This special collection of Arts Education case studies and evaluations reveals the lessons, benefits, and pitfalls of existing and past projects, providing vital information for program staff at organizations running their own Arts Education projects.
These reports also serve as a valuable complement to existing collections of position and policy papers on the subject, available through sources like PubHub, who has shared some of their own collection on the topic with us for this CloseUp.
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After-School Pursuits: The Executive Summary
Contributing Organization(s): Public/Private Ventures
Publication date: 2004-03-30
| Complete listing and access info | Download
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An Annenberg Challenge: Lessons and Reflections on Public School Reform, The
Contributing Organization(s): PubHub
Publication date: 2002-06-01
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Presents findings and recommendations from an initiative that established eighteen projects in public schools across the U.S. to improve education in inner city schools, provide assistance to isolated rural schools, and expand access to arts education. Complete listing and access info » |
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ARISE 2008 Annual Performance Report to the US Department of Education
Contributing Organization(s): Performing Arts Workshop
Publication date: 2008-11-13
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This is the first of three annual performance reports from the Performing Arts Workshop to the U.S. Department of Education about Project ARISE (Arts Residency Interventions in Special Education). The report includes performance measure data for the Arts in Education Model Development and Dissemination (AEMDD) grants program. The ARISE Project offers public schools weekly artist residencies lasting between 25 and 30 weeks in theater arts and creative movement for third to fifth grade students. Classrooms participating in ARISE are identified as Special Day Classes or general education classes with special education inclusion (or mainstreamed) students. The ARISE residencies emphasize critical-thinking while engaging in the creative process. In the 2007-08 school year, the Workshop provided ARISE residencies to 24 classrooms from five schools within the San Francisco Unified School District. Complete listing and access info » |
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ARISE 2009 Annual Performance Report to the US Department of Education
Contributing Organization(s): Performing Arts Workshop
Publication date: 2009-11-11
| Complete listing and access info | Download
This is the second of three annual performance reports from the Performing Arts Workshop to the U.S. Department of Education about Project ARISE (Arts Residency Interventions in Special Education). The report includes performance measure data for the Arts in Education Model Development and Dissemination (AEMDD) grants program. The ARISE Project offers public schools weekly artist residencies lasting between 25 and 30 weeks in theater arts and creative movement for third to fifth grade students. Classrooms participating in ARISE are identified as Special Day Classes or general education classes with special education inclusion (or mainstreamed) students. The ARISE residencies emphasize critical-thinking while engaging in the creative process. In the 2008-09 school year, the Workshop provided ARISE residencies to 22 classrooms from five schools within the San Francisco Unified School District Complete listing and access info » |
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Artists-In-Schools (AIS) First-Year Annual Evaluation Report for the U.S. Dept. of Education (2003-04)
Contributing Organization(s): Performing Arts Workshop
Publication date: 2004-11-15
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Over the course of three years, Performing Arts Workshop and evaluators measured five goals of the Workshop's Artists-in-Schools program. These goals were: to improve student critical thinking in the arts, to use the arts to positively impact academic performance, to identify problems in teaching at-risk youth, to use the arts to develop pro-social behavior, and to institutionalize arts and arts education in school settings to increase sustainability. The ability of the Artists-in-Schools program to meet these goals is examined through a quasi-experimental, mixed-method research design in the following reports. Complete listing and access info » |
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Artists-In-Schools (AIS) Second-Year Annual Evaluation Report for the U.S. Dept. of Education (2004-05)
Contributing Organization(s): Performing Arts Workshop
Publication date: 2005-11-15
| Complete listing and access info | Download
Over the course of three years, Performing Arts Workshop and evaluators measured five goals of the Workshop's Artists-in-Schools program. These goals were: to improve student critical thinking in the arts, to use the arts to positively impact academic performance, to identify problems in teaching at-risk youth, to use the arts to develop pro-social behavior, and to institutionalize arts and arts education in school settings to increase sustainability. The ability of the Artists-in-Schools program to meet these goals is examined through a quasi-experimental, mixed-method research design. Complete listing and access info » |
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The Arts Advantage: Expanding Arts Education in the Boston Public Schools
Contributing Organization(s): PubHub
Publication date: 2009-02-01
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Presents findings from a survey on the availability of arts education in the city's public schools, relevant school traits, funding needs, and partners. Offers recommendations and strategies for a three-year expansion plan. Highlights best practices.
More information about this publication is available at PubHub
. Complete listing and access info » |
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Arts Alive!: 2001-2002 Project Report
Contributing Organization(s): Hospital Audiences, Inc.
Publication date: 2002-08-31
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Embracing HAI's mission of Hope and Inspiration through the Arts, Arts Alive! targeted New York City youths from schools and districts most affected by the September 11th attacks. Between January and June 2002, Arts Alive! arranged for more than 10,500 New York City schoolchildren to attend cultural events with classmates, parents and teachers. Arts Alive! engaged children who had lost a family member, children from schools with a direct view of the WTC, children from schools in lower Manhattan forced to relocate, children in schools that absorbed relocated students, and children from schools in the lower Manhattan and New Jersey areas.
Complete listing and access info » |
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The Arts and School Reform: Lessons and Possibilities From the Annenberg Challenge Arts Project
Contributing Organization(s): PubHub
Publication date: 2003-02-01
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Looks at the relationship between school reform and arts education, and how each can advance the other.
More information about this publication is available at PubHub
. Complete listing and access info » |
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The Arts and School Reform: Lessons and Possibilities From the Annenberg Challenge Arts Projects
Contributing Organization(s): Annenberg Institute for School Reform
Publication date: 2003-03-19
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The three Annenberg Challenge Arts projects (in New York City, Minneapolis, and a national consortium of schools) fostered a civic commitment to arts education in their local schools and communities, which led to an expansion in local ownership and investment in arts education. The report offers insights from arts education for school reform practitioners (build reform from within; make excellence equitable) and lessons from standards-based reform for arts educators (rethink accountability; begin with permanence in mind). Complete listing and access info » |
