Project Updates

Metis Researchers Speak on Arts-Education Assessment at April AERA Conference

Tara Mastrorilli and Mari Cunnington

Tara Mastrorilli and Mari Cunnington

Metis arts-in-education researchers will present on April 6 and 7 the results of two studies of New York school-based programs to integrate arts into education, at the American Education Research Association conference in Philadelphia.

Clay <br />
Sculptures

Students made clay sculptures inspired by the Mexican puppetry performance Dream Carver—the focus of Creative Classroom Collaborative final units.

Sunday, April 6, 12:25pm
Creative Classroom Collaboratives: Arts Integration for 21st Century Learning

Marisol Cunnington, Metis research associate, will present the results of Creative Classroom Collaboratives (C3), a demonstration project launched by the Eastern Suffolk Board of Cooperative Education Services (BOCES) in two Long Island school districts. Metis’s quasi-experimental, longitudinal study of the project is testing the effects of integrating performance arts into the elementary school curriculum. With a four-year grant from the U.S. Department of Education Arts in Education Model Development and Dissemination (AEMDD) program (2011–14), professional artists in four treatment schools are collaborating with classroom teachers and school arts and media specialists to deliver arts-integrated units on literacy, social studies, and 21st century skills for students in second through fourth grade. Preliminary results show that the students who experienced the arts programming made significant gains in 21st century skills (creativity and innovation, collaboration, critical thinking and problem solving, and communication).

Dancers

Three high school students reflect on their performance while viewing it on an iPad. The dance program is part of the Arts Achieve project.

Monday, April 7, 2:15pm
Arts Achieve: Quantitative Approaches to Learning in the Arts

Tara Mastrorilli, Metis research associate, will present implementation and impact findings from the first and second years of the Arts Achieve project, a New York City partnership between the Department of Education, Studio in a School, and four premier arts organizations. The project supports the integration of technology into arts instruction and assessment and aims to increase student arts achievement by helping teachers base instruction on data from the Benchmark Arts Assessments—tools developed by the Arts Achieve partners. The study randomly assigned 77 schools into treatment or control groups by arts discipline (dance, music, theater, or visual arts) and school level (elementary, middle, and high). Preliminary results indicate that students in the treatment schools made greater gains in their arts achievement compared to students in the control schools in both years of implementation.