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Multi-Instrumentation in Assessing Multi-Lingual Learners: A Systematic Pre/Post Model in Arts-Based Interventions
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| Presenter(s):
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| Kimberly V Feilen, University of California Los Angeles, kvfeilen@ucla.edu
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| Kylie A Peppler, Indiana University, kpeppler@indiana.edu
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| James S Catterall, University of California Los Angeles, jamesc@gseis.ucla.edu
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| Abstract:
Our two-year evaluation investigated a collaborative project between an inner-city middle school and a non-profit organization that focused on the arts as a medium to assist English Language Learners. Our investigation was conducted with 120 urban English Language Learners ages 12-15 and 95.2% Latino. All measures followed a systematic pre- and post-test design with a two-stand focus: Arts Learning in Theatre and Visual Arts and Academic English Language Acquisition. This study is one of the first to incorporate a variety of formative and summative instruments in the arts and English Language Development, and with older children and English Language Learners. Although previous studies establish a general link between particular arts disciplines and English Language Development, few demonstrate specific linkages between aspects of the visual and performing arts and key language constructs. Multi-instrumentation provides a model for measurable arts education and additional impacts on arts interventions reaching academically at-risk English learners.
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Thinking Outside the Frame: Conceptualizing the Impact of Funded Art Research
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| Presenter(s):
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| Michelle Picard-Aitken, Science-Metrix, m.picard-aitken@science-metrix.com
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| Nicole Michaud, Social Sciences and Humanities Research Council of Canada, nicole.michaud@sshrc-crsh.gc.ca
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| Frederic Bertrand, Science-Metrix, frederic.bertrand@science-metrix.com
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| Courtney Amo, Social Sciences and Humanities Research Council of Canada, courtneyamo@hotmail.com
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| Abstract:
Capturing the impacts of funded research is an ongoing challenge for granting councils and the evaluation community. A research study was completed to better conceptualize the impacts of projects situated at the intersection between academic research and artistic creation funded by the research/creation program at the Social Sciences and Humanities Research Council (Canada). Impact data extracted from this program's evaluation and additional sources were 1) systematically coded and analyzed through a modified grounded theory approach, 2) characterized based on the groups affected and the categories of impact, and 3) represented visually in a conceptualization/analytical framework showing the relationships between these groups and categories. This study provides a common understanding of the nature of research/creation impacts and will support future performance measurement activities. More generally, it is hoped that the framework will be discussed and used for the development of research impact assessment in the contemporary arts and design, and beyond.
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Supporting Communities Through After-School Arts: Three Urban Case Studies
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| Presenter(s):
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| Gail Burnaford, Florida Atlantic University, burnafor@fau.edu
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| Olga Vazquez, Florida Atlantic University, ovazquez@fau.edu
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| Laura Tan, Chicago Arts Partnerships in Education, ltan@capeweb.org
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| Abstract:
SCALE, (Supporting Communities Through Arts Learning Environments) involved three Chicago schools after four years of implementation of an after-school program. The schools engaged elementary/middle students in teaching artist partnerships with classroom teachers who co-planned and taught afterschool. The evaluation involved the collection and analysis of student work, teacher and artist focus group data, observations, and teacher blogs. Results indicated that teachers in the program applied strategies from the after-school program in their in-school classrooms. Students exhibited particular gains in social and emotional 'soft' skills, including listening, focus, concentration, collaboration and risk-taking, consistent with the literature on after-school programs.
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