Browse Research

Music, Language and Learning: Investigating the Impact of a Music Workshop Project in Four English Early Years Settings.

Pitts, S.E. | 2016

This research used a range of methods to evaluate the ‘Soundplay’ project which ran in four early years (pre-K/K) settings in Sheffield, UK, in 2014-15.

Learning about leadership from a visit to the art museum

Kaimal, G., Drescher, J., Fairbank, H., Gonzaga, A., Junkin, J., & White, G.P. | 2016

This qualitative study presents an analysis of how guided visits to an art museum can provide leadership lessons for developing urban school leaders.

Pre-professional arts based service-learning in music education and art therapy.

Feen-Calligan, H. & Matthews, W. K. | 2016

This article describes a study of art therapy and music education students participating in a single-semester service-learning assignments prior to their clinical internship or student teaching experience.

Music composition in the high school curriculum: A multiple case study

Menard, E. A. | 2015

Achieving all objectives in the National Standards for Arts Education would require fundamental changes to the way music is taught in school today.

“I’m so offended!”: Curriculum flashpoints and critical arts education.

Kraehe, A. M., Hood, E. J., & Travis, S. | 2015

Inspired by critical race and feminist perspectives, this study seeks to expand the conversation on preparing arts educators for diversity and equity.

Embracing the Burden of Proof: New strategies for determining predictive links between arts integration teacher professional development, student arts learning, and student academic achievement outcomes

Scripp, L., & Paradis, L. | 2014

This study uses statistics to demonstrate the results of a three-year arts integration project conducted by the Chicago Arts Partnerships in Education’s (CAPE) Partnership in Arts Integration Research (PAIR) project in Chicago public schools.

Arts Achieve, impacting student success in the arts: Preliminary findings after one year of implementation

Mastrorilli, T. M., Harnett, S., Zhu, J. | 2014

Arts Achieve: Impacting Student Success in the Arts is a partnership between Studio in a School, the New York City Department of Education (NYCDOE), and four other premier cultural arts organizations from across New York City (NYC).

Evaluation of professional development in the use of arts-integrated activities with mathematics content: Findings about program implementation

Ludwig, M., Song, M., Kouyate-Tate, A. F., Cooper, J., Phillips, L., & Greenbaum, S. | 2014

Researchers designed a qualitative study to evaluate the program design and implementation of the Wolf Trap Foundation for the Arts Institute for Early Childhood Learning’s professional development (PD) program.

Cross-Study Findings: A View into a Decade of Arts Integration

Duma, A. L., & Silverstein, L. B. | 2014

The Kennedy Center’s CETA (Changing Education Through the Arts) program is a professional development partnership designed to support teachers’ employment of arts integration practices in their classrooms.

Partnerships in arts Integration Research final reports.

Scripp, L., Burnaford, G. Vazquez, O. Paradis, L. & Sienkiewicz, F. | 2013

The Partnerships for Arts Integration Research (PAIR) final report summarizes results from a four-year, federal Department of Education Arts in Education Model Development and Dissemination (AEMDD) project administered by the Chicago Arts Partnerships in Education (CAPE) and the Chicago Public Schools from 2007-2010.

Program Evaluation: Art Around the Corner

Randi Korn & Associates, Inc. | 2012

The National Gallery of Art (NGA) conducted a program evaluation of its long-standing initiative, Art Around the Corner (AAC).

Partnerships between schools and the professional arts sector: Evaluation of impact on student outcomes

Imms, W., Jeanneret, N., & Stevens-Ballenger, J. | 2011

This study examines how arts partnerships impact student engagement, student voice, social learning, creative skills, and arts-related knowledge and skills; the five student outcomes linked to the Victorian Essential Learning Standards (VELS).

Activating student engagement through drama-based instruction

Cawthon, S., Dawson, K., & Ihom, S. | 2011

This mixed methods study examines the outcomes of Drama for Schools (DFS)—a professional development program that trains teachers to integrate drama techniques into their instruction—on participating middle school teachers and their students.

Art integration as school culture change: A cultural ecosystem approach to faculty development

Charland, W. | 2011

The researcher used an applied form of action research to evaluate the implementation of an arts integrated curriculum in a K-6 magnet elementary school.

Voices from the field: Teachers’ views on the relevance of arts integration

Kerrie Bellisario and Lisa Donovan | 2012

This two-year study undertaken by researchers at Lesley University (LU), funded by the Ford Foundation, examined the relevance of arts integration in today’s educational climate from the perspectives of teachers who completed a graduate program in arts integration at LU.

Ten year follow-up investigation of preservice generalist primary teachers’ background and confidence in teaching music

Russell-Bowie, D. | 2010

This study looked at pre-service students’ perceptions of their background in formal music education and their confidence in teaching music lessons, with the goal of understanding the role that background and confidence play in promoting music education by general classroom teachers.

Passing on: The old head/younger dancer mentoring relationship in the cultural sphere of rhythm tap

Donna-Marie Peters | 2010

This case study examines the phenomenon of mentorship within inner-city black rhythm tap dancing communities in New York City through an investigation of three different tap dance communities: “La Cave”, “Swing 46” and “On Tap.

Authentic arts-based learning in teacher education: a musical theatre experience

Ogden, H., DeLuca, C., & Searle, M. | 2010

Researchers in this paper voice a concern over the disconnect that pre-service teachers face between educational theory and practice and present a model for integrating authentic learning and arts-based learning as a means of enhancing pre-service programs.

Evaluation of the nature and impact of the Creative Partnerships programme on the teaching workforce

Lamont, E., Jeffes, J., & Lord,P. | 2010

This study examines the impact of the UK’s Creative Partnerships program on the teaching force at participating schools.

Educational research: The art of problem solving.

Randi Korn & Associates, Inc. | 2010

This study is an evaluation of the Solomon R.

How being a teaching artist can influence K-12 art education

Graham, M. A., & Zwirn, S. G. | 2010

This study focuses on K-12 art teachers who are practicing artists and investigates the relationship between their studio and teaching practice.

Middle years teachers’ past experiences of the arts: Implications for teacher education

Garvis, S. and Pendergast, D. | 2010

In grades four to nine (considered middle grades in Australia), it is common practice for generalist teachers to deliver integrated arts education.

Arts integration professional development: teacher perspective and transfer to instructional practice

Garett, J. | 2010

This study examines the benefits of professional development in arts integration for elementary school teachers.

Applied theatre at the heart of educational reform: An impact and sustainability analysis

Gallagher, K., & Service, I. | 2010

Researchers analyzed the impact of a theater-based intervention on teacher-student relationships and communication, teaching practice, and general understanding of issues of poverty.

Using the Reggio exhibit to enrich teacher candidates’ perceptions of how children construct and represent knowledge

Anita R. Ede and Denise A. Da Ros-Voseles | 2010

This study explored the changes in 37 early childhood teacher candidates’ perceptions of how children construct and represent knowledge following repeated exposure to The Wonder of Learning: the Hundred Languages of Children exhibit.

Science and theatre education: A cross-disciplinary approach of scientific ideas addressed to student teachers of early childhood education

Tselfes, V. and Paroussi, A. | 2009

This study followed 57 early childhood education student teachers in a theatrical applications and physics education course to explore how theatre benefited the teaching and learning of scientific ideas.

Oklahoma A+ Schools: What the research tells us 2002-2007. Volume three, quantitative measures.

Barry, N. H. | 2010

Researchers conducted a five-year evaluation study of how the A+ arts integrated school reform strategies (developed in North Carolina) played out in Oklahoma’s growing network of A+ Schools.

Learning to Teach the Creative Arts in Primary Schools Through Community Engagement

Deirdre Russell-Bowie | 2009

This formative case study follows 13 undergraduate students planning to become classroom teachers and who are completing a field study placement in an elementary school.

The impacts of the presence of the cultural dimension in schools on teachers and artists

Héloïse Côté | 2009

This study examines the cultural partnerships of teachers and artists participating in Quebec’s Culture in the Schools program to expand the presence of cultural dimensions (the arts, creativity, and cultural studies) in the schools.

A study of professional development for arts teachers: Building curriculum, community, and leadership in elementary schools.

Gail Burnaford | 2009

This study examines the impact that network-based professional development has on arts specialists and their schools.

Art student perceptions of the role of community service in Israeli teacher education

Bachar, P. and Ofri, V. | 2009

This study examines Israeli pre-service art teachers’ experiences participating in arts-based community service projects in a prison, battered women’s shelter, drug rehabilitation center and other sites.

The mysteries of creative partnerships

Shelby A. Wolf | 2008

Since 2002, Creative Partnerships, based at the Arts Council of England, has been investing time, energy, and resources to bring artists and schools together.

Impact of arts integration on voice, choice, and access.

Mason, C. Y., Steedly, K. M., & Thormann, M. S. | 2008

VSA arts conducted this study to investigate the relationship between substantive arts involvement and social, cognitive, and artistic development among students with disabilities.

On the road to Durban: Using empowerment evaluation to grow teacher’s arts and culture curriculum knowledge

Glass, Donald L. | 2008

South Africa engaged in an outcomes-based curricular innovation that included Arts and Culture as a new subject area for all young people.

Arts in the Classroom Professional Development Program:Final Evaluation Report

Powell, D. | 2007

This study is an evaluation of The Arts in the Classroom Program which engaged 91 Kindergarten through sixth grade classroom teachers from a single school district in order to build their capacity to deliver standards-based interdisciplinary arts instruction to their students.

Teaching literacy through art.

Randi Korn & Associates, Inc. | 2007

This study is an evaluation of the outcome—for students, teachers and teaching artists—of participation in the Solomon Guggenheim Museum’s Learning Through the Arts (LTA) program, a teaching artist residency program implemented in New York City during the 2004-2006 school years.

Artist-Teacher Partnerships in Learning: The in/between Spaces of Artist-Teacher Professional Development.

Kind, A., Irwin, R., & Grauer, K. | 2007

In this article, the researchers discuss findings of their study of Learning Through The ArtsTM(LTTA), a cross?Canada initiative that brings artists such as musicians, dancers, storytellers, actors, and visual artists into schools to work with teachers and students.

Artistic choices: A study of teachers who use the arts in the classroom

Barry Oreck | 2006

In a climate of increased education standardization, this study examines what the personal characteristics and factors are that support or constrain arts use in the classroom.

Third space: When learning matters

Lauren Stevenson and Richard J. Deasy | 2005

This is a comparative case study of ten schools serving economically disadvantaged communities, which integrated the arts across their curricula as a tool for school reform.

In the beginning: Young children and arts education.

Jeff Meiners | 2005

This report describes an arts education partnership between Windmill Performing Arts, an Australian national performing arts company for children and families, and the University of South Australia.

Service learning in music education: Participant reflections.

Alison M. Reynolds, Althea Jerome, Anna L. Preston and Holley Haynes | 2005

The researchers conducted a qualitative study of a service-learning music-education partnership between a mid-sized university and a large public elementary school that did not have a music specialist.

Experiences of artists and artist-teachers involved in teacher professional development programs

Upitis, R. | 2005

This study describes the impact of two professional development programs on artists.

The artistic and professional development of teachers: A study of teachers’ attitudes toward and use of the arts in teaching

Barry Oreck | 2004

In this mixed methods study of 423 K-12 teachers from diverse school settings, the researcher gauges teachers’ attitudes about arts practices in their teaching who have had access to arts-based professional development.

Art education courses for elementary teachers: What really happens?

Kowalchuk, E., & Stone, D. | 2003

While approximately 85% of elementary schools in America offer art education, only about half have a specialist to provide arts instruction.

Amazing Grace and powerful medicine: A case study of an elementary teacher and the arts

Patteson, A. | 2002

Queen’s University conducted a study of its professional development program for teachers “Teachers as Artist” (TAA), which entailed surveys, interviews, focus groups, and observations gathered from 1996-2000.

The arts are an “R” too: Integrating the arts and improving student literacy (and more) in the Mississippi Arts Commission’s Whole Schools Initiative.

Corbett, D., Wilson, B., & Morse, D. | 2002

This study evaluates the Whole Schools Initiative (WSI), funded by the Mississippi Arts Commission to incorporate arts into regular classroom instruction.

The arts and education reform: Lessons from a four-year evaluation of the A+ schools program, 1995-1999. (Executive Summary of the series of seven Policy Reports Summarizing the Four-Year Pilot of A+ Schools in North Carolina)

Nelson, C. A. | 2001

The A+ arts integrated school reform program was initially a four-year pilot program in 25 North Carolina schools, spread across the state.

Drama and authentic assessment in a social studies classroom

Morris, R. V. | 2001

This article describes a two-year-long case study of a seventh grade ancient world history social studies class in which the teacher used drama, along with other methods, as a central way to teach course content.

The A+ Schools Program: School, Community, Teacher, and Student Effects. (Report #6 in a series of seven Policy Reports Summarizing the Four-Year Pilot of A+ Schools in North Carolina)

Corbett, D., McKenney, M., Noblit, G. & Wilson, B. | 2001

This report is part of a series of reports stemming from the comprehensive evaluation of the North Carolina A+ arts integrated school reform program, initially a four-year pilot program in 25 North Carolina schools spread across the state.

Placing A+ in a National Context: A Comparison to Promising Practices for Comprehensive School Reform. (Report #1 in a series of seven Policy Reports Summarizing the Four-Year Pilot of A+ Schools in North Carolina)

Adkins, A. & McKinney, M. | 2001

This report on the evaluation of the A+ integrated arts school reform program considers the program in the larger context of education reform, specifically using Shields and Knapp’s national standards and practice, a model judged by the A+ researchers as a promising practice for comprehensive school reform.

Art and community: Creating knowledge through service in dance

Ross, J. | 2000

Sixty at-risk and incarcerated adolescents participated in jazz and hip-hop dance classes for ten weeks.

Learning in and through the arts: The question of transfer.

Burton, J. M., Horowitz, R. & Abeles, H. | 2000

The study investigates whether transfer occurs such that learning in the arts affects learning in non-art subjects and if there are effects, what they are, how they occur, and what circumstances within schools influence the realization of such effects.

When teachers become musicians and artists: Teacher transformation and professional development

Upitis, R., Smithrim, K. & Soren, B.J. | 1999

This study describes the results of two Canadian teacher professional development programs designed to improve participants’ artistic knowledge and skills.

Chicago Arts Partnerships in Education summary evaluation

Catterall, J., & Waldorf, L. | 1999

This study evaluates the Chicago Arts Partnerships in Education (CAPE), a program that provided grants to schools to form partnerships between local artists, arts agencies, and teachers to integrate arts across the school curriculum.