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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Partnerships in Arts Integrated Research

January 25, 2013

The PAIR (Partnerships for Arts Integration Research) complete final report is an evaluation of a four year, federal Department of Education funded Arts in Education Model Development and Dissemination (AEMDD) project administered by the Chicago Arts Partnerships in Education (CAPE) in partnership with the Chicago Public Schools. This project brought together 3 pairings of school populations (a world languages focused magnet cluster school with a fine-arts focused magnet cluster school; a math and science focused magnet cluster school with a fine arts focused magnet cluster school; and a literature and writing focused magnet cluster school with a fine arts magnet cluster school) to work with teaching artists in 4th, 5th, and 6th grade classrooms. Results from the six schools were compared with six control schools of similar status, resources, student population, demographic factors, and comparable levels of academic achievement prior to the start of the PAIR project.The PAIR research and evaluation focuses extensively on teacher impact and student achievement. Two principal investigators noted for their work in the fields of teacher education, student learning, and arts in education teaching and learning practices engaged in this research: Dr. Gail Burnaford, School of Education faculty at Florida Atlantic University, who examined the impact of PAIR on classroom teachers, and Dr. Lawrence Scripp, Director of the Center for Music-In-Education, Inc, who analyzed student arts integration and academic learning outcomes and their relation to PAIR teacher professional development outcomes and controlled for student demographic factors. Burnaford's and Scripp's cumulative findings on the impact of PAIR on teacher professional development, student learning and the intersections between teacher and student outcomes over the three-year time period of the project are presented in the three-part comprehensive report.Lawrence Scripp and Laura Tan Paradis (PAIR research coordinator) provide a brief summary of the project findings as an addendum to the comprehensive three-part PAIR Report.

Program Models; Student Outcomes

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 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

Lessons from the Workshop: A Guide to Best Practices in Performing Arts Education

March 16, 2006

Developed by the Workshop's Associate Artistic Director, Anne-E Wood, the Best Practices Guide is a hands-on tool for school administrators, teachers, artists, parents or arts organizations facilitating an artist residency program. The guide explains arts education within the framework of educational policy and practice in California, but the model can be adapted for many communities. In this guide, you will learn about the residency model, the history of Performing Arts Workshop's residency model and what 40 years of experience has shown to be the best practices for artists and teachers.

Classroom Examples

You Want to Be A Part of Everything: The Arts, Community, and Learning

January 27, 2005

The report features provocative testimony to youth centered and youth directed arts programs that are creating powerful and supportive communities among young people. It highlights five youth arts programs from across the country brought together at an AEP forum in September, 2003. Youth and adult representatives engaged participants in activities that reflect the role of the arts in building positive learning communities.

Classroom Examples

Critical Links: Learning in the Arts and Student Academic and Social Development

May 22, 2002

This Compendium summarizes and discusses 62 research studies that examine the effects of arts learning on students' social and academic skills. The research studies cover each of the art forms and have been widely used to help make the case that learning in the arts is academic, basic, and comprehensive.

Student Outcomes