Evaluation of the ArtsSmarts Strategy: Impacts and Sustainability

The purpose of this report is to provide: 1) an analysis of findings from a survey, interviews and focus groups regarding ArtsSmarts projects funded by the J.W.McConnell Family Foundation across Canada in 2002-2003 and 2) to support advocacy work to obtain long term funding and support for sustainability of the ArtsSmarts approach. The report focuses on the impact of the projects on students, the education system, the community and the arts community addressing key "spheres of Influence" in the educational system

Contours of Inclusion: Frameworks and Tools for Evaluating Arts in Education

This collection of essays explores various arts education-specific evaluation tools, as well as considers Universal Design for Learning (UDL) and the inclusion of people with disabilities in the design of evaluation instruments and strategies. Prominent evaluators Donna M. Mertens, Robert Horowitz, Dennie Palmer Wolf, and Gail Burnaford are contributors to this volume. The appendix includes the AEA Standards for Evaluation. (Contains 10 tables, 2 figures, 30 footnotes, and resources for additional reading.) This is a proceedings document from the 2007 VSA arts Research Symposium that preceded the American Evaluation Association's (AEA) annual meeting in Baltimore, MD

From Page to Stage to Screen and Beyond

A group of Chicago youth media organizations have embarked on an evaluation process with adult program alumni to assess the degree to which hands-on media production and dissemination contributes to developing productive, independent, and engaged citizens. This report sets the stage for the evaluation, which began in late 2012 and will run through 2013, highlighting the work of youth media organizations in Chicago and exploring six dimensions, or outcome areas, that youth media organizations work within: journalism skills, news/media literacy, civic engagement, career development, youth development, and youth expression

Alexander Werdmuller von Elgg

This research aims to describe a condition of college level art education and is composed of two parts: an annotated bibliography and a survey. The annotated bibliography describes dissertations, research papers, articles, and books about histories and current trends in college level art education. The survey asks students and faculty at San Jose State University, California about their extent of value toward a variety of experiences in college level art education. Some key findings from the research are that studio space, expressivity, and craftsmanship are some of the most valuable qualities in college level art education.https://scholarworks.sjsu.edu/lrsp/1000/thumbnail.jp

The Professional Artist as Public School Educator: A Research Report of the Chicago Arts Partnerships in Education

Over the past eight years, the Chicago Arts Partnerships in Education (CAPE) has undergone an extensive regimen of program research and evaluation, utilizing both staff members and external consultants to collect, analyze, and interpret information on program effectiveness. This information has been used to shape and strengthen the partnership program each year in response to the needs of students, teachers and teaching artists as well as to changing political and cultural pressures within the Chicago Public School System. In addition,the documentation and publication of insights and lessons learned through arts integration experiences in the schools has contributed significantly to the wider body of research in the field of arts education.During the early years of the program, evaluation efforts focused on general descriptions of the program goals and objectives along with initial impacts on student life.Positive trends were identified in terms of administrative and faculty attitudes and increased involvement in thearts partnerships, due mainly to student interest. More recently, a closer, more detailed analysis of CAPE's growing influence on student learning, teaching practice and school climate has highlighted the value of quality, arts integrated instruction, including evidence of positive effects on standardized math and reading test scores.Last year, our research turned to program sustainability, partly in light of reduced funding, as well as to the assimilation of new partnership schools and an increasing organizational focus on the professional development of participating teachers and artists. In the vast majority of cases, CAPE partnerships have evolved through trials and successes to bring lasting effects on administrators, teachers, and students.Through these studies, it is increasingly apparent that the participation of well-trained teaching artists is a valuable, and in some cases vital, addition to the general education of youth. The presence and artistic know-how brought to the classroom by these talented, dedicated professionals can, and is, having notable, sustainable influence on whole school improvement through transforming the daily learning experiences of educators and students alike. Not only does the presence of a quality arts program enliven a school atmosphere and promote the advancement of artistic skills and aesthetic knowledge, but a closer look at rigorous arts integrated activities in the classroom is revealing important insights into the cognitive benefits of arts education. Not only can artfully constructed lessons that authentically bridge the arts and academic content domains assist in the acquisition of artistic understanding, but they can enhance learning across the academic curriculum and, perhaps more importantly, the underlying thinking curriculu