ERIC Number: EJ1115108
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1063-2913
EISSN: N/A
Arts Infusion and Literacy Achievement within Underserved Communities: A Matter of Equity
Carney, Charles L.; Weltsek, Gustave J.; Hall, M. Lynne; Brinn, Ginger
Arts Education Policy Review, v117 n4 p230-243 2016
There is ample evidence that arts added to the K-12 curriculum can have many positive learning impacts. Nevertheless, many states do not promote such instruction as an integral part of classroom plans. For particular schools with underserved populations, arts-enhanced curricula can be a powerful learning tool. Beyond arts integration, arts infusion methodologies woven into teachers' classroom instruction use art to help students who may be struggling with learning access information in a more tangible way. This article provides a case study of how drama-based pedagogy was used in a school serving an underserved population. After exposure to the arts infusion technique, these elementary school students scored dramatically higher on standardized tests for language skills. The outcome provides a strong argument for arts infusion as a classroom tool.
Descriptors: Preschool Children, Drama, Art Education, Integrated Curriculum, Disadvantaged Schools, Teaching Methods, Learning Strategies, Elementary School Students, Case Studies, Scores, Standardized Tests, Language Skills, Statistical Analysis, Correlation, Academic Achievement, Literacy, Preschool Education
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A