Journal for Learning through the Arts

The Global Writes (GW) model is a well-designed performing arts integrated literacy program that builds local and global support among students, teachers, and arts partners through the use of innovative technologies. Through local partnerships between schools and arts organizations forged by GW, classroom teachers and local teaching artists build collaborative relationships to impact teacher practice and effectiveness, school culture and environment, and student development and achievement in the arts and English language arts. Classroom-based interventions for students include residencies providing instruction in writing original poetry and the art of performance, and poetry performances for authentic audiences including local community-based and inter-city poetry slam sessions. Dissemination, growth, and sustainability have been the cornerstones of the GW mission, promoting the improvement of teaching and learning. Throughout this process the GW team has embraced the metaphor of “the mirror and the canyon” by formatively reflecting on the model of practice, continuously improving the program model by “looking in the mirror”, building on what works as evidenced through research, and tailoring the program to meet the needs of individual schools and arts organization partners in each location.  The authors will provide a review of the GW program, tracing its history and development, and focusing on how specific aspects of the model and evidence of its academic, social-emotional, and professional successes have been used to expand, build local support, and sustain the program in several communities across the country. Evidence of increases in student performance on state ELA exams, long-term impact on teacher practice, and sustained use of technology to continue collaboration among participants are highlighted as hallmarks of demonstrated success of the GW model in cities throughout the country.