This article is based on a multiple embedded case study, the purpose of which was to explore adolescent choral students’ perceptions of culturally responsive pedagogy (CRP) in an urban nonprofit children’s choir organization.
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.
Thomas. M. K., Singh, P. & Klopfenstein, K | 2015
High school dropout is a significant public education problem in the United States.
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.
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.
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.
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.
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.
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.
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).
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.
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.
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).
Jay Greene, Brian Kisida, Daniel Bowen | 2013
The school field trip has a long history in American public education.
Elpus, K. | 2013
This study examined the influence of adolescent participation in the arts on cognitive, behavioral, and social outcomes.
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.
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).
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.
Crawford Barniskis, S. | 2012
This article examines the impact art programming for teenagers in public libraries has on teenage civic engagement.
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.
Walker, E., Tabone, C. & Weltsek, G. | 2011
The Education Arts Team (EAT), a non-profit, in New Jersey received a grant from the U.
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.
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).
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.
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.
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.
Susan M. Rostan | 2010
In this study, the researcher investigates the behaviors related to the development of artistic creativity and talent in 51 middleclass, suburban students who voluntarily attend a private afterschool drawing program in New York.
Peppler, K. | 2010
The researcher draws upon over three years of extensive field study at a Computer Clubhouse (media arts studio) in south Los Angeles where underprivileged youth ranging in age from eight to 18 have access to programming environments utilizing graphic, music, and video production software.
Randi Korn & Associates, Inc. | 2010
This study is an evaluation of the Solomon R.
Garett, J. | 2010
This study examines the benefits of professional development in arts integration for elementary school teachers.
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.
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.
Dicks, J. E., & Le Blanc, B. | 2009
Researchers conducted a formative evaluation study to determine whether the use of a dramatic role play module introduced in core French classrooms resulted in an increase in motivation and desire to learn French.
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.
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.
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.
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.
Petitto, L. | 2008
This study examines the impact of intensive arts education on the human brain.
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.
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.
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.
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.
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.
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.
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.
Karen E. Bond, Susan W. Stinson | 2007
This study is the second phase of a large research project examining young people’s experiences in dance education.
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.
Cremin, T., Goouch, K., Blakemore, L., Goff, E., & Macdonald, R. | 2006
A research team consisting of three teacher-researchers and two university researcher partners implemented and investigated a pilot study of a process drama program to understand the nature of the support that process drama offers to children’s development of writing skills.
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.
Betts, J.D. | 2006
The Multimedia Arts Education Program (MAEP) was an after school program for low income, middle school youth in Tucson, AZ.
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.
Katharine Smithrim and Rena Upitis | 2005
The Learning Through the Arts (LTTA) program aims to revitalize elementary education by increasing engagement of students through arts integrated curricula developed by professional teaching artists in collaboration with classroom teachers.
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.
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.
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.
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.
Schellenberg, E.G. | 2004
This study is the first to directly test the hypothesis that music training transfers to cognitive intelligence.
Carger, C. | 2004
The teacher-researcher designed the action research study to ascertain how the inclusion of visual arts in reading circles can enhance language and literacy learning for young bilingual students.
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).
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.
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.
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.
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.
Bond, K. E., & Stinson, S. W. | 2000
This study presents phenomenological research about how dance students describe their experiences with dance.
Wolf, D. P. | 1999
This study examines how the Creating Original Opera (COO) program affected student collaboration.
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.
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.
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.
Kariuki, P. & Honeycutt, C. | 1998
Researchers conducted a case study of two fourth-grade boys in a special education class of students classified as “emotionally disturbed” to determine whether music listening could motivate these boys to improve in writing.
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.
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.
Wilhelm, J. D. | 1995
The researcher helped two seventh-grade boys, who had learning disabilities and were “reluctant” readers, to visualize stories through the visual arts.
Scott, L. | 1992
This study examines the effects of Suzuki violin lessons on preschool children’s development of attention and persevering behaviors, behaviors that increase students’ capacity to learn and rate of learning.
Barry, N., Taylor, J., Walls, K. & Wood, J. | 1990
The Arts and High School Dropout Prevention project was designed to investigate arts teachers’ claims that students identified as being at risk of dropping out of school attend and perform well in their art classes.
Page, A. | 1983
This study examined the effects of storytelling (listening to a story being read) and story dramatization (enactment of the story) on story comprehension of first, second, and third grade students.