Arts Infusion and Literacy Achievement within Underserved Communities: A Matter of Equity

Autor/inn/en	Carney, Charles L.; Weltsek, Gustave J.; Hall, M. Lynne; Brinn, Ginger
Titel	Arts Infusion and Literacy Achievement within Underserved Communities: A Matter of Equity
Quelle	In: Arts Education Policy Review, 117 (2016) 4, S.230-243 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2016.1213123
Schlagwörter	Preschool Children; Drama; Art Education; Integrated Curriculum; Disadvantaged Schools; Teaching Methods; Learning Strategies; Elementary School Students; Case Studies; Scores; Standardized Tests; Language Skills; Statistical Analysis; Correlation; Academic Achievement; Literacy; Preschool Education + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schauspiel; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Case study; Fallstudie; Case Study; Standadised tests; Standardisierter Test; Language skill; Sprachkompetenz; Statistische Analyse; Korrelation; Schulleistung; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	There is ample evidence that arts added to the K-12 curriculum can have many positive learning impacts. Nevertheless, many states do not promote such instruction as an integral part of classroom plans. For particular schools with underserved populations, arts-enhanced curricula can be a powerful learning tool. Beyond arts integration, arts infusion methodologies woven into teachers' classroom instruction use art to help students who may be struggling with learning access information in a more tangible way. This article provides a case study of how drama-based pedagogy was used in a school serving an underserved population. After exposure to the arts infusion technique, these elementary school students scored dramatically higher on standardized tests for language skills. The outcome provides a strong argument for arts infusion as a classroom tool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01