Browse Research


A Vision of Civically Engaged Art Education Teens as Arts-Based Researchers

Sara Scott Shields, et al. | 2020

December 2020


The Arts and Human Development: Framing a National Research Agenda for the Arts, Lifelong Learning and Individual Well-Being

Hanna, Gay, Michael Patterson, Judy Rollins and Andrea Sherman | 2019

Hanna, Gay, Michael Patterson, Judy Rollins and Andrea Sherman. 2011. “The Arts and Human Development: Framing a National Research Agenda for the Arts, Lifelong Learning and Individual Well-Being.” National Endowment for the Arts and the U.S. Department of Health and Human Services, November. https://www.arts.gov/sites/default/files/TheArtsAndHumanDev.pdf. Abstract: This paper is the result of a convening hosted by […]


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.


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.


Learning across disciplines: A collective case study of two university programs that integrate the arts with STEM

Sheena Ghanbari | 2015

Recent research has suggested the arts are well-suited to be combined with science, technology, engineering and math disciplines making the STEM acronym STEAM.


“Searching for an entrance” and finding a two-way door: Using poetry to create East-West contact zones in TESOL teacher education

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.


The process of social identity development in adolescent high school choral singers: A grounded theory

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.


Creating cultural consumers: The dynamics of cultural capital acquisition

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.


Creativity in an Arts Integrated Third Space: A Case Study of Elementary School Students in an International Collaboration

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.


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.


How Learning a Musical Instrument Affects the Development of Skills

Adrian Hille, Jurgen Schupp | 2013

This study examines how long-term music training during childhood and youth effects the development of cognitive skills, school grades, personality, time use and ambition using representative data from the German Socio-Economic Panel study (SOEP).


The educational value of field trips

Jay Greene, Brian Kisida, Daniel Bowen | 2013

The school field trip has a long history in American public education.


Prelude: Music Makes Us baseline research report

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.


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).


Community-engaged arts for older people: Fostering social inclusion

Moody, E. & Phinney, A. | 2012

This ethnographic study explores how communities can be more inclusive and supportive of seniors, specifically through the role of a community-engaged arts program, Arts, Health and Seniors (AHS), developed in Vancouver, Canada.


Creating a children’s art world: Negotiating participation, identity, and meaning in the elementary school art room

Malin, H. | 2012

This qualitative case study examines the outcomes of the art-making process of a group of elementary school students over the course of a school year.


Graffiti, poetry, dance: How public library art programs affect teens

Crawford Barniskis, S. | 2012

This article examines the impact art programming for teenagers in public libraries has on teenage civic engagement.


The arts and achievement in at-risk youth: Findings from four longitudinal studies.

Catterall, J. S., Dumais, S. A., & Hampden-Thompson, G. | 2012

This study examines the relationship between participation in the arts and academic and civic outcomes for teenagers and young adults.


Sending forth the tiniest ripples of hope that build the mightiest currents: Understanding how to prepare school leaders to interrupt oppressive school practices

Boske, C. | 2012

This case study documents a class in “leadership for social justice,” aimed at preparing educators to initiate change within schools.


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.


Contribution of drama-based strategies

Walker, E., Bosworth McFadden, L., Tabone, C., Finkelstein, M. | 2011

Building on a stream of educational research that has focused on the impact of the arts on performance in non-arts academic subjects, this three year longitudinal study investigated the impact of integrating theatre arts into the language arts and social studies curricula on fourth- and fifth-grade students’ cognitive, procognitive, and prosocial development through the Theatre Infusion project.


Creating destiny: Youth, arts and social change

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.


Arts Education in America: What the Declines Mean for Arts Participation.

Rabkin, N. and Hedberg, E. | 2011

This report examines the association between arts education and art participation for adults found in the 1992 administration of the Survey of Public Participation in the Arts (SPPA).


“I made myself”: Playmaking as a pedagogy of change with urban youth

Nelson, B. | 2011

Applied Drama and Theater (AD/T) addresses local conditions and perspectives by teaming drama instructors and community members to write, produce, and perform plays.


Ecological mural as community reconnection

Kang Song, Y. I. & Gammel, J. A. | 2011

This phenomenological case study documents the Mystic River mural project in the Boston suburb community of Somerville.


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).


“A unified poet alliance”: The personal and social outcomes of youth spoken word poetry programming

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.


Drama activities as ideational resources for primary-grade children in urban science classes

Varelas, M. et al | 2010

This qualitative case study examines how drama enactments of scientific concepts—in particular, matter and the food web in the forest—enhanced scientific learning in grades one, two, and three at five Midwestern elementary schools.


Visual arts as a lever for social justice education: labor studies in the high school art curriculum

Adrienne Andi Sosin, Elsa Bekkala, and Miriam Pepper-Sanello | 2010

Two researchers and one teacher-researcher collaborated on an action research project aimed at exploring more effective ways to improve content knowledge about labor equality, dignity of work, the power of collective action, and principles of economic fairness addressing literacy skills within a visual art classroom.


Deweyan multicultural democracy, Rortian solidarity, and the popular arts: Krumping into presence

Seltzer-Kelly, D., Westwod, J., & Pena-Guzeman, D. | 2010

The teacher-researcher and a team of research assistants used a case study method to investigate the effectiveness of an art history course for teaching multicultural understanding to college students.


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.


Drama and possibility thinking – Taiwanese pupils’ perspectives regarding creative pedagogy in drama

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.


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.


Helping children cross cultural boundaries in the borderlands: Arts program at Freese Elementary in San Diego creates cultural bridge

Brouillette, L., & Jennings, L. | 2010

In 2001-2002, Freese Elementary, an inner-city elementary program in the U.


How the arts help children to create healthy social scripts: Exploring the perceptions of elementary teachers

Brouillette, L. | 2010

The researcher collected data in the form of interviews from twelve first through fourth grade inner-city teachers who had participated in arts integrated lessons with their classes, to describe the impact arts learning had on developing students’ social scripts (culturally developed mental cues for how to act or respond in certain situations).


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.


Effects of a preschool music and movement curriculum on children’s language skills

Noreen Yazeijian, Ellen S. Peisner-Feinberg | 2009

This quasi-experimental study evaluated the effects of a supplementary music and movement curriculum on children’s language skills in a Head Start preschool classroom.


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.


Singing in science: Writing and recording student lyrics to express learning

Nelson, S., & Norton-Meier, L. | 2009

This qualitative case study examines an integrated arts project in which students in two grade levels write song lyrics to express learning in science.


Enhancing fluent and flexible thinking through the creative drama process

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.


Thru the Lenz: Participatory Action Research, Photography, and Creative Process in an Urban High School

Kristen Goessling and Carol Doyle | 2009

This study describes a youth photography project, Thru the Lenz, conducted at an urban high school in Portland, Oregon.


A pedagogy of activist art: Exploring the educational significance of creating art for social justice

Dewhurst, M. | 2009

The researcher conducted an ethnographic study examining teaching and learning in a teen after school activist art program at the Museum of Modern Art (MOMA).


High school music programmes as potential sites for communities of practice- A Canadian study

June Countryman | 2009

This Canadian case study gathered data from interviews by the researcher with 33 former music students (one to six years after graduation) who had taken music as an optional subject during high school.


In their own words: How do students relate drama pedagogy to their learning in curriculum subjects?

Chan, Y.-l. P. | 2009

This study explores the ways in which male students in 23 first through fourth grade classrooms in a single all-male Hong Kong elementary school viewed and experienced drama integrated learning.


Doing well and doing good by doing art: The effects of education in the visual and performing arts on the achievements and values of young adults.

James S. Catterall | 2009

This study is based on the researcher’s prior work analyzing data from the National Educational Longitudinal Survey (NELS:88), a data set of information on approximately 25,000 secondary school students over four years, in which he found significant connections between involvement in arts learning and general academic success.


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.


Parental perceptions of music in storytelling sessions in a public library

Vries, P. | 2008

This case study examines parent/caregivers perceptions of music in storytelling sessions provided in a public library to children under the age of five, including music activities and ideas parent/caregivers implemented in the home as a result of the sessions.


The impact of art-making in the university workplace

Upitis, R., Smithrim, K., Garbati, J., & Ogden, H. | 2008

This ethnographic case study documents the experience of social research professionals participating in weekly art-making sessions at Queen’s University.


Extra-curricular music in UK schools: Investigating the aims,experiences, and impact of adolescent musical participation.

Pitts, S. | 2008

This study examines the effects of extracurricular music programming on the likelihood of students continuing with music-based activity later in life, as well as why and in what capacity.


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.


A study of readers theater in eighth grade: Issues of fluency, comprehension, and vocabulary

Keehn, S., Harmon, J., & Shoho, A. | 2008

Researchers examined the effects of Readers Theater (performance reading) on the reading achievement and motivation of struggling eight grade students in a low socioeconomic neighborhood in a large metropolitan area in south Texas.


Growth in motion: Supporting young women’s embodied identity and cognitive development through dance after school

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.


Arts integration as a catalyst for high school renewal

Dorinne Dorfman | 2008

This case study examines the issues encountered while developing a career academy of the arts that integrates traditional college preparatory education with student-centered learning to foster personal growth, artistic development and democratic empowerment.


Purls of wisdom: A collectivist study of human information behavior in a public library knitting group

Prigoda, E. & McKenzie, P. | 2007

The researchers applied a collectivist theoretical framework to analyze human information behavior (HIB)* and the nontraditional role public libraries play in HIB through a knitting group held in an Ontario Public Library.


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.


Emotional development in adolescence: What can be learned from a high school theater program?

Reed W. Larson and Jane R. Brown | 2007

Grounded-theory analyses were used to formulate propositions regarding the processes of adolescent emotional development.


Arts for academic achievement: A compilation of evaluation findings from 2004-2006.

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.


Using Freirean pedagogy of just IRE to inform critical social learning in arts-informed community education for sexual minorities.

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.


Learning in the visual arts and the worldviews of young children

Catterall, J., & Peppler, K. | 2007

Researchers used a quasi-experimental research design with pre-and post-test measures and treatment and control groups to investigate the effects of rich and sustained arts instruction on participating inner-city children’s self-efficacy (their sense of control of their surroundings) and creative thinking.


Enhancing peer conflict resolution skills through drama: An experimental study.

James S. Catterall | 2007

This quasi-experimental study considers the effects of drama instruction on pro-social behavior, learning processes, and attitudes toward drama for middle school children participating in an after-school drama program.


The role of drama on cultural sensitivity, motivation and literacy in a second language context.

Bournot-Trites, M., Belliveau, G., Spiliotopoulos, V., & Séror, J. | 2007

This study examines the relationship between learning through drama and student cultural sensitivity, motivation, and literacy skills in a French immersion classroom.


Community-based arts program for youth in low-income communities: A multi-method evaluation

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).


Long-term positive associations between music lessons and IQ

Schellenberg, G. E. | 2006

This research, on the relationship between music lessons and intelligence and academic performance, is comprised of two studies.


The effects of a creative dance and movement program on the social competence of head start preschoolers.

Lobo, Y. B., & Winsler, A. | 2006

This study assesses the effects of a creative dance/movement program on the social competence of preschool children.


Evaluation of a theater-based youth violence prevention program for elementary school 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.


Drama education: A touch of the creative mind and communicative-expressive ability of elementary school children in Hong Kong

Hui, A., & Lau, S. | 2006

Researchers used an experimental approach to examine the effect of drama education on creativity and storytelling abilities of first and fourth grade school children in Hong Kong.


Evaluation of “FAIR”

Goddard, G. | 2006

This study evaluates a music theatre project in a United Kingdom prison.


Exploring moral values with young adolescents through process drama

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.


Culture and antiracism in adult education: An exploration of the contributions of arts-based learning

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.


Storytellers: Women crafting new knowing and better worlds

Wiessner, C.A. | 2005

This narrative study documents the benefits of using creative arts-based storytelling methods to engage adult learners who face histories of stalled educational achievement.


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.


Children’s perceptions of live arts performances: A longitudinal study

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.


“We are more than jailbirds”: An arts program for incarcerated young women.

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.


Does arts-based learning enhance leadership? Case studies of creativity-oriented executive institutes

Katz-Buinincontro, J. | 2005

This qualitative case study examines how arts-based executive leadership training institutes foster creative thinking and leadership capacities.


‘Seeing it for real?…?’—Authenticity, theatre and learning in museums

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.


Focus in creative learning: Drawing on art for language development

Shirley Brice Heath and Shelby Wolf | 2005

The researchers used a blend of data collection methods from action research and linguistic anthropology to examine the learning environment in which students (ages four to seven) worked with a professional visual artist, one day per week for an entire academic school year.


InsideOut: Facilitating gay youth identity development through a performance-based youth organization

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.


Challenging out-of-school activities as a predictor of creative accomplishments in art, drama, dance and social leadership

Roberta M. Milgram | 2003

This study seeks to identify creative talent in adolescents by looking at the quantity and quality of their experience in creative extracurricular activities, as measured by the Tel Aviv Activities and Accomplishments Inventory (TAAI).


Writing with their whole being: A cross study analysis of children’s writing from five classrooms using process

Crumpler, T., & Schneider, J. J. | 2002

Researchers used a cross-study analysis to synthesize the results of five individual studies to determine how drama contributes to students’ literacy processes.


A continuing inquiry into the school as parkland metaphor

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.


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.


Music education and mentoring as intervention for at-risk urban adolescents: Their self-perceptions, opinions, and attitudes

Shields, C. | 2001

This study examines the role of music education as an intervention technique for at-risk urban adolescents.


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.


Culturally-based after-school arts programming for low-income urban children: Adaptive and preventive effects.

Mason, M. J. & Chuang, S. | 2001

This study examines the impact of participation in Kuumba Kids, an arts-based cultural enrichment program, on student development and behavior.


The art of community transformation.

Lowe, S. S. | 2001

This study describes how community arts programs support the development of a sense of community.


Going on beyond zebra: A middle school and community-based arts organization collaborate for change

Krensky, B. | 2001

This ethnographic case study examines the impact of an arts-integrated service-learning project on students’ social responsibility.


Becoming somebody! How arts programs support positive identity for middle school girls

Holloway, D. L., & LeCompte, M. D. | 2001

This ethnographic case study examines how participating in the arts empowers preadolescent middle school girls.


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.


Exploring the potential of museum multiple-visit programs

Witmer, S., Luke, J. & Adams, M. | 2000

This study examines the impact for middle school students of the National Gallery of Art’s Art Around the Corner program, an educational program in which students make multiple visits to the museum.


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.


Arts Education in Secondary Schools: Effects and Effectiveness.

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.


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.


Why the arts matter in education or just what do children learn when they create an opera

Wolf, D. P. | 1999

This study examines how the Creating Original Opera (COO) program affected student collaboration.


Stand and Unfold Yourself. Report on the Shakespeare & Co. Summer Shakespeare Program

Steve Seidel | 1999

Shakespeare and Company is a classical professional theater engaged in producing plays, training actors, and teaching Shakespeare at the elementary, secondary, and undergraduate levels.


Imaginative actuality: Learning in the arts during nonschool hours

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.


Involvement in the arts and human development: General involvement and intensive involvement in music and theatre arts

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.


Artistic talent development for urban youth: The promise and the challenge

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.


Living the arts through language-learning: A report on community-based youth organizations

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.


Involvement in the arts and success in secondary school.

Catterall, J.S. | 1998

This study examines longitudinal data for 25,000 secondary school students to explore links between participation in the arts and academic achievement.


The effects of creative drama on the social and oral language skills of children with learning disabilities.

De la Cruz, R. E. | 1995

The study investigated whether students with disabilities involved in a creative drama program improved social skills, oral expressiveness, and receptive language skills compared to a group of students who were not involved in the program.


Kaleidoscope: Profile of an arts-based early childhood program. Final Report

Raymond C. Collins, Laura J. Colker & Carol E. Copple | 1994

Researchers conducted an outside program evaluation on Kaleidoscope, an arts-integrated early childhood program that combines visual arts, music, dance and language arts with other subjects.


“You can’t be grandma; you’re a boy”: Events within the thematic fantasy play context that contribute to story comprehension

Williamson, P. A. & Silvern, S. B. | 1992

This study examines how kindergarten students’ behavior during dramatic reenactments of stories affects their story comprehension.


The effect of dramatic play on children’s generation of cohesive text

Pellegrini, A. | 1984

This study focuses on how a child conveys meaning and the importance of the familiarity of the knowledge base of the listener (informed versus naïve), in retelling of stories.


Identifying causal elements in thematic-fantasy play paradigm

Pellegrini, A. | 1984

This study examines the effect of adult-directed and peer-directed thematic play on both immediate and sustained recall.


A poetic/dramatic approach to facilitate oral communication

Kassab, L. J. | 1984

The purpose of the study was to examine the effects of a poetry/drama workshop on high school students’ oral communication skills.


Role of imaginative play in cognitive development

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.