CHICAGO ARTS PARTNERSHIPS CHICAGO ARTS PARTNERSHIPS IN EDUCATIONIN EDUCATION

BUILDING THE RESEARCH BUILDING THE RESEARCH PLAN AND SUSTAINING PLAN AND SUSTAINING

THE WORKTHE WORK

June, 2004June, 2004

June 2003, July 2003, November June 2003, July 2003, November 2003, January 2004, June 20042003, January 2004, June 2004 RE-ENVISIONING RE-ENVISIONING

CAPE’S PURPOSES, CAPE’S PURPOSES, ROLES, CONTRIBUTIONS ROLES, CONTRIBUTIONS – – Not just about receiving a Not just about receiving a program, but now program, but now contributing to what is known contributing to what is known about arts ed. (L. Scripp)about arts ed. (L. Scripp)

CAPE Task Force – CAPE Task Force – Artists, teachers, researchers, administratorsArtists, teachers, researchers, administrators

November, 2003November, 2003 Purpose for engaging in research within CAPE:Purpose for engaging in research within CAPE:

To examine ‘how and why educators are able to change their To examine ‘how and why educators are able to change their understandingsunderstandings

To examine how changed attitudes translates into changed To examine how changed attitudes translates into changed practicepractice

To contribute to the collective knowledge about arts in To contribute to the collective knowledge about arts in learninglearning

To contribute to models for alternative assessmentTo contribute to models for alternative assessment To participate in sharing research with a wide variety of To participate in sharing research with a wide variety of

audiencesaudiences To be able to make some statements about the relationship To be able to make some statements about the relationship

between arts integration and student learningbetween arts integration and student learning To be able to make some statements about the relationship To be able to make some statements about the relationship

between ‘formal research’ and practitioner researchbetween ‘formal research’ and practitioner research To establish a theory of action that will include novice and To establish a theory of action that will include novice and

experienced teachers and artistsexperienced teachers and artists

TASK FORCE FOCUS TASK FORCE FOCUS STATEMENTSTATEMENT

To develop ‘sustainable structures’ for To develop ‘sustainable structures’ for research – meaning that research research – meaning that research becomes embedded in the practice becomes embedded in the practice rather than a single initiative funded rather than a single initiative funded through a project.through a project.

CAPE’s intent – linking research to CAPE’s intent – linking research to professional development to professional development to documentation to documentation to being purposeful.being purposeful.

(Freedman, 2001)(Freedman, 2001)

Areas of research for CAPE’s Areas of research for CAPE’s future initiatives – future initiatives –

January 2004January 2004

What are the effects of arts integration on What are the effects of arts integration on teachers and students? (At what point can teachers and students? (At what point can we say that arts integration has we say that arts integration has particularparticular benefits?)benefits?)

What strategies of integration lead to What strategies of integration lead to positive results in students?positive results in students?

What are the transformative interactions What are the transformative interactions within arts integration instruction that within arts integration instruction that actually cause teachers to change their actually cause teachers to change their practice?practice?

CAPE’S EVOLUTIONCAPE’S EVOLUTION

ExhibitsExhibits School-based demonstrations, performances, School-based demonstrations, performances,

displaysdisplays London Arts Board/International Visitor London Arts Board/International Visitor

ShowcasesShowcases Spiritual Passports/Transformative JourneysSpiritual Passports/Transformative Journeys Indivisible – with Terra MuseumIndivisible – with Terra Museum

TOTO

ADDINGADDING

RICH DOCUMENTATIONRICH DOCUMENTATION Renaissance in the ClassroomRenaissance in the Classroom

publicationpublication

AddingAdding

INQUIRYINQUIRY

(ASKING A FOCUS (ASKING A FOCUS QUESTION TO GUIDE THE QUESTION TO GUIDE THE LEARNING)LEARNING)

AND NOW – THE NEXT STEPAND NOW – THE NEXT STEP

EVIDENCEEVIDENCE

OF LEARNINGOF LEARNING

EXHIBITSEXHIBITS

DOCUMENTATIONDOCUMENTATION

INQUIRYINQUIRYWhere CAPE is nowWhere CAPE is now

EVIDENCEEVIDENCE

Delta Project-Specific QuestionDelta Project-Specific Question

What is the impact of What is the impact of specific arts integration specific arts integration strategies on early literacy strategies on early literacy and artistic development? and artistic development? (DOE-DELTA Project)(DOE-DELTA Project)

Emmett, Sumner, Miles Davis Emmett, Sumner, Miles Davis SchoolsSchools

Elements of DELTA Research Elements of DELTA Research

Impact of Professional DevelopmentImpact of Professional Development

(15 hours + optional courses)(15 hours + optional courses)

Impact of Co-Planning (up to 14 sessions Impact of Co-Planning (up to 14 sessions for each team)for each team)

Impact of Arts Integration (varying art Impact of Arts Integration (varying art forms across 3 schools) on Early Literacy forms across 3 schools) on Early Literacy (Illinois Snapshot of Early Literacy)(Illinois Snapshot of Early Literacy)

Relevant Research – Relevant Research – what others have what others have done/why ‘research-based arts integration’ done/why ‘research-based arts integration’

is importantis important

National Early Literacy National Early Literacy (Birth – age (Birth – age 5)Panel5)Panel

March 2004 – Strickland and March 2004 – Strickland and ShanahanShanahan

A synthesis of the research on early A synthesis of the research on early literacy development which addressed literacy development which addressed four basic questions:four basic questions:

1. What skills and abilities of young 1. What skills and abilities of young children predict later reading outcomes?children predict later reading outcomes?

2. How do environments and settings 2. How do environments and settings contribute to or hinder the development contribute to or hinder the development of such skills and abilities?of such skills and abilities?

3. How do the characteristics of children 3. How do the characteristics of children contribute to or hinder the development contribute to or hinder the development of such skills and abilities?of such skills and abilities?

CONNECTING CAPECONNECTING CAPE

4. How do programs and 4. How do programs and interventions contribute to interventions contribute to or hinder the development or hinder the development of such skills and abilities?of such skills and abilities?This is where CAPE can This is where CAPE can contribute to the research-contribute to the research-base.base.

International Reading International Reading AssociationAssociation

National Commission on Excellence in National Commission on Excellence in Elementary Teacher Preparation for Elementary Teacher Preparation for Reading Instruction, 2003Reading Instruction, 2003

EIGHT CRITICAL FEATURES OF EXCELLENCE IN EIGHT CRITICAL FEATURES OF EXCELLENCE IN TEACHER PREPARATION PROGRAMS for Literacy:TEACHER PREPARATION PROGRAMS for Literacy:

ContentContent ApprenticeshipApprenticeship VisionVision Resources and MissionResources and Mission Personalized TeachingPersonalized Teaching AutonomyAutonomy CommunityCommunity AssessmentAssessment

THE DATATHE DATA

Observation of DELTA teachers in Observation of DELTA teachers in reading blocksreading blocks

Survey of teachers regarding arts Survey of teachers regarding arts integrationintegration

ISEL results – (Illinois Snapshot of ISEL results – (Illinois Snapshot of Early Literacy)Early Literacy)

Artist survey regarding early Artist survey regarding early literacyliteracy

EMBEDDED QUESTIONS EMBEDDED QUESTIONS RELEVANT TO CAPE’S MISSIONRELEVANT TO CAPE’S MISSION

What is the impact of:What is the impact of:

CAPE’S PROFESSIONAL CAPE’S PROFESSIONAL DEVELOPMENT (15 targeted for DEVELOPMENT (15 targeted for Delta Schools + optional courses)?Delta Schools + optional courses)?

Co-planning (up to 14 Co-planning (up to 14 sessions)?sessions)?

Second Area CAPE is exploringSecond Area CAPE is exploring

B. The Role of Teachers-B. The Role of Teachers-as Researchers in Arts as Researchers in Arts IntegrationIntegration

What does painting have What does painting have to do with research in art to do with research in art education? education?

(Wilson, 1994)(Wilson, 1994)

Teacher Research in Arts Teacher Research in Arts EducationEducation

What art ideas are most worthwhile What art ideas are most worthwhile teaching and learning in this arts teaching and learning in this arts class and why? What is the best way class and why? What is the best way to foster these ideas? (May, 1993)to foster these ideas? (May, 1993)

NETWORKS …NETWORKS …

Have a history of Have a history of contributing to researchcontributing to research

(Freedman, 2001, (Freedman, 2001, McLaughlin,1999)McLaughlin,1999)

Recent Funded Teacher Action Recent Funded Teacher Action Research Initiatives within Arts Research Initiatives within Arts

EducationEducation

National Arts Education Research National Arts Education Research Center at NYU Center at NYU (30 classroom teachers, 15 (30 classroom teachers, 15 visual arts and 15 music teachers)visual arts and 15 music teachers)

US Department of EducationUS Department of Education National Endowment for the ArtsNational Endowment for the Arts New York State Council for the Arts New York State Council for the Arts

Summer Seminar/Empire State Summer Seminar/Empire State PartnershipsPartnerships

Impact of engaging with ‘experts’ by Impact of engaging with ‘experts’ by being a part of a research teambeing a part of a research team

Importance of publishing for some Importance of publishing for some teachers and artists – sharing their teachers and artists – sharing their workwork

Documenting one’s own practice and Documenting one’s own practice and the challenge of ‘evidence’ (Bresler, the challenge of ‘evidence’ (Bresler, 1996, Seidel, 2001)1996, Seidel, 2001)

CAPE HAS THE OPPORTUNITYCAPE HAS THE OPPORTUNITY

……To contribute to ‘evidence-To contribute to ‘evidence-based reform’ based reform’

(Little, 2001, McLaughlin and Zarrow, 2001)(Little, 2001, McLaughlin and Zarrow, 2001)

Knowledge of practice, Knowledge of practice, knowledge for practice, knowledge for practice, knowledge in practiceknowledge in practice

(Cochran-Smith and Lytle, 1999)(Cochran-Smith and Lytle, 1999)

CURRENT STATUS of efforts to CURRENT STATUS of efforts to change schools is often reflective change schools is often reflective

of…of…

““Untapped competence”Untapped competence”

““Poor solutions”Poor solutions”

““Failed reform”Failed reform” Fullan and Hargreaves, 1996Fullan and Hargreaves, 1996

Methods for doing classroom research Methods for doing classroom research are consistent with arts processesare consistent with arts processes

Careful observationCareful observation Examining and understanding patternsExamining and understanding patterns Problem solvingProblem solving Trying different approaches and Trying different approaches and

solutionssolutions ListeningListening DocumentingDocumenting Interpreting experienceInterpreting experience

CAPE work is moving CAPE work is moving beyond isolated projects beyond isolated projects – toward the preparation – toward the preparation and sustenance of arts and sustenance of arts educators (artists and educators (artists and teachers).teachers).

CAPE TEACHERS AND ARTISTSCAPE TEACHERS AND ARTISTS

Have been and continue to be Have been and continue to be subjectssubjects for research for research

Continue to be encouraged to be Continue to be encouraged to be consumersconsumers of research of research

Are now learning to be Are now learning to be researchersresearchers themselvesthemselves

A Challenge for CAPE teachers A Challenge for CAPE teachers and artists:and artists:

If you could list only one goal for arts If you could list only one goal for arts education, what would it be?education, what would it be?

If you could do only one research If you could do only one research study, what would it be?study, what would it be?

Do we change lives?Do we change lives? (Wilson, 1994)(Wilson, 1994)

CAPE IS DEFINING…CAPE IS DEFINING…

A research planA research plan

A coherent contribution to school reformA coherent contribution to school reform

An articulated model for professional An articulated model for professional developmentdevelopment

A theoretical and practical framework for arts A theoretical and practical framework for arts integration in schools and communitiesintegration in schools and communities

CAPE’S PROGRESSCAPE’S PROGRESS

Comments from CAPE’s Task Force for Comments from CAPE’s Task Force for Research and Assessment, June 3, 2004:Research and Assessment, June 3, 2004:

We have moved beyond simply wanting We have moved beyond simply wanting to justifying our existence.to justifying our existence.

Last year, we asked, ‘Why do research?’ Last year, we asked, ‘Why do research?’ This year, that’s a given. Now we have This year, that’s a given. Now we have CAPE’s three basic questions.CAPE’s three basic questions.

Last year, we were asking, “Oh my Last year, we were asking, “Oh my gosh, what’s documentation? “gosh, what’s documentation? “

This year, we’re asking, OK, so what This year, we’re asking, OK, so what constitutes evidence of student constitutes evidence of student learning?”learning?”

CAPE’S POTENTIAL CAPE’S POTENTIAL CONTRIBUTIONSCONTRIBUTIONS

Evidence that students learn through Evidence that students learn through specific arts integrationsspecific arts integrations

Deeper definition of integrationDeeper definition of integration Clear ‘new’ measurements for learning Clear ‘new’ measurements for learning

through integrationthrough integration Impact of sustained professional Impact of sustained professional

development on learning and teachingdevelopment on learning and teaching Information on how arts integration Information on how arts integration

impacts the quality of classroom impacts the quality of classroom teachingteaching