Catherine's+session

July 22, 2010
 * Open Educational Resources**

Agenda

"AND THE RESEARCH SAYS...." - PRESENTED BY CATHERINE RING AND ARGY NESTOR

Critical Evidence: How the Arts Benefit Student Achievement Answers the question: Why is it so important to keep the arts strong in our schools? How does study of the arts contribute to student achievement and success?

Uses the source: Critical Links: Learning in the Arts and Student Academic and Social Development (AEP) 2002. The 62 peer-reviewed studies included in the compendium were identified as strong arts education research about effective strategies to improve student achievement and school environments.

The Arts have equal billing in the NCLB with core academic subjects.

Critical links used various measures of achievement, including the impact shown on standardized tests. Multiple independent studies have shown increased years of enrollment in arts courses are positively correlated with higher SAT verbal and math scores. HS students who take arts classes have higher math and verbal SAT scores than students who take no arts classes.

The more arts classes, the higher the scores.

Arts Course-taking Patterns and SAT scores, 2005 Verbal Math

4+ years arts 534 540 4 years 543 541 3 years 514 516 2 years 508 517 1 year 501 515 1/2 year or less 485 502 Average for all SAT Test Takers 508 520

Source: 2005 College-Bound Seniors: Total Group Profile Report, the College Board, 2005. SAT Scores of Students who Study the Arts: What we Can and Cannot Conclude about the Association, Kathryn Vaughn and Ellen Winner, Fall 2000).

In a well documented study, using a database of over 25,000 middle and high school students, researchers from the Univ. of California (LA) found students with high arts involvement performed better on standardized achievement tests than students with low arts involvement. They also watched fewer hours of TV, participated in more community service and reported less boredom in school.

[|//**CRITICAL LINKS**//] Learning in the Arts and Student Academic and Social Development - A Compendium of 62 studies reviewed by a panel of researchers. PURPOSE: 1. To recommend to researchers and funders promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts. 2. To provide designers of art education curriculum with insights found in the research that suggest strategies for deepening the arts learning experiences. Sponsored by Arts Education Partnership.

[|//**CRITICAL EVIDENCE**//] A non-technical booklet published by NASAA (the National Assembly of State Arts Agencies) and AEP (Arts Education Partnership). Responds to needs of policymakers, educators, etc. for language documenting the most current research on arts learning experience. Uses Critical Links. P. 8 - NCLB - Arts as Core Academic Subjects.

//**[|CHAMPIONS OF CHANGE:]**// Leading educational researchers examine the impact of arts experiences on young people. AEP, Presidents Committee on Arts and Humanities. Examined well established models of arts education. Seven research teams hired. Including Dennie Wolf.

// [|Arts Integration: Frameworks, Research and Practice] //

// [|Newsweek Magazine] // Cover Story, July 10, 2010 - "Creativity in America: The Science of Innovation and How to Reignite Our Imaginations"

// Other Authors // - Daniel Pink, Diane Ravitch, Sir Ken Robinson, Thomas Friedman

ARTS INTEGRATION - A DEFINITION

Think-Pair-Share Write down what you think is the definition of Arts Integration Group Share Report Out - Take 2-3 definitions from group and record on chart

[|Arts Integration Definition from Kennedy Center] - Highlight - Discuss group's answers

Share Karen Erickson's "Examining Arts Integration" hand outs. These are not to be used without permission: they can be used as a template for designing new arts integration units. Show back page contact information. (History - Kennedy Center Workshop in Stonington)

Talking Points: Non-integrated format Integrated format American Pioneers - typical lesson. Review. Discuss: This was not an integrated lesson. Why? What could we do to this lesson to make it an integrated lesson? An arts lesson? (Answers: No "arts" standards were included. Essential questions are simple, requiring factual answers. No arts skills were taught or practiced, no performance, no inclusion of reflective questions in closure.)

Rubric for drama

Side by Side analysis of both lessons Explain difference between a "hitched" lesson and an integrated lesson.

Give example of maps from Vermont, or the mural

"Take Aways" - What is your understanding now of the characteristics of a good arts integration lesson?

Record answers.

Karen Erickson's Website: Go to [|Creative Directions]([|www.creativedirections.org]) site and show them resources there.

Explore [|ArtsEdge]