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Research As Evidence: How the Arts Enhance Student Learning

Margaret Sue Copenhaver Institute for Teaching and Learning 2010 Jan Norman, Ph.D National Director of Education, Research & Professional Development Young Audiences – Arts for Learning. Research As Evidence: How the Arts Enhance Student Learning. Research As Evidence.

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Research As Evidence: How the Arts Enhance Student Learning

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  1. Margaret Sue Copenhaver Institute for Teaching and Learning2010Jan Norman, Ph.DNational Director of Education, Research & Professional Development Young Audiences – Arts for Learning Research As Evidence: How theArtsEnhance Student Learning

  2. Research As Evidence • What can research teach us about using the arts to enhance student learning? Personal insights… • The Arts as Key to Students’ Learning • Research as Key to Making Arts Central to Basic Education • Arts Role as Key to our Nation’s Future

  3. Research is a universally respected language for affirming arts’ value in teaching and learning

  4. Arts Education Research means assessing:(1) creative works and the process of producing them; (2) the cognitive process of aesthetics, criticism, and creative thinking and problem solving.

  5. Research as Evidence …1. Historical advocates the arts in education2. Successful examples of model arts programs3. 20th Century influences of arts in education 4. Research Findings that help make the case

  6. Research as Evidence …1. Historical advocates the arts in education2. Successful examples of model arts programs3. 20th Century influences of arts in education4. Research Findings that help make the case

  7. Research as Evidence …Historical advocates the arts in educationPlato … All things we see are imitations of an “ideal”God is at the top of the Ideal, the craftsman is second, and the artist comes last, because he is considered less productive and necessary to life than the craftsman. The arts are viewed for the good they can do if they are beautiful. The Ideal state included music, poetry, gymnastics, and visual arts – which offered a unity of life, wholeness and an orderly mind. The Republic (Book Ten)

  8. Research as Evidence …Historical advocates the arts in educationAristotle … Described the first formal theory of art in aesthetics.The purpose of the arts in education … to teach the delight of imitating subject matter, and to teach students to become critics.Skill + Criticism = knowledge of life & perceptual development.

  9. Research as Evidence …Historical advocates the arts in educationFroebel … Credited with the development of the kindergarten.Used Play and the Arts as free use of sensory materials such as color, shapes, tones, and the manipulation of forms. Concept of “free expression”…derived from German Idealism and revolutionized 20th century art education.

  10. Research as Evidence …Historical advocates the arts in educationJohn Dewey … Universally recognized for integrating arts in educationHis basic premise on art is related to his theory of intelligence …a process that yields “an experience” as a product.The “experience” is central to Dewey’s aesthetic theory … which distinguishes the aesthetic from the ordinary experience by the degree of intensity.

  11. Research as Evidence …Historical advocates the arts in educationProgressive Movement of the Twenties … Exploration of the arts in various cultures.Inspired by School Arts and The Instructor magazines.Movement influenced by John Dewey, Charles Darwin, G. Stanley Hall, & Sigmund Freud

  12. Research as Evidence …Historical advocates the arts in educationThe Owatonna Art Education Project … Movement of the 30s… funded by the Carnegie CorporationPrototype of community arts programsArts in general education Introduced the Artist-in-Residence programs

  13. Research as Evidence …1. Historical advocates of integrated arts2. Successful examples of model arts programs3. 20th Century influences of arts in education4. Research Findings that help make the case

  14. Research as Evidence…Successful Examples of Model Arts Programs1960sEstablishment of CEMREL, federally funded regional lab…Establishment of…Arts and Humanities Program in the U.S. Office of Education; Elementary and Secondary Education Act, Title III(1965) – created funds for innovative programs in the arts;Arts programs for disadvantaged children (Title I)

  15. Research as Evidence…Successful Examples of Model Arts Programs1970sJDR 3rd Fund …to field-tests of concepts & the publication of the report, Coming to Our Senses“Artists-in-the-Schools”…included visiting artists in the school curriculumArts IMPACT … effort to demonstrate the arts as ideal and indispensible in humanizing the education of children and teachers.Alliance for Arts in Education (AAE) established in each state: Created Arts for the Handicapped (NCAH), now VSA Arts “Very Special Arts Festivals”BASIC Building Arts systems Into the Curriculum – to infuse arts into curriculum

  16. Our environment is what we make it. And how we shape it depends upon how we perceive it. Through the arts we can learn to see our environment more clearly; to sense its color, song, and dance; and to preserve its life and quality.Coming to Our SensesA Panel Report David Rockefeller, Jr., Chairman

  17. Research as Evidence…Successful Examples of Model Arts Programs1980sDiscipline Based Art Education (DBAE) …Funded by the Getty Center for Education in the ArtsThe Discipline Based Art Education approach to curriculum combined experiences from four disciplines in the study of art:Art ProductionArt CriticismArt HistoryAestheticsDiscipline Based Art Education merged the disciplines instead of teaching concepts from each discipline separately. There would not be a "Unit in Art History" or a "Unit in Aesthetics".

  18. Research as Evidence…1. Historical advocates of integrated arts2. Successful examples of model arts programs 3.Arts Role as Key to Our Nation’s Future4. Research Findings that help make the case

  19. Research as Evidence…Arts Role as Key to Our Nation’s FutureBased on the Research on How People Learn (HPL Framework) Book: How People Learn By: Dr. John Bransford, Cognitive Scientist Published by: • National Research Council National Academy of Sciences

  20. Arts for Learning LessonsLeveraging Learning Research as Evidence…Arts Role as Key to Our Nation’s Future Using what you already know and can do to learn new knowledge and skills E.g. the Arts leverage learning in Literacy

  21. Research as Evidence…Arts Role as Key to Our Nation’s Future Learning for Life and Arts for Learning use theIDEA ModelA Creative Problem Solving Model 21

  22. Identifyfocus and intended outcomes Defineexisting knowledge and skills through teacher-led instruction and guided practice Explorepotential outcomes through cycles of Independent Practice in literacy and the arts Reading, Writing & Artistic Creation Reflection Revision Selection of most effective work Assesschosen solutions in order to perform/exhibit and inform an audience using arts, texts and literacy skills 22

  23. TheIDEA Modelguides GRADUAL RELEASE OF RESPONSIBILITY T S T S T S T S 23

  24. Research as Evidence…Arts Role as Key to Our Nation’s FutureIDEAModelteaches Learning and Life Skills “Learning to Learn” (Metacognition) “Leveraging Learning” “Habits of Mind” for reflective thinking, creative problem solving and critical thinking 24

  25. Research as Evidence…Arts Role as Key to Our Nation’s Future Habits of mind that enable people to be lifelong learners in all domains Creativity Critical Thinking Communication Skills aligned with the Learning and Innovation Skills in the Framework for 21st Century Learning, Resource and Policy Guide

  26. Research as Evidence…Arts Role as Key to Our Nation’s Future Creativity -thinking that is aimed at producing ideas or products that are relatively novel and that are in some respect, compelling.Robert Sternberg Creativity, defined as four elements • Identified and measured in the Torrance Test of Creative Thinking • Fluency:the production of a great number of ideas or alternate solutions • Flexibility:the production of ideas that show a variety of possibilities or realms of thought; Seeing things from different points of view • Originality:the production of ideas that are unique or unusual; Synthesis or putting information back togetherin a new way • Elaboration:the process of enhancing ideas by providing more detail

  27. Research as Evidence…Arts Role as Key to Our Nation’s Future Defining Learning and Life Skills Critical Thinking - reasonable, reflective thinking that is focused on deciding what to believe and do. Robert H. Ennis, Author of the Cornell Critical Thinking Tests Guy Claxton”s (2002) Defines the Four R’s: • Resourcefulness:Learning in different ways • Reciprocity:Able to learn alone and with others • Reflectiveness:Becoming more strategic about learning • Resilience:Being ready, absorbed, and persistent in learning

  28. Research as Evidence…Arts Role as Key to Our Nation’s Future Learning and Life Skills Communication – A process by which we assign and convey meaning in an attempt to create shared understanding Two comprehensive skills for Communication • Articulate: Expressing oneself easily in clear, effective language • Collaborate:To work together on a joint project or enterprise, especially in a joint intellectual effort.

  29. Research as Evidence …1. Historical advocates the arts in education2. Successful examples of model arts programs3. 20th Century influences of arts in education 4. Research Findings that help make the case

  30. Research as Evidence…Research Findings that help make the case Seminal Study Using Scientific ResearchArts for Learning Lessons Project Using scientific research to evaluate student outcomes of those receiving the Arts for Learning (A4L) Lessons (treatment group) compared to those who do not experience the Lessons (comparison group)

  31. Fall 2006 Fall 2007 – Spring 2008Fall 2008 – Spring 2009Fall 2009 – Spring 2010 In progressStudies conducted by WestEd & University of Washington with coordination from National Young Audiences and Affiliate Research Sites and Partnering Universities and School Districts Research as Evidence…Research Findings that help make the case Arts for Learning Lessons Research Studies & Reports 31

  32. Research Findings that help make the case Research Results2008 – 2009 School Year Arts for Learning Works A4L improves student literacy learning 2008 – 09 study reinforced finding from previous research on the effectiveness of the A4L Lessons in which students showed a consistent pattern of improvement in literacy skills and knowledge Strength of Treatment Makes a Difference Adding a residency to a Unit or receiving more Units contributes to greater gains. Students Reading Below Grade Level Made Greater Gains Than Students Above or On Grade Level Students Showed Engagement & Interest in A4L Lessons As before, students liked A4L as much or more than regular reading lessons, thought it was easier and a good way to spend time, while also making significantly greater gains. Primarily 5th grade students in three locations: Roanoke, Virginia, Hillsboro, Oregon, Tyler, Texas

  33. Research As EvidenceResearch Findings that help make the Case Other Examples of Research in Arts Education

  34. Research as Evidence…Research Findings that help make the case Seminal Studies in Arts Education Champions of Change The Impact of the Arts on Learning

  35. Research as Evidence…Research Findings that help make the case Seminal Studies in Arts Education Critical Links in the Arts Learning in the Arts and Student Academic and Social Development

  36. Seminal Studies in Arts Education For Additional Websites & Examples of Studies Arts Education Partnership www.aep-arts.org

  37. Research Findings that help make the caseDeveloping Tools to Assess YOUR Program

  38. In the “Age of Accountability”in EducationTime is CurrencyHow do we know it works?Where’s the Evidence?

  39. The Bar Has Been Raisedfor what “Best Practices in Evaluation Should Be.

  40. No Child Left Behind Act (NCLB) – 2001and the Pending Re-Authorization - 2010 Support Arts Education Arts are a Core Academic Subject Funding Opportunities for new programs After-School & Summer Programs

  41. Research Findings that help make the case Documentation Assessment Evaluation Three Levels of Research

  42. Documentation of what has occurred Assessment– Measurement of Change Evaluation – Analyzing and Interpreting the Meaning of that Change

  43. Two Types of Evaluation Formative: to help improve your program Summative:to measure effectiveness

  44. Perform & Inform • Showing What You Know • “Learning About Learning”

  45. “We should all recognize that great research, like great art, will always need room for variations, new approaches, initial trials, and later refinement.”Gordon Cawelti Former Executive Director ASCD

  46. For more information on research contact: Jan Norman, Ph.D. National Director of Education, Research and Professional DevelopmentYoung Audiences – Arts for Learning Phone: (843) 342-4800 Cell: (610) 608-9200 e-mail: jan@ya.org

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