A Study on the Relationship between Theater Arts and Student Literacy and Mathematics Achievement

Autor/inn/en	Inoa, Rafael; Weltsek, Gustave; Tabone, Carmine
Titel	A Study on the Relationship between Theater Arts and Student Literacy and Mathematics Achievement
Quelle	In: Journal for Learning through the Arts, 10 (2014) 1, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-7528
Schlagwörter	Theater Arts; Language Arts; Drama; Mathematics Achievement; Integrated Curriculum; Middle School Students; Grade 6; Grade 7; Critical Literacy; Multiple Literacies; Poverty Areas; Urban Education; School Districts; Interdisciplinary Approach; Intervention; Cohort Analysis; Gender Differences; Racial Differences; Ethnicity; Statistical Significance; Statistical Analysis + Suchen Sie Ihr Suchwort? Theaterwissenschaft; Sprachkultur; Schauspiel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Kritisches Lesen; Stadtteilbezogenes Lernen; School district; Schulbezirk; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kohortenanalyse; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Statistische Analyse
Abstract	Past studies have shown positive correlations between the arts and academic achievement when the arts were integrated into the literature curriculum. Other studies have shown positive associations between the arts and other areas of the curriculum, such as mathematics and science. Considering the Theory of Change, which employs understandings in Critical Literacy, Multimodal Literacy, and Transmediation, this study employed a multi-stage cluster randomized design and conducted a series of comparison and treatment group statistical analyses among predominantly low income students in an urban school district, some of whom had participated in the Integrating Theater Arts Project (ITAP). The study assessed whether a relationship existed between the presence of a theater arts intervention and student achievement in language arts and mathematics. Results showed that students receiving intervention often outperformed their control group counterparts in both math and language arts. Furthermore, students in the theater arts program outperformed their control group counterparts in every case that showed statistical significance. These cases included math achievement among sixth grade students, both language arts and math achievement of sixth grade males, and math achievement of sixth grade Hispanics. The authors conclude that programs like ITAP and methods relative to the Theory of Change may in fact promote academic achievement among participating students. They also invite future studies to consider how achievement of other academic subjects--in this case, mathematics--may also relate to such interventions. (As Provided).
Anmerkungen	Center for Learning in the Arts, Sciences and Sustainability. University of California Irvine, School of Biological Sciences III, Office 2656, Irvine, CA 92697. Tel: 949-824-4317; Fax: 949-824-2965; Web site: http://sites.uci.edu/class/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/05