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This report is a culmination of three years of study of the impact on effective teaching of educators and artists engaging as partners in action research (inquiry based study of their own practice), in documenting the effects of arts integration on student learning (creating a "culture of evidence"), and in collaborating with other action research teams and with formal researchers to actively investigate qualities of teaching and learning at participating schools (what CAPE calls "layered research"). Complete listing and access info »

This handbook is intended to help leaders in both community arts schools and public schools understand what partnerships are, what benefits they offer, and how to structure and manage them. It covers the reasons to partner, planning and budgeting, fundraising and advocacy, content creation, professional development, evaluation and assessment. Worksheets and an annotated bibliography are provided. Complete listing and access info »

This report presents the outcomes from the final year of the Performing Arts Workshop Artists-in-Schools (AIS) program evaluation, conducted from 2003 to 2006. The AIS program offers public schools weekly artist residencies lasting between 8 and 30 weeks in theatre arts, creative writing, creative movement, music and world dance. While AIS classrooms range from pre-kindergarten to 12th grade, the evaluation focused on elementary classrooms. AIS residencies emphasize problem-solving and critical-thinking while engaging in the creative process. In 2006, the Workshop employed 26 artists who provided AIS residencies to 183 classrooms from pre-Kindergarten to 12h grade in 20 schools in 7 school districts. The report includes a foreword by Richard Siegesmund of the University of Georgia on key data findings; the Artists-in-Schools program methodology; the evaluation methodology; cumulative findings from this three-year project on critical thinking in the arts, arts and academic performance, the pedagogy for teaching at-risk youth, the arts and pro-social behavior and institutionalizing the arts in school settings; and recommendations. The appendices to this report include data collection instruments and informed consent forms. Complete listing and access info »

This monagraph is a supplement to Partners in Excellence, the National Guild's guide to structuring and managing community school of the arts/public school partnerships. It describes three exemplary programs:

• The Community Partnership in the Arts between Philadelphia's Samuel S. Fleisher Art Memorial (a visual arts organization) and George Washington Elementary School
• The Pathways to Performance Initiative partnership between MacPhail Center for Music and Whittier International Elementary School, both in Minneapolis, and the Wilder Research Foundation in St. Paul
• The Partners in Arts Education Program, a multi-disciplinary partnership between Henry Street Settlement in New York and the Lower Manhattan Arts Academy

The Guild chose to examine these partnerships for two reasons: 1) each exemplifies all the best-practices criteria described in Partners in Excellence and 2) each has a particular feature that makes it exceptional.

We hope that the case studies of these three partnerships will inspire leaders in the field to continue to increase access to quality arts education by further developing their organizations' partnerships with America's public schools.
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A selection of available applied and academic research, this publication is designed as a tool that can help address the kinds of questions local government, business, and community leaders might ask about arts education. It provides concrete information on topics from student achievement and perceptions to the status of arts education.

Of the 49 reports, articles, and dissertations described in the following pages:

• Six are evaluation studies of broad-based arts programs.
• Seventeen are smaller-scale targeted studies.
• Nine present compilations, or overviews, of research.
• Twelve describe attitudes among students and parents and public opinion.
• Five highlight the status of arts education and the arts' economic impact at the local level.

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This paper shows how all-ages venues resist and contradict basic assumptions behind sociological, cultural policy and "creative cities" approaches to grassroots culture. We use literature review, geographical analysis, and a sound understanding of the actual nature of all-ages venues to discuss the relevance of these institutions to cultural policymaking and sociological theories of social capital alike.

Our first section discusses the rise of all-ages venues in terms of a social movement, and posits the movement as a potential counternarrative to pessimistic visions of the future of social capital in youth communities. In our second section, we discuss the definitional and methodological issues in cultural policy that lead to the overlooking of grassroots, participatory, youth-oriented art worlds like those surrounding all-ages venues. Our third section places the rise of all-ages venues in the context of the "creative class" discourse on urban development. Nearby amenities, arts jobs, and high rents are all conventional signs of flourishing culture -- but are negativepredictors of all-ages venues. Instead, these all-ages venues comprise a set of "sites of resistance" across the country, encouraging youth social capital, leadership development and political organization in anti-corporate, communitarian, and ethically-rooted milieu. Complete listing and access info »

Many people become confused about the definition of a local arts agency because no two local arts agencies are just alike. The best explanation is that a local arts agency meets the needs of the community it serves - whether its arts education, public art, grantsmaking, festivals, facility management, etc. The four programs outlined in this issue of Monographs are responding to needs of disadvantaged youth, arts education, and job training within their communities. The programs challenge youth to use creative thought in problem solving, incorporating math, science and language arts in a summer job training program that uses arts education to teach marketable job skills. In each case the community has responded with enthusiastic support.




Each of these programs reach inner city and/or rural communities in collaborations that are multi-layered. The National Endowment for the Arts (NEA) Collaborative Inner-City/Rural Initiative Program restricts application to state arts agencies. A survey of state arts agencies advocated opening this program to application by local arts agencies. The importance of this recognition by the NEA would be to duplicate the success of similar programs throughout the country.




Each community is unique so it should be no surprise to local arts agencies that these four programs provide differing approaches to summer job training in the arts that corresponds to the distinct character of the local community - urban or rural. What is consistent is that JTPA (Job Training Partnership Act) funding is available for youth salaries during a summer job training. Any arts agency could develop a similar program - whether for 10 youth or 500 youth, it's a matter of scale. The principle - and the need of youth in the communities - is the same.
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Third Space tells the riveting story of the profound changes in the lives of kids, teachers, and parents in ten economically disadvantaged communities across the country that place their bets on the arts as a way to create great schools. The schools become caring communities where kids - many of whom face challenges of poverty, the need to learn English, and to surmount learning difficulties - thrive and succeed and where teachers find new joy and satisfaction in teaching.

This document is the profiles and demographics of the schools being studied.
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Discusses innovations in arts-teacher training, such as partnerships and interdisciplinary, integrated, and individualized programs. Features excerpts from Dana's 2007 symposium and profiles of best practices at twenty-four higher-education institutions.

More information about this publication is available at PubHub.
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Until now, California has lacked comprehensive, reliable information to indicate whether

it is meeting its goals for arts instruction. Relying on a statewide school survey (1,123

respondents) and case studies of 31 schools in 13 districts, conducted in 2005-06, this

first-ever comprehensive study of the state of arts education in California has sought to

fill that information gap by taking stock of arts education policies and practices.
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