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Showing 1 to 15 of 19 results Save | Export
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Leigh, S. Rebecca – Journal for Learning through the Arts, 2017
In this three-month qualitative study, 36 pre and in-service teachers were invited to create and write poems from four idea bundles (e.g., the mixed bundle, the verbal bundle, the visual bundle, and the arranged bundle) in response to four picture book read alouds that address themes of abandonment (Wild, 2006), homelessness (Wild, 2007),…
Descriptors: Writing (Composition), Poetry, Writing Instruction, Writing Strategies
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Whitmore, Kathryn F. – Journal for Learning through the Arts, 2017
This article reports findings from an evaluation study of a 10-week interactive drama residency in a large Head Start preschool in a southeastern state. The goal of the study was to learn about what happened when three to five-year old children and their teachers experienced interactive drama, with particular questions about how the young…
Descriptors: Drama, Teaching Methods, Early Intervention, Preschool Education
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Simpson Steele, Jamie – Journal for Learning through the Arts, 2016
Pomaika'i Elementary School has answered a call to improve education by providing content instruction through the arts. How does school wide arts integration in an elementary setting support students as they transition to middle school? This bounded case study examines the experiences of eight families through a series of interviews with students,…
Descriptors: Elementary Schools, Art Education, Integrated Curriculum, Elementary School Curriculum
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Windsor-Liscombe, Suzanne Gloria – Journal for Learning through the Arts, 2016
This paper, derived from a larger case study, presents new perspectives on arts-integrated elementary schools. It focusses on several issues including teacher understandings of arts-integrated pedagogy, willingness to collaborate, arts credentials, and teacher perceptions of those students enrolling from outside catchment area. Hence it raises the…
Descriptors: Art Education, Integrated Curriculum, Elementary School Curriculum, Elementary School Teachers
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Lee, Bridget; Cawthon, Stephanie – Journal for Learning through the Arts, 2015
Arts-based pedagogies have a positive, significant impact on various student academic-related outcomes. University teacher preparation programs may want to consider "pre-service" teacher beliefs, values, and attitudes toward arts-based pedagogies in order to better support teacher growth in using these arts-based approaches. In this…
Descriptors: Preservice Teachers, Art Education, Predictor Variables, Beliefs
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Chemi, Tatiana – Journal for Learning through the Arts, 2015
This article disseminates the results of a qualitative, case-based study carried on in Danish schools in 2008-2011. Results show that learning outputs can be seen as more than academic achievement, and the arts' contribution to learning can be viewed as more than the ancillary support of academic performance. Learning within an artful mindset…
Descriptors: Case Studies, Foreign Countries, Well Being, Qualitative Research
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Snyder, Lori; Klos, Patricial; Grey-Hawkins, Lauren – Journal for Learning through the Arts, 2014
In four years, Anne Arundel County Public Schools (AACPS) increased sixth and seventh grade student achievement on the Maryland State Assessment (MSA) by 20% at Bates Middle School, a low performing school that had been targeted for restructuring by the state. This improvement positively correlates with the implementation of the arts integration…
Descriptors: Art Education, Integrated Activities, Educational Change, Middle Schools
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Brouillette, Liane; Childress-Evans, Karen; Hinga, Briana; Farkas, George – Journal for Learning through the Arts, 2014
In this article, we look at the impact of an arts integration program offered at five large urban elementary schools on the daily attendance and oral language skills of children in kindergarten through second grade. Many of the children attending these schools spoke a language other than English at home. Teaching artists visited each class weekly…
Descriptors: Oral Language, Language Skills, Standardized Tests, Scores
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Baker, Dawn – Journal for Learning through the Arts, 2013
The arts have long been valued for their aesthetic contributions to education, and studies have been conducted to demonstrate their contribution to academic performance in an attempt to justify their inclusion in the curriculum. Art integration involves learning core content subjects (math, reading, language, science, social studies) through the…
Descriptors: Art Education, Integrated Curriculum, Cognitive Development, Intelligence
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Rodriquez, Rosa Maria; Castilla, Guillermo – Journal for Learning through the Arts, 2013
Traditionally, general skills and personal growth have been developed through cognitive processes within academic contexts. Development based on experience may be an alternative route to achieve cognitive knowledge. Enact-learning is based on the biunivocal relationship between knowledge and action. Action is movement. Participants interact with…
Descriptors: College Freshmen, Movement Education, Skill Development, Individual Development
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Wilcox, Ruth A.; Bridges, Stacey L.; Montgomery, Diane – Journal for Learning through the Arts, 2010
One strategy used by Project CREATES to enhance the fusion of social studies with the arts was to provide various forms of professional development to artists and teachers (Montgomery, Otto, & Hull, 2007), including seminars, book clubs, and on-site Arts Resource Coaches. The purpose of this study was to describe the role of the coaches as…
Descriptors: Coaching (Performance), Artists, Art Education, Social Studies
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Stokrocki, Mary L.; Flatt, Barbara; York, Emily – Journal for Learning through the Arts, 2010
Using participant observation, we describe/interpret the results of teaching a constructivist unit that empowered students in narrative writing and illustration. Participant observation methods included daily note taking, pre-post questioning, and photographing artworks. We analyzed students' stories and illustrations with borrowed and emerging…
Descriptors: Middle School Students, Constructivism (Learning), Participant Observation, Writing (Composition)
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Leigh, S. Rebecca; Heid, Karen A. – Journal for Learning through the Arts, 2008
This eight-week study supports the view that literacy learning is multimodal (Berghoff et al., 2000). It contributes to existing research (Dyson, 1986; Gardner, 1980; Hubbard, 1989; Hubbard & Ernst, 1996; Olshansky, 2007, 2008; Skupa, 1985) on the communicability of drawing and writing as vehicles through which children make and share meaning.…
Descriptors: Grade 1, Freehand Drawing, Writing (Composition), Literacy Education
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Craig, Dorothy Valcarcel; Paraiso, Johnna – Journal for Learning through the Arts, 2008
This study examined student artwork as free expression in order to conduct an analysis of diaspora as related to urban, middle school students learning English. Subjects consisted of middle school students representing a variety of countries with Spanish being the primary first language of the majority of participants. Using a qualitative approach…
Descriptors: Teaching Methods, Art Products, Self Expression, Urban Schools
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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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