The Effects of Arts Integration on Long-Term Retention of Content and Student Engagement
Mariale Hardiman, Luke Rinne and Julia Yarmolinskaya. | 2020 Mariale Hardiman, Luke Rinne and Julia Yarmolinskaya, “The Effects of Arts Integration on Long-Term Retention of Content and Student Engagement,” Mind, Brain and Education 8, no. 3 (2014): 144-148. Abstract: Previous studies of arts integration ― the pedagogical practice of teaching through the arts ― suggest its value for enhancing cognitive, academic and social skills. […]
Transforming Teaching Through Arts Integration
Snyder, L., P. Klos and L. Grey-Hawkins | 2019 Snyder, L., P. Klos and L. Grey-Hawkins. (2014). Transforming Teaching Through Arts Integration. Journal for Learning through the Arts, 10(1). Abstract: In four years, Anne Arundel County Public Schools (AACPS) increased sixth- and seventh-grade student achievement on the Maryland State Assessment (MSA) by 20% at a low-performing school. This improvement positively correlates with the implementation […]
Where Are They Now? Graduates of an Arts Integration Elementary School Reflect on Art, School, Self and Others
Simpson Steele, J. | 2019 Simpson Steele, J. (2019). Where Are They Now? Graduates of an Arts Integration Elementary School Reflect on Art, School, Self and Others. International Journal for Education & the Arts 20(11), 1-23. Abstract: How do high school students experience art, school, self and others after graduating from an arts-integrated elementary school? This exploratory case study employs […]
The Collaborative Residency Project: The Influence of Co-Teaching on Professional Development in Arts Integration
Schlaack, N. and J. Simpson Steele | 2019 Schlaack, N. and J. Simpson Steele. (2018). The Collaborative Residency Project: The Influence of Co-Teaching on Professional Development in Arts Integration. International Journal of Education & the Arts, 19(11). Abstract: The Collaborative Residency program offered classroom teachers an intensive course of study through collaborative work with teaching artists as they co-planned and co-taught arts-integrated science […]
Arts in Education: The Impact of the Arts Integration Program and Lessons Learned
Miller, Joyce Ann and Tania Bogatova | 2019 Miller, Joyce Ann and Tania Bogatova. (2018). Arts in Education: The Impact of the Arts Integration Program and Lessons Learned. Journal for Learning through the Arts, 14 (1). Abstract: This research evaluated an arts-integration project funded through the U.S. Department of Education’s Arts in Education Model Development and Dissemination Grant program. The four-year project was […]
The Effects of Arts Integration on Long-Term Retention of Academic Content
Hardiman, Mariale, Luke Rinne, and Julia Yarmolinskaya | 2019 Hardiman, Mariale, Luke Rinne, and Julia Yarmolinskaya. “The Effects of Arts Integration on Long-Term Retention of Academic Content.” International Mind, Brain, and Education Society 8, no. 3 (2014): 144-148. Abstract: This study reports the results of a small, preliminary classroom-based experiment that tested effects of arts integration on long-term retention of content. The researchers designed […]
Using arts integration to make science learning memorable in the upper elementary grades: A quasi-experimental study
Brouillette, L., & Graham, N. J | 2018 The study tested the hypothesis that the arts might provide upper-elementary students, who were still concrete thinkers, with a powerful means of envisioning phenomena that they could not directly observe.
Arts integration and the Mississippi Arts Commission’s Whole School Initiative
Phillips, J., Harper, J, Lee, K. & Boone, E. | 2014 This study examines the impact of the Whole Schools Initiative (WSI), an arts integration model for comprehensive school reform, on students’ academic performance as evidenced primarily by their scores on standardized state exams.
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.
Increasing the school engagement and oral language skills of ELLs through arts integration in the primary grades
Brouillette, L., Childress-Evans, K., Hinga, B. & Farkas, G. | 2014 Building on previous research on the relationship between the arts and student engagement and achievement, researchers studied the impact of San Diego’s Teaching Artist Project (TAP) on the attendance and speaking and listening skills of children in kindergarten through second grade, with a focus on English Language Learners (ELLs).
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.
Found in translation: Interdisciplinary arts integration in Project AIM
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.
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.
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.
When achievement data meet drama and arts integration
Walker, E., Tabone, C. & Weltsek, G. | 2011 The Education Arts Team (EAT), a non-profit, in New Jersey received a grant from the U.
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.
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.
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.
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.
Arts for Academic Achievement: What does arts integration do for students?
Ingram, D., & Riedel, E., | 2003 This report examines the relationship between arts-integrated instruction and student achievement.
How arts integration supports student learning: Students shed light on the connections.
DeMoss, K. & Morris, T. | 2002 The study focuses on 30 students in classes taught by veteran teaching artists (teaching artists associated with veteran CAPE partnerships schools) to understand students’ cognitive processes when engaging in arts-integrated instruction compared to traditional instruction.
Artists-in-residence in public schools: Issues in curriculum, integration, impact.
Bresler, L., DeStefano, L., Feldman, R., & Garg, S. | 2000 Researchers used a comparative case study method to examine an Artist-in-Residence program conducted in eight urban schools spanning third through eighth grades.
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 […]
The Relationship of Pitch Sight-Singing Skills With Tonal Discrimination, Language Reading Skills and Academic Ability in Children
Reifinger, James L. | 2019 Reifinger, James L. “The Relationship of Pitch Sight-Singing Skills With Tonal Discrimination, Language Reading Skills and Academic Ability in Children.” Journal of Research in Music Education 66, no. 1 (2018): 71-91. Abstract: The study investigates correlates that could explain variance in beginning sight-singing achievement, including tonal discrimination, reading fluency, reading comprehension and academic ability. Both curriculum-based […]
Dance/Movement Therapy’s Influence on Adolescents Mathematics, Social-Emotional and Dance Skills
Anderson, Alida | 2019 Anderson, Alida. “Dance/Movement Therapy’s Influence on Adolescents Mathematics, Social-Emotional and Dance Skills.” The Educational Forum79, no. 3 (2015): 230-47. Abstract: In the study, dance movement therapy (DMT) was integrated into mathematics and social-emotional skill instruction for seventh-grade students diagnosed with learning disabilities, emotional/behavioral disabilities and/or attention-deficit hyperactivity disorder. Students who participated in these integrated activities over […]
Cultivating Common Ground: Integrating Standards-Based Visual Arts, Math and Literacy in High-Poverty Urban Classrooms
Cunnington, Marisol, Andrea Kantrowitz, Susanne Harnett, and Aline Hill-Ries | 2019 Cunnington, Marisol, Andrea Kantrowitz, Susanne Harnett, and Aline Hill-Ries. “Cultivating Common Ground: Integrating Standards-Based Visual Arts, Math and Literacy in High-Poverty Urban Classrooms.” Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities 10, no. 1 (2014). Abstract: The mixed-method study assessed the effects of staff professional development and standards […]
The Influence of Classroom Drama on Teachers’ Language and Students’ On-Task Behavior
Anderson, Alida and Katherine Berry. | 2019 Anderson, Alida and Katherine Berry. “The Influence of Classroom Drama on Teachers’ Language and Students’ On-Task Behavior.” Preventing School Failure: Alternative Education for Children and Youth 59, no. 4 (2015): 197, doi: 10.1080/1045988X.2014.903464. Abstract: Teachers’ language and students’ on-task behavior were examined during language arts lessons — both with and without classroom drama instruction — […]
Noncognitive Factors in an Elementary School-Wide Arts Integrated Model
Steele, J. S. | 2018 Steele, J. S. (2017). Noncognitive Factors in an Elementary School-Wide Arts Integrated Model. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 12(1).
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.
A study on the relationship between theater arts and student literacy and mathematics achievement
Inoa, R., Weltsek, G., & Tabone, C. | 2014 Past studies have shown positive relationships between the arts and academic achievement when the arts are integrated into language arts, mathematics, and science classes.
The effects of creative dramatics on vocabulary achievement of fourth grade students in a language arts classroom: An empirical study
Joseph, A. | 2014 This experimental design research study provides statistically significant evidence that the two treatment groups outscored the control group when exposed to a creative dramatics intervention.
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.
Arts enrichment and preschool emotions for low-income children at risk
Brown, E. D., Sax, K. L. | 2013 This study examines the effects of arts integration on preschool students’ emotional expression and emotional regulation.
Historic and ethnic music found to increase geographic understanding: A quasi-experimental study
R. Richardson, L. Brouillette | 2013 This study evaluated an eighth-grade supplementary music and geography curriculum (Mapping the Beat) funded by a grant from the National Geographic Foundation.
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.
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.
Promising Findings on Preschoolers’ Emergent Literacy and School Readiness in Arts-Integrated Early Childhood Settings
Phillips, R.D., Gorton, R.L., Pinciotti, P., & Sachdev, A. | 2010 This quasi-experimental study examines the implementation of a performing and visual arts integrated arts professional development model (Art as a Way of Learning – AWL) within an integrated arts program (Promoting and Supporting Early Literacy through the Arts – PASELA) designed to improve literacy in three community-based early childhood education (ECE) settings.
Arts enrichment and school readiness for children at risk.
Brown, E. D., Benedett, B, & Armistad, M. E. | 2010 Arts enrichment programs provide varied channels for acquiring school readiness skills, especially for children at risk.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Artful Citizenship Project three-year project report
Curva, F., et al. | 2005 This study evaluates the implementation and results of the Artful Citizenship program, an arts-integrated program developed by the Wolfsonian Museum and Miami-Dade County Public Schools.
Basic reading through dance program: The impact on first-grade students’ basic reading skills.
McMahon, S., Rose, D., & Parks, M. | 2003 Researchers developed a quasi-experimental research design to evaluate the impact of a dance-integrated reading program on first-grade students’ beginning reading skills, such as code knowledge (alphabet sounds) and phoneme segmentation (separating letter sounds from spoken words).
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 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.
An investigation of an arts infusion program on creative thinking, academic achievement, affective functioning, and arts appreciation of children at three grade levels.
Richard L. Luftig | 2000 The researcher used a quasi-experimental research design to discern the effects of a school-wide arts infusion program called SPECTRA+.
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.
The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language
Lowe, A.S. | 1995 This study examines the effect of a music program integrated into Canadian second grade French immersion classes on music and second language learning.
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.
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.
The arts, language, and knowing: An experimental study of the potential of the visual arts for assessing academic learning by language minority students
DeJarnette, K. G. | 1997 The researcher randomly assigned sixth-graders to two groups studying Mesopotamia and ancient Egypt.