Using Multi-Genre Arts Programming to Support Creative Engagement and Social and Emotional Learning in Middle-School Students With Autism
Eve Müller, et al. | 2020 Müller, E., Nutting, D., Keddell, K. “ArtAbility: Using Multi-Genre Arts Programming to Support Creative Engagement and Social and Emotional Learning in Middle-School Students With Autism.” The Journal of the Arts and Special Education, 1(1) (2019): 25-48. Abstract: This report focuses on ArtAbility, a multi-genre arts program for middle school students with autism. The evaluation of […]
“The Music I Was Meant to Sing”: Adolescent choral students’ perceptions of culturally responsive pedagogy.
Shaw, J.T. | 2016 Alemán, X., Duryea, S., Guerra, N.G. et al. | 2016 This study aims to assess the effects of a largescale music program on children’s developmental functioning in the context of high rates of exposure to violence using Venezuela’s “El Sistema” program which emphasizes social interactions through group instruction and group performances. Cahnmann-Taylor, M., Zhang, K., Bleyle, S. J., & Hwang, Y. | 2015 Several scholars have argued for the importance of aesthetic and autobiographic narratives to democratize the Teaching English to Speakers of Other Languages (TESOL) field and showcase varieties of minoritized perspectives. Joy G. Bertling | 2015 This mixed methods case study examined middle school students’ empathy with the environment within a critical place-based art education program. E.C. Parker | 2014 The purpose of this study was to describe the process of adolescent choral singers’ social identity development within three midsized, Midwestern high school mixed choirs. B. Kisida, J.P. Greene, D.H. Bowen | 2014 The theories of cultural reproduction and cultural mobility have largely shaped the study of the effects of cultural capital on academic outcomes. 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. 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). Brown, E. D., Sax, K. L. | 2013 This study examines the effects of arts integration on preschool students’ emotional expression and emotional regulation. Eason, B. J. A., & Johnson, C. M. | 2013 Researchers from the University of Kansas sought to establish a baseline understanding of the effects of existing music programs in the Metropolitan Nashville Public Schools (MNPS) in order to better understand the potential effects and implications of Music Makes Us, an enhanced music program launched in 2011 by the Mayor’s office, music industry leaders, and philanthropists. Elpus, K. | 2013 This study examined the influence of adolescent participation in the arts on cognitive, behavioral, and social outcomes. 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. Susan Hyatt | 2014 This qualitative case study examines the impact of an arts-integrated international collaboration the creativity of elementary school students when students are communicating and creating exclusively through a technological third space. Ingram, D., Pruitt, L., & Weiss, C. | 2014 Researchers and staff from Project AIM, an interdisciplinary arts-integration program in Chicago, designed a study to research arts integration as a method of translation. Goldstein, T. R., & Winner, E. | 2012 This quasi-experimental study assessed the levels of theory of mind (understanding others’ various mental states) and empathy (matching the emotional state of another) in students who took acting classes versus art or music classes. Susan Weinstein | 2010 The researcher conducted an ethnographic study of youth spoken word primarily through participant observation of the programming offered by WordPlay in Baton Rouge. Goldstein, T. R. | 2011 This quasi-experimental study measured correlations between the development of empathy, theory of mind (“an everyday understanding of what someone else is thinking or feeling” (p. 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). Lauren M. Stevenson | 2011 This ethnographic study examines how a company of high-school-aged artists in a community arts program, makes social change while creating an original hip hop, modern dance, and theater production. Winsler, A., Ducenne, L., & Koury, A. | 2011 Investigators studied the effects of music classes on a child’s self regulation through private speech. 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. Crawford Barniskis, S. | 2012 This article examines the impact art programming for teenagers in public libraries has on teenage civic engagement. 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. Lin, Y. | 2010 The researcher used a descriptive case study to consider how and what kind of creativity is developed through participation in drama-integrated learning, and how students respond to creative pedagogy (using drama-based and imaginative teaching approaches to enhance learning with the goal of cultivating creativity) in a Taiwanese context. 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. Brouillette, L., & Jennings, L. | 2010 In 2001-2002, Freese Elementary, an inner-city elementary program in the U. 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. Sema Karakelle | 2009 This study uses two sub-parts of the Torrance Test of Creative Thinking (1974), to measure flexibility and fluency, key elements of divergent thinking, in relation to creative drama instruction. Hyde, K. L., Lerch, J., Norton, A., Forgeard, M., Winner, E., Evans, A. C., & Schlaug, G. | 2009 This study investigates whether instrumental music training leads to brain and behavioral changes. 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. 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. Mira-Lisa Katz | 2008 This research examines embodied learning, how we know and learn through our body, from the perspectives of 30 teenage women participating at two community-based dance studios in Oakland, CA. Reed W. Larson and Jane R. Brown | 2007 Grounded-theory analyses were used to formulate propositions regarding the processes of adolescent emotional development. Ingram, D., & Meath, M. | 2007 The summative evaluation of two years of the Arts for Academic Achievement (AAA) program examines student learning outcomes of arts-integrated instruction measured by standardized tests, as well as effects not captured by standardized tests. Andre P. Grace and Kristopher Wells | 2007 This study investigates the development and implementation of two arts-based community programs for sexual minority young adults. Wright, R., John, L., Alaggia, R., & Sheel, J. | 2006 The article presents findings from a quasi-experimental evaluation of the National Arts and Youth Demonstration Project (NAYDP). Winner, E., Hetland, L., Veenema, S., Sheridan, K., Palmer, P., Locher, I., et al. | 2006 This study first provides an overview of prior meta-analytical research about the notion of transfer between arts learning and non-arts domains, concluding that with only few exceptions, transfer could not be proved because existing studies yield insufficient evidence. Scott Seifried | 2006 This research explored the impact of popular and rock music on high school students’ music education. Respress, T., & Lutfi, G. | 2006 Researchers used a quasi-experimental research design to examine the impact of arts education on students involved in the after-school program HEARTS (Health Education in the Arts Refining Talented Students). Lobo, Y. B., & Winsler, A. | 2006 This study assesses the effects of a creative dance/movement program on the social competence of preschool children. Kisiel, C., Blaustein, M., Spinazzola, J., Schmidt, C. S., Zucker, M., & van der Kolk, B. | 2006 The researchers used a quasi-experimental research design to investigate the effectiveness of Urban Improv, a 27-week interactive drama-based youth violence prevention program. Marie Gervais | 2006 This qualitative, arts-based research study examines adolescents’ experiences in a process drama program and explores the general decision making processes of junior high school students (grades seven, eight, and nine) related to their moral values. Clover, D. E. | 2006 This qualitative comparative case study investigates the value of arts-based programs in facilitating cooperative learning with the aim of addressing pertinent issues within communities. Schiller, W. | 2005 The researcher conducted a three-year longitudinal research study and evaluation entitled “Children’s Voices,” in which five to twelve year old children were exposed to live arts performances in order to learn what the impact of attending arts performances is on school-aged children in public schools. Lazzari, M. M., Amundson, K. A., & Jackson, R. L. | 2005 This qualitative study examines the effects of an arts project on juvenile female offenders who are incarcerated. Jackson, A., & Leahy, H. R. | 2005 Researchers used a naturalistic and case study model to examine and compare the museum theater-based and non-theater -based learning experiences of students in two United Kingdom history museums: the People’s History Museum (PHM) in Manchester and the Imperial War Museum (IWM) in London. Schellenberg, E.G. | 2004 This study is the first to directly test the hypothesis that music training transfers to cognitive intelligence. Halverson, E.R. | 2005 This article presents a case study of youth—who identify as lesbian, gay, bisexual, transgender, or questioning (LGBTQ)—participating in About Face Youth Theatre (ABYT), an arts-based program aimed at promoting positive youth development through workshops, discussion, narrative writing, script writing, and performance. Craig, C. | 2002 The researcher utilized an ethnographic study format to understand how fifth grade students attending a magnet school in an historic African American neighborhood made meaning of the 9/11 events. Shields, C. | 2001 This study examines the role of music education as an intervention technique for at-risk urban adolescents. Lowe, S. S. | 2001 This study describes how community arts programs support the development of a sense of community. Holloway, D. L., & LeCompte, M. D. | 2001 This ethnographic case study examines how participating in the arts empowers preadolescent middle school girls. Ross, J. | 2000 Sixty at-risk and incarcerated adolescents participated in jazz and hip-hop dance classes for ten weeks. Harland, J., Kinder, K., Lord, P., Stott, A., Schagen, I., Haynes, J., Cusworth, L.,White, R., & Paola, R. | 2000 The purpose of this large-scale study was to examine the effects of secondary school arts education (in visual arts, drama, dance, or music) in England and Wales. 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. Shirley Brice Heath and Adelma Roach | 1999 This research draws upon data from a ten-year national study that describes academic, personal, social and civic outcomes of out-of-school programs on students. James S. Catterall, Richard Chapleau, John Iwanaga | 1999 This briefing presents results from a two-year exploration of interactions between the arts and student achievement. Baum, S., Oreck, B., McCartney, H. | 1999 The researchers studied three cohorts of students enrolled in the Young Talent Program, an arts program offering instruction in music and dance to students enrolled in New York City public schools beginning at grade three and extending outside of school into early adulthood. Heath, S. B., Soep, E., & Roach A. | 1998 A team of researchers conducted fieldwork in a sample of communities to better understand the arts programs operated by community organizations and their impact on participants. Standley, J.M. | 1996 The purpose of the study meta-analysis was to examine the effectiveness of music as a reward (or removal of music as a punishment) in education and therapy settings. Anthony, A., Emans, E., & Ziegler, E. | 1973 This study examines the impact of library-based creative dramatics and storytelling programs on children’s interest in books, confidence in expressing ideas, self-image, and ability to empathize. Fink, R. S. | 1976 This study addresses the potential roles of imaginative play (or creative role-playing) on two foundational cognitive abilities of children initially identified by pioneering developmental psychologist and educational theorist Jean Piaget— “conservation” and “perspectivism.
The Effects of Musical Training on Child Development: A randomized trial of El Sistema in Venezuela.
“Searching for an entrance” and finding a two-way door: Using poetry to create East-West contact zones in TESOL teacher education
The art of empathy: A mixed methods case study of a critical place-based art education program
The process of social identity development in adolescent high school choral singers: A grounded theory
Creating cultural consumers: The dynamics of cultural capital acquisition
Cross-Study Findings: A View into a Decade of Arts Integration
Program Evaluation: Art Around the Corner
Arts enrichment and preschool emotions for low-income children at risk
Prelude: Music Makes Us baseline research report
Arts education and positive youth development: Cognitive, behavioral, and social outcomes of adolescents who study the arts
Partnerships in arts Integration Research final reports.
Creativity in an Arts Integrated Third Space: A Case Study of Elementary School Students in an International Collaboration
Found in translation: Interdisciplinary arts integration in Project AIM
Enhancing empathy and theory of mind
“A unified poet alliance”: The personal and social outcomes of youth spoken word poetry programming
Correlations among social-cognitive skills in adolescents involved in acting or arts classes
Partnerships between schools and the professional arts sector: Evaluation of impact on student outcomes
Creating destiny: Youth, arts and social change
Singing one’s way to self-regulation: The role of early music and movement curricula and private speech
Voices from the field: Teachers’ views on the relevance of arts integration
Graffiti, poetry, dance: How public library art programs affect teens
Passing on: The old head/younger dancer mentoring relationship in the cultural sphere of rhythm tap
Drama and possibility thinking – Taiwanese pupils’ perspectives regarding creative pedagogy in drama
Applied theatre at the heart of educational reform: An impact and sustainability analysis
Helping children cross cultural boundaries in the borderlands: Arts program at Freese Elementary in San Diego creates cultural bridge
Oklahoma A+ Schools: What the research tells us 2002-2007. Volume three, quantitative measures.
Enhancing fluent and flexible thinking through the creative drama process
Musical training shapes structural brain development
Impact of arts integration on voice, choice, and access.
Art student perceptions of the role of community service in Israeli teacher education
Growth in motion: Supporting young women’s embodied identity and cognitive development through dance after school
Emotional development in adolescence: What can be learned from a high school theater program?
Arts for academic achievement: A compilation of evaluation findings from 2004-2006.
Using Freirean pedagogy of just IRE to inform critical social learning in arts-informed community education for sexual minorities.
Community-based arts program for youth in low-income communities: A multi-method evaluation
Studio thinking: How visual arts teaching can promote disciplined habits of mind
Exploring the outcomes of rock and popular music instruction in high school guitar class: A case study.
Whole brain learning: The fine arts with students at risk
The effects of a creative dance and movement program on the social competence of head start preschoolers.
Evaluation of a theater-based youth violence prevention program for elementary school children
Exploring moral values with young adolescents through process drama
Culture and antiracism in adult education: An exploration of the contributions of arts-based learning
Children’s perceptions of live arts performances: A longitudinal study
“We are more than jailbirds”: An arts program for incarcerated young women.
‘Seeing it for real?…?’—Authenticity, theatre and learning in museums
Music lessons enhance IQ
InsideOut: Facilitating gay youth identity development through a performance-based youth organization
A continuing inquiry into the school as parkland metaphor
Music education and mentoring as intervention for at-risk urban adolescents: Their self-perceptions, opinions, and attitudes
The art of community transformation.
Becoming somebody! How arts programs support positive identity for middle school girls
Art and community: Creating knowledge through service in dance
Arts Education in Secondary Schools: Effects and Effectiveness.
Learning in and through the arts: The question of transfer.
Imaginative actuality: Learning in the arts during nonschool hours
Involvement in the arts and human development: General involvement and intensive involvement in music and theatre arts
Artistic talent development for urban youth: The promise and the challenge
Living the arts through language-learning: A report on community-based youth organizations
A meta-analysis on the effects of music as reinforcement for education/therapy objectives
The effectiveness of creative dramatics and storytelling in a library setting.
Role of imaginative play in cognitive development