of fluid pedagogies and ways of being in the world that are informed, critical, and transformative.arts integrationeducational researchpost-secondary educationCurriculum and Social InquiryPedagogyArts IntegrationReflexivityHigher EducationMandalasapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4vs1v0gxarticleJournal for Learning through the Artsvol 7, iss 1oai:escholarship.org:ark:/13030/qt7mh7c7p42011-06-13T21:56:51Zqt7mh7c7p4Using Visual Art to Teach Prepositional PhrasesQuinn, Robert D.2011-06-13A preposition, as one of the eight parts of speech, indicates a relationship between persons, places or things mentioned in a sentence. Many state curricula introduce prepositions at intermediate grade levels. Other states wait until middle school to do so. Students at such advanced levels of language learning should be able to readily assimilate prepositions into learning. Developing youngsters’ ability to recognize and use spatial language, such as the preposition, is an extremely important goal in the language arts. Fundamental, perhaps, to gaining entrance into the world of prepositions is the ability to visualize spatial relationships. The visual arts provide an ideal venue for discussing spatial concepts in written and spoken language, particularly through the use of prepositions. This article describes a unit of instruction used to engage pre-service generalist educators in an artmaking experience in illustration, printmaking, and bookmaking. The aim of the unit of instruction was to teach these undergraduates how to enhance their future students’ visual literacy in order to familiarize students to prepositions as a part of speech and the functions of prepositional phrases in a sentence. The goal of the unit was to create an alphabet book of illustrations representative of a variety of prepositional phrases. Since a prepositional phrase is comprised of a preposition, its object and any associated adjectives or adverbs, the visual arts provide an excellent way to envision the relationships between the preposition, its object, and any modifying words. In the unit of instruction, the students generated a variety of prepositional phrases derived from a collaboratively selected theme. Using a provided chart, students were assisted in generating outstanding prepositional phrases. Students were encouraged to create a sentence that provided rich visual imagery that could easily be illustrated. Students illustrated the prepositional phrase using a simple linoleum block printmaking process. The class’s finished illustrations were then collected together for a class book.arts educationarts integrationcreative writingK-12 schoolslanguage developmentvisual artswriting skillsArt and DesignJunior High, Intermediate, Middle School Education and TeachingReading and LanguageArtVisual LiteracyLanguage ArtsPrepositionPrepositional PhraseGrammarIllustrationPrintmakingBookmakingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7mh7c7p4articleJournal for Learning through the Artsvol 7, iss 1oai:escholarship.org:ark:/13030/qt7771k1312011-06-13T21:56:46Zqt7771k131Music Learning in the Early Years: Interdisciplinary Approaches based on Multiple IntelligencesEconomidou Stavrou, NatassaChrysostomou, SmaragdaSocratous, Harris2011-06-13The unity of knowledge represents an old idea with new manifestations. During the last decades integrated approaches in teaching and learning have become increasingly popular. Applications of integrative approaches between the arts and other school subjects exist in many countries around the world, offering insights into the problems and challenges that such efforts can result into. In this paper a short review of the relevant literature in support of integrative curricula, as well as problems and concerns caused by their application, will set the basis for the description of the practice-based research project that is reported.The project brought together a kindergarten teacher and two researchers, under a collaborative model of inquiry in a pre-primary school setting in Cyprus. An attempt was made to enrich the teaching of musical concepts through the use of activities and practices borrowed from other disciplines. More specifically, the study sought to investigate whether children’s understanding of the music concepts taught was evident, what was the children’s response to the designed units and what were the teacher’s perceptions of the educational atmosphere before and after the application of the designed units. Six half-hour music lessons, comprising two different units -pitch and tempo- were taught and videotaped. The design of the different units and the organization and choice of activities, apart from drawing from the literature on integration, was heavily based on the theory of multiple intelligences by H. Gardner. A ‘follow-up’ video stimulated recall interview was conducted at the end of each unit. The videotaped lessons, the observation field notes, the interviews with the teacher, the teacher’s self reflection as well as the feedback by the researchers, provided both a wealth of data as well as interesting interpretations. The findings suggest that the pre- primary school children that participated in the study responded with enthusiasm to innovative activities that related music with other subjects. In addition, each child was given the opportunity to better understand the concepts taught through his/her own ways of learning.arts integrationcollaborationmusicInterdisciplinary approachmusic educationearly yearsqualitative researchmultiple intelligencescollaborative inquiryapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7771k131articleJournal for Learning through the Artsvol 7, iss 1oai:escholarship.org:ark:/13030/qt2jg1p1vx2011-06-13T21:56:41Zqt2jg1p1vxIntroduction to Teaching and Learning through the ArtsBurge, Kim2011-06-13Articles in this issue of the Journal for Learning through the Arts report on the efforts of researchers and teachers to understand the components and outcomes of effective arts programs. The authors are pursuing the overall goal of improving arts education for all children and youth. And, in the process, helping them to employ their imagination and creativity throughout their lives.arts educationarts integrationcognitive scienceseducational researchK-12 schoolslearningapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2jg1p1vxarticleJournal for Learning through the Artsvol 7, iss 1oai:escholarship.org:ark:/13030/qt4pm029382011-06-13T21:56:14Zqt4pm02938Understanding Artful Behavior as a Human Proclivity: Clues from a Pre-Kindergarten ClassroomBlatt-Gross, Carolina2011-06-13Concurrent to the present reduction of arts education in mainstream American schools, many evolutionary-minded scholars are asserting that artistic behavior contributes significantly to cognition, has been advantageous for our survival, and satisfies psychological needs that are biologically embedded. Supported by long-term and wide-spread art making among the human species and the spontaneous artful behaviors of children, this cross-disciplinary study explores the possibility that artful behaviors represent an inherent part of human nature. Based on an ethological understanding of art (that is, as a behavior rather than an object), this research uses an interpretivist lens and phenomenological design with the ultimate goal of exploring how such proclivities might inform educational policy and practice. Data collection methods include a combination of observation, participant observation, and teacher interviews in a state-funded pre-kindergarten classroom.arts educationcognitive sciencescurriculumeducational researchK-12 schoolslearningarts educationhuman naturecognitionevolutionsocial learningphenomenologyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4pm02938articleJournal for Learning through the Artsvol 7, iss 1oai:escholarship.org:ark:/13030/qt0hp6g86s2011-06-13T21:56:09Zqt0hp6g86sArts-Infused Learning in Middle Level ClassroomsLorimer, Maureen R.2011-06-13To address arts education disparities in middle level schools, this paper explores evidence that infusing the visual and performing arts into language arts, math, science, and history/social studies courses is a pedagogical approach that meets the developmental needs of early adolescents and fosters a relevant, challenging, integrative, and exploratory curriculum for all learners. The strategy, often identified as integrated or interdisciplinary arts education, is examined through the literature and a case study of five middle level classrooms. Findings from this study, derived from participant (teachers and administrators) interviews and classroom observations, provide the compelling argument to support implementation of arts integration pedagogy in middle level schools. Moreover, positive outcomes for diverse learners suggest that this study has direct implications for educational practice and policy. Arts-infused learning can shift the current educational paradigm and foster positive change in middle level classrooms.arts integrationcurriculumeducational researchlearningarts integrationdiverse learnersmiddle level classroomspedagogyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0hp6g86sarticleJournal for Learning through the Artsvol 7, iss 1oai:escholarship.org:ark:/13030/qt0kz1m1cd2011-06-13T21:56:01Zqt0kz1m1cdCanadian Art Partnership Program in FinlandKetovuori, Mikko, Mr.2011-06-13This article is about a multidisciplinary R&D project in which a Canadian Learning Through The Arts (LTTA) program was imported to Finland in 2003–2004. Cultural differences in arts education in Finland and Canada are discussed. While Finland has a national school curriculum with all the arts included. Canada relies more on partnerships to ensure arts education for children in the schools. Despite the fact that Canadian learning methods appeared to be quite similar to the ones Finnish teachers were already using at schools, cooperation and the inclusion of an artist in the classroom enriched the normal way of schooling. The project described here was reported earlier (2007) in the dissertation “Two cultures of arts education, Finland and Canada? An integrated view.”arts integrationcollaborationK-12 schoolsart partnershipscultural differencesK–12 schoolsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0kz1m1cdarticleJournal for Learning through the Artsvol 7, iss 1oai:escholarship.org:ark:/13030/qt926650622011-03-19T01:54:45Zqt92665062University of Oregon ArtsBridge Art Project: Buckhead Restoration and Service Learning Project2005-05-26Curriculum designed for middle school students to foster an appreciation of the Buckhead Wildlife Area through the study of art, science, environmental studies, social sciences, and history, with the incorporation of arts education. Culminating student projects will include interpretive signage for the Buckhead Wildlife Area, production of a collaborative class sculpture, and individual portfolios of drawing, photography, and poetry. Objectives include utilizing the environment to create individual and collective works of art, fostering an understanding of how artists interpret and use the natural environment in their artwork, and actively engaging students in developing a foundation in art processes, interpretation and critique.arts educationarts integrationK-12 schoolsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/92665062publicationoai:escholarship.org:ark:/13030/qt86m657p82011-03-19T01:30:35Zqt86m657p8Bridging the Gap: A Teaching Guide for ArtsBridge ScholarsFowler, Keith1997-10-10This manual for ArtsBridge scholars began as a record of a panel discussion held on October 10, 1997, fo¬cused on prepar¬ing lesson plans, engaging elementary school pupils in arts projects, involving supervis¬ing teachers, and, in general, advising Arts¬Bridge scholars to cope with stress, share their vision and passion for their work, and become effective teach¬ers of their arts.Sections include: working with your teacher; how to include a reluctant teacher; lesson planning; maintaining pupils’ interest; working with different grade levels. Appendices include sample lesson plans and instructions for administering pre- and post-tests.arts educationarts integrationK-12 schoolspost-secondary educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/86m657p8publicationoai:escholarship.org:ark:/13030/qt7tn7c4vh2011-03-19T01:20:20Zqt7tn7c4vhHow Much Art, and How Often?Fowler, Keith2002-05-23The paper presents the argument for four years of arts education, grades two through five, and offers ArtsBridge founding director Keith Fowler's "step rationale" for the sequencing of instruction from Studio Art through Drama. It explains some of the diffuclties encountered and Fowler's solutions for setting up a four-year arts outreach program.academic achievementarts educationarts integrationeducational researchK-12 schoolsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7tn7c4vhpublicationoai:escholarship.org:ark:/13030/qt72q012t92011-03-19T00:58:12Zqt72q012t9ArtsBridge to the Yavapi Children: A Desert Ecology Unit in Visual ArtStokrocki, Mary L.2003-06-01Dr. Mary Stokrocki, Professor at Arizona State University and faculty mentor, worked with art scholar-teacher Laura Hales who was one of her graduate students, to offer an art class to Yavapi third graders at the Hmañ 'Shawa Elementary School, Fort McDowell Yavapai Nation, Fountain Hills, Arizona. The 10-week program was based on the theme “Our Place in the World”(www.artsednet.getty.edu) and included exploratory art criticism, art history, and creating art components. The program began with a prequestionnaire and a pre-drawing of what they like to do, oil pastel and watercolor resist, and ended in a clay relief. Earlier, Hales introduced third-grade students to an art inquiry discussion based on a painting of a girl by Navajo artist Shonto Begay (Clover & Jim, 1997). They learned about the concepts of foreground, middle ground, background and center of interest. Students also learned that “art is making something special!”arts educationarts integrationvisual artsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/72q012t9publicationoai:escholarship.org:ark:/13030/qt4562w8bz2011-03-18T23:32:09Zqt4562w8bzCultural Dances and Stories from Around the World: A Discovery of World Cultures through Dance and Drama, Curriculum Designed for Grades K-5McIntyre, Kelby Lynn2005-07-01In 2005, the University of Hawaii at Manoa ArtsBridge America program and Friends of Ali’iolani Elementary School allowed an MFA candidate in Youth Theatre Studies to implement a sixty hour creative dance and drama curriculum for kindergarten through fifth grades during the 2004-2005 school year. This fine arts curriculum was designed to address the lack of fine arts instruction within the school and provide students opportunities to partake in arts instruction. If it was not for Friends of Ali’iolani, the school would have had no choice but to continue without fine arts instruction due to lack of state funding. This curriculum represents a collaborative study of how dance and drama enhance curriculum subjects such as math, science, reading, history, language arts, physical education, geography, and writing. “Cultural Dances and Stories From Around The World” was designed to provide children creative opportunities to learn about different world cultures through dance and drama. Three teaching methods were used: learning through dance and drama, learning about dance and drama, and learning about oneself through dance and drama. Learning through drama activities provided children with situations in which they solved and evaluated problems in small groups. Learning about dance and drama allowed students opportunities to learn and apply basic dramatic elements pertaining to theatre and dance as performance art forms. Lastly, activities that focused on learning about oneself and others through drama opened doors for children to express themselves and their imaginations in a safe and nurturing environment. These concepts addressed the State of Hawaii’s Educational Standards from the aforementioned eight areas of instruction. These concepts were explored in and out of the classroom through various problem-based and performance based learning activities. Problem-based learning activities included pre and post assessments administered to track how well students were retaining and transferring what they learned kinesthetically to paper; analysis of literature, poetry, and children’s stories from around the world; script writing; and sharing in oral form. The third through fifth grade students participated in an original play performance that they themselves wrote, adapted, and premiered in for their peers, teachers, school faculty, parents, and community.creativitycurriculumdancearts educationarts integrationdramalearningapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4562w8bzpublicationoai:escholarship.org:ark:/13030/qt27b035g82011-03-18T22:36:39Zqt27b035g8The First LessonFowler, Keith2003-09-30A lesson plan using visual arts and reading skills to introduce the concept of delodomatic creativity (thinking “in the box” and “out of the box”) to children. Designed for 1st or 2nd graders it can be adapted to all grade levels.arts educationcreativityimaginationK-12 schoolsreading skillsvisual artsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/27b035g8publicationoai:escholarship.org:ark:/13030/qt0v71t3xn2011-03-18T21:56:59Zqt0v71t3xnThe Dances of Early California in Santa BarbaraVandervoort, Thea1999-07-01The dances of early California are social figure dances that took place during informal parties (fiestas) popular in Santa Barbara since the 1820s. This research documents three of the most popular dances through reconstruction, video filming and production, musical and costume specification, descriptions of historical style and choreography, and notation of movement and floor patterns. A general history of these dances within the Rancho Period of California history (1828-1868) is presented. Specifically, details concerning their performance, social connection, and importance to the Santa Barbara community are explored. The primary research of dance reconstruction is supported by readings on the general nature and history of early California dance. Further exploration includes extensive interviews and examination of official archives and personal collections from Santa Barbara. The purpose of this research is to preserve and perpetuate a significant aspect of California cultural history, while tangibly establishing physical, artistic, and social connections to the past. NOTE: A video is available from the author. For further information please contact Thea Vandervoort at sbdivaballerina@yahoo.com.community artsdanceapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0v71t3xnpublication