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Communicating Through the Arts: An Evaluative Journey of Self-Discovery And Career Development Among Young Artists With Disabilities
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| Presenter(s):
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| Heike Boeltzig,
University of Massachusetts Boston,
heike.boeltzig@umb.edu
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| Rooshey Hasnain,
University of Illinois Chicago,
roosheyh@uic.edu
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| Jennifer Sullivan Sulewski,
University of Massachusetts Boston,
jennifer.sulewski@umb.edu
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| Abstract:
Sharing a voice through the arts is a critical mechanism for self-discovery and expression. This paper presentation will provide an evaluative summary of how an arts program impacted the lives of 47 young award finalists with disabilities who entered career pathways or higher educational opportunities in the arts and who consider their arts to be “work in progress.” The program evaluation employed three data collection methods: a review of relevant documents, a survey of young artists, and in-depth case studies of five of the 47 artists. Textural and visual data will be used to illustrate how meaningful the award application process was for their self-discovery as emerging artists. The evaluators will also reflect on their experiences in using a multi-method design to evaluate this program including the challenge of surveying a group of talented artists with a wide variety of disabilities.
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Beyond Maslow: A Theory of the Social Impact of the Arts
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| Presenter(s):
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| Annabel Jackson,
Annabel Jackson Associates,
ajataja@aol.com
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| Abstract:
The arts have accumulated a vast amount of qualitative and case study based evidence of social impact, often rather disparaging described as ‘anecdotal’. One of the frequent criticisms of this evidence base is that it lacks theoretical underpinnings. Following a literature review of some 300 publications on the social impact of the arts, the author suggests a tentative theory of the social impact of the arts. This combines Scientific Realism with Basic Psychological Needs Theory. Scientific Realism adds four welcome layers of complexity to the evaluation of the arts: understanding of program elements, contexts, mechanisms and motivations. Basic Psychological Needs Theory moves away from the Maslovian values which have inadvertently stranded the arts at the height of human needs so that they are easily dismissed as a luxury.
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Formative and Summative Evaluation of Initiatives to Foster Character Development and Student Learning
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| Presenter(s):
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| Melinda Mollette,
Pioneer Regional Educational Service Agency,
melindamollette@yahoo.com
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| Richard Benjamin,
Pioneer Regional Educational Service Agency,
rbenjamin@pioneerresa.org
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| Abstract:
This paper provides interim results of the first two years of a four year grant project called "School Transformation: Character through the Arts" being implemented at three schools in Georgia. The Bernstein "Artful Learning" Model is used, as well as other research-based, instructional strategies, to improve student achievement and problem solving skills. The project is funded through the U.S. DOE, as part of the Arts in Education Model Development and Dissemination. Summative evaluation components include use of Georgia Criterion Referenced Competency Test (CRCT), Georgia Writing Assessment, student/parent surveys measuring school climate as it pertains to character, as well as student behavior and engagement, and a staff survey measuring adherence to the Char. Educ. Partnership's "11 Principles of Character" - Quality Standards. Formative evaluation components include teacher observation instruments, rubrics to assess student work and development of arts-based instructional units, performance assessments, and teacher portfolios, all of which foster a climate of continuous improvement within the project schools.
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