Embedded and Embodied: A Three-Year Arts-Integration Partnership With a K–2 Fine Arts Academy

• In Event: 58.058 - Impacts of Arts Integration on Student Outcomes

Abstract

This paper provides research findings on the impact of sustained arts integration partnership with a K-2 fine arts academy. Teachers engaged in Drama-based pedagogy (DBP), a collection of strategies that uses active and dramatic approaches to engage students in academic, affective, and aesthetic learning through dialogic meaning-making in all areas of the curriculum. Integration was targeted specifically within a shared, multi-age period focused on literacy development. Using a arrange of data collection techniques including classroom observations, documentation of weekly lesson outlines, Facebook posts, and interviews, this project sought to better understand the implementation and impact across five themes: cross grade aspects; connection between drama-based pedagogy, visual arts and literacy; meta-cognition; charter identity and sustainability; and drama-based pedagogy impact on students.

Authors

• Lara Dossett, The University of Texas - Austin

• Hayley Loblein, The University of Texas - Austin

• Stephanie W. Cawthon, The University of Texas - Austin

• Kathryn Dawson, The University of Texas - Austin