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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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.
The Developing Early Literacies Through the Arts (DELTA) project, made possible by an Arts in Education Model Development and Dissemination Grant from the U. S. Department of Education, consisted of a three-year collaboration between the Chicago Public Schools and CAPE, focusing on the contribution of arts integration to text literacy development in grades 1, 2 and 3. The DELTA study demonstrates how arts learning promotes multiple literacy learning processes that depend more on creative response, imagination, experimentation and aesthetic experience than do methods of learning that emphasize formulaic responses to rule-based literacy instruction.
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").
The purpose of this monograph is to highlight the development of CAPE and its effects through the multiple inquiry lenses trained on the program over its first six years. The story is one of development and learning by school communities, teachers, and artists as they became increasingly and more deeply involved in arts-integrated instruction. It is also a story of increasingly tangible and measurable effects on student learning as the program matured.
A central component of our evaluation and inquiry agenda for the Chicago Arts Partnershipsin Education (CAPE) during the school year 1999-2000 was a quest for understanding the reasons for the ability of programs to survive after the sponsor funding ceased. Why do some programs survive well beyond their original funding and support?This is an absolutely crucial question for the sponsors of most any program entering schools with goals of long term or permanent change. This question equally impacts foundations, government agencies, and individual philanthropists. Sponsors of funded programs in our schools generally have as their highest hope that their investments willspawn change, and not just expenditure of money.To seek information and suggested answersto the critical issue of sustainability,we interviewed parents, teachers, and administrators. We also surveyed key players and asked them to enumerate what they saw to be important longevity factors for their CAPE programs.We uncovered many things in this process. One component of our work that turned out remarkably well was interviews with key teachers involved in the CAPE programs that have lived in since CAPE's very start. Our team invited a teacher, perhaps the most experienced and thoughtful witness to the whole project, to compose a narrative account of the development of the program at her school. What resulted was a very lucid account of the complex processed of launching and institutionalizing a program ignited by an outside sponsor: the successes and pitfalls, the leaders and resisters. It is a compelling story about the long-term evolution of a school community and its central conversations.
Over the past eight years, the Chicago Arts Partnerships in Education (CAPE) has undergone an extensive regimen of program research and evaluation, utilizing both staff members and external consultants to collect, analyze, and interpret information on program effectiveness. This information has been used to shape and strengthen the partnership program each year in response to the needs of students, teachers and teaching artists as well as to changing political and cultural pressures within the Chicago Public School System. In addition,the documentation and publication of insights and lessons learned through arts integration experiences in the schools has contributed significantly to the wider body of research in the field of arts education.During the early years of the program, evaluation efforts focused on general descriptions of the program goals and objectives along with initial impacts on student life.Positive trends were identified in terms of administrative and faculty attitudes and increased involvement in thearts partnerships, due mainly to student interest. More recently, a closer, more detailed analysis of CAPE's growing influence on student learning, teaching practice and school climate has highlighted the value of quality, arts integrated instruction, including evidence of positive effects on standardized math and reading test scores.Last year, our research turned to program sustainability, partly in light of reduced funding, as well as to the assimilation of new partnership schools and an increasing organizational focus on the professional development of participating teachers and artists. In the vast majority of cases, CAPE partnerships have evolved through trials and successes to bring lasting effects on administrators, teachers, and students.Through these studies, it is increasingly apparent that the participation of well-trained teaching artists is a valuable, and in some cases vital, addition to the general education of youth. The presence and artistic know-how brought to the classroom by these talented, dedicated professionals can, and is, having notable, sustainable influence on whole school improvement through transforming the daily learning experiences of educators and students alike. Not only does the presence of a quality arts program enliven a school atmosphere and promote the advancement of artistic skills and aesthetic knowledge, but a closer look at rigorous arts integrated activities in the classroom is revealing important insights into the cognitive benefits of arts education. Not only can artfully constructed lessons that authentically bridge the arts and academic content domains assist in the acquisition of artistic understanding, but they can enhance learning across the academic curriculum and, perhaps more importantly, the underlying thinking curriculum
Learning in and with the arts has been linked with increased student achievement, but the means by which the arts may support cognitive growth in students is relatively undocumented. Thirty students across ten classes in veteran teacher-artist partnerships were selected to help explore the processes and outcomes associated with arts-integrated learning units versus learning processes and outcomes in comparable non-arts units.
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