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.
- Published by
- Chicago Arts Partnerships in Education (CAPE)
- Copyright 2002, 2008 Karen DeMoss and Chicago Arts Partnerships in Education