Framing Student Success: Connecting Rigorous Visual Arts, Math and Literacy Learning
I was one of the lead teaching artists, responsible for curriculum design, implementation and dissemination of the Framing Student Success: Connecting Rigorous Visual Arts, Math and Literacy Learning project. Funded by a U.S. Department of Education Arts in Education Model Development and Dissemination (AEMDD) grant, this experimental demonstration project was designed to develop and test an instructional program integrating high-quality, standards-based instruction in the visual arts, math, and literacy in high-poverty urban schools. The FSS project was developed and implemented by arts-in-education organization Studio in a School in partnership with the New York City Department of Education.
As a randomized control trial study, the Framing Student Success study provides robust evidence of the potential impacts of an interdisciplinary, arts-integrated curriculum for students growing up in poverty. The mixed-method study assessed the effects of staff professional development and standards-based arts-integrated instruction in three urban, high- poverty elementary schools. |
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Framing Student Success students may have gained new ways to think about and explore other subjects through art and art making, while developing their verbal and written descriptive language skills. This study shows that through the integration of math and literacy with art making, students may have developed a greater appreciation for the relationships among domains. As one student explained, “I never realized before how art was not just making things, but about learning and understanding stuff, not just about art, but science and social studies and math and ELA...how everything is connected.”
Excerpted from Cunnington, Marisol; Kantrowitz, Andrea; Harnett, Susanne; & Hill-Ries, Aline. (2014). Cultivating Common Ground: Integrating standards-based visual arts, math and literacy in high-poverty urban classrooms. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 10(1). class_lta_19294.
Excerpted from Cunnington, Marisol; Kantrowitz, Andrea; Harnett, Susanne; & Hill-Ries, Aline. (2014). Cultivating Common Ground: Integrating standards-based visual arts, math and literacy in high-poverty urban classrooms. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 10(1). class_lta_19294.