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Scheckel, Benita Landesman; Kula, Stacy M. – Journal for Learning through the Arts, 2021
Because long-term English language learners (LTELs) in California normatively take two hours of English language instruction beginning in middle school, their schedules disallow participation in electives, such as arts, representing a significant opportunity gap. This mixed methods study examined the student, parent, and teacher experiences as…
Descriptors: English Language Learners, English (Second Language), Music Education, Singing
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Millett, Catherine M.; Kevelson, Marisol J. C.; Mirakhur, Zitsi – Journal for Learning through the Arts, 2021
An extensive body of work has demonstrated the benefits of participating in the arts, including when it is integrated into other disciplines, for young adults. In addition, this work highlights the likely advantages of engagement with the arts for students from low-income backgrounds as they transition into elite postsecondary institutions. Such…
Descriptors: Integrated Activities, Art Education, College Preparation, Low Income Students
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Mark, Sheron L.; Constantin, Geena M.; Tinnell, Terri L.; Alexander, Olivia – Journal for Learning through the Arts, 2020
While middle school is a critical phase for science career development for all students (Maltese & Tai, 2009), this stage presents considerations for females in science, in particular. During middle school, the decline in science interest is greater for females than males and, for most students, the level of science interest developed during…
Descriptors: Interdisciplinary Approach, Science Education, Art Education, Learner Engagement
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Beese, Jane A.; Martin, Jennifer L. – Journal for Learning through the Arts, 2019
The concept of flow, or being so immersed in an activity that awareness of self becomes inextricable from the action, and motivational theory can work collectively to help us better understand how fine arts curricula can impact student learning. In this article, we use Csikszentmihaliyi's concept of flow as a way to explore high school students'…
Descriptors: High School Students, Art Education, Student Experience, Learner Engagement
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Walton, Calvin Wesley – Journal for Learning through the Arts, 2018
This case study examines the relationship between school-based performing arts participation and academic identity development for African American male high school students. Participants addressed how their engagement in a school-based performing arts program influenced their academic achievement and school experiences. The researcher used…
Descriptors: Theater Arts, Art Education, Correlation, African American Students
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Shaw, Louise J.; Valerie, Lynda M. – Journal for Learning through the Arts, 2018
In this article, the authors consider the role that arts-integrated writing might play in shaping student learning opportunities. It explores the topic of using photos, drawings, and other images in the classroom as visual texts to mediate personal expression, thinking, and learning with language-based texts. Existing literature on multimodal…
Descriptors: Role, Art, Writing (Composition), Writing Instruction
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Cawthon, Stephanie W.; Dawson, Katie; Ihorn, Shasta – Journal for Learning through the Arts, 2011
Drama for Schools (DFS) is an arts integration professional development program that trains teachers to use drama-based instruction techniques. The DFS strategies aim to connect student learning to their lived experiences in a manner consistent with authentic instruction principles. The focus of this mixed-methods study was on the relationship…
Descriptors: Learner Engagement, Class Activities, Learning Activities, Teaching Methods
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Brouillette, Liane R.; Burge, Kim; Fitzgerald, William; Walker, Pamela – Journal for Learning through the Arts, 2008
This article explores commonalties between literacy instruction and learning to understand the symbolic languages of the visual and performing arts. A detailed case study of an urban professional development program for secondary arts teachers looks at the learning initiated by writing assignments that prompted students to reflect on arts…
Descriptors: Writing Instruction, Art Education, Urban Schools, Case Studies
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Fels, Lynn M. – Journal for Learning through the Arts, 2008
From flower arranging to negotiating with a willful cow, an educator stumbles across the threshold into a performative space of learning that invites her to pay attention to what matters when a teacher encounters her students. Performative inquiry in the classroom brings to the curriculum a spirit and practice of inquiry, critical and creative…
Descriptors: Inquiry, Teaching Methods, Art Activities, Drama