In recent years many school districts have had to restructure their arts curriculums to meet the growing emphasis on standards that is central to most school reform. This unique collection is meant to assist educators, policymakers, grantmakers and other stakeholders by focusing on the potential benefits of arts education for students and communities alike, and providing examples of creative ways school districts are handling their constraints.

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ARISE 2010 Final Performance Report to the US Department of Education

February 28, 2011

This is the final 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. Over three years from 2008 to 2010, the Workshop provided ARISE residencies to 63 classrooms from five schools within the San Francisco Unified School District.

Student Outcomes

ARISE 2010 Annual Performance Report to the US Department of Education

September 30, 2010

This is the third of three 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 residences emphasize critical-thinking while engaging in the creative process. In the 2009-2010 school year, the Workshop provided ARISE residencies to 18 classrooms from four schools within the San Francisco Unified School District.

Student Outcomes

ARISE 2009 Annual Performance Report to the US Department of Education

November 11, 2009

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

Student Outcomes

Arts Residency Interventions in Special Education 2008 Evaluation Report

November 13, 2008

This report includes evaluation findings from the first of three years of data collection for the Performing Arts Workshop's ARISE Project (Arts Residency Interventions in Special Education). 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. The report includes the ARISE program methodology; the evaluation methodology; background information on arts education for students in special education; results from the data collected during the 2007-08 school year; a discussion of factors that affect findings and program impact; and recommendations. The appendices to this report include our statistical analysis, data collection instruments, and informed consent forms.

Student Outcomes

ARISE 2008 Annual Performance Report to the US Department of Education

November 13, 2008

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.

Student Outcomes

Performing Arts Workshop 2003 AEMDD Evaluation Final Report

February 1, 2007

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.

Student Outcomes