Creating a Pedagogy of Participation: Equitable Arts-Based Practices for English Learners

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

Abstract

This paper explores how arts-based practices provide elementary English learners (ELs) with equitable access to rich sense-making opportunities that positively influence learning and socioemotional outcomes. The study employs a language and literacy research lens to conduct a multi-case study of two theatre arts/writing and visual/maker arts programs. Data sources include: extensive classroom observations; pre- and post- semi-structured interviews with students, teachers, artists, and administrators; and student- and teacher-created artifacts. The study’s key findings of how arts-based practices foster a pedagogy of participation, iterative group work, and use sensemaking as assessment are illustrated by vivid student-created artifacts that include writing and photographs of two- and three-dimensional artwork.

Author

• Kristin Papoi, University of North Carolina - Chapel Hill