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Author: K. C. Tofanelli
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 194
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Book Description
Author: K. C. Tofanelli
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 194
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Book Description
Author: Kathryn Jay Lau
Publisher:
ISBN: 9781321057263
Category : Art in mathematics education
Languages : en
Pages : 108
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Book Description
"This action research study investigated the effect of art-integrated math lessons on first grade students' interest and engagement levels in the subject area of math. Art-integration involves merging the subject of art with another discipline in an attempt to make the content more accessible. The research questions of this study included: To what extent are students engaged in art-integrated math lessons? How are student interest levels in math affected by art-integrated math lessons? Art-integrated math lessons were developed and implemented over a 6-week period in a first grade classroom. Qualitative and quantitative data was collected through pre- and post-surveys, focus student interviews, formal observations, and field notes. These data collection instruments assessed student attitudes toward math throughout the program. Research has demonstrated that there is a positive relationship between math interest and math skills. Results indicated that students were engaged and interested in math during the arts-integrated math lessons."--Abstract, p. 1.
Author: Joseph William Spilker
Publisher:
ISBN:
Category : Interdisciplinary approach in education
Languages : en
Pages : 44
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Book Description
Author: Jessica Chavez
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 64
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Book Description
In this research, I investigated the extent to which personalized learning and arts integration affected student engagement in my own classroom. I chose an action research methodology because, as a general education teacher, I wanted to understand how to get my students more authentically invested in the material they were studying. Moreover, my research looked at the effects of the physical aspects of personalized learning and how, when paired with arts integration, it contributed to an environment of student agency. I conducted this study at a pre-k through 5th-grade elementary school on the North West side of Chicago and focused primarily on six, third-grade students and their participation in a math class. I worked with students throughout the year but gathered data only for five months. This school is 96% Hispanic or Latinx, and 98% of students come from low-income families. I chose a gender-inclusive group of students with IEPs, students with 504 plans, and bilingual students to ensure that I had included as many types of learners as possible. I taught five units from a math curriculum provided by my school and changed each unit to understand the effects of arts integration and personalized learning together, separately, as well as the absence of both. I collected data in the form of standardized test scores, formative classroom assessments, student interviews, and a reflective journal of my observations and the students’ artwork. Because of personalized learning and arts integration, I saw a shift in my students' engagement as well as their attitudes towards art and math alike. Students who reported negative feelings towards math or art found that by the end of the study that those feelings were no longer present. Students also grew to be more autonomous in their day to day actions in the classroom. Integrating art into my classroom helped students grasp math concepts in a different, and more creative way, than was offered in their textbook. Also, creating a student-centered environment through personalized learning gave my students more confidence in their actions.
Author: Edward B. Fiske
Publisher:
ISBN:
Category : Arts
Languages : en
Pages : 124
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Book Description
Author: Richard Deasy
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 180
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Book Description
Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)
Author: Erica Rood
Publisher:
ISBN:
Category :
Languages : en
Pages : 43
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Book Description
This mixed methods study investigates the extent to which the integration of arts into the study of mathematics influences the development of students' learning self-concept. The participants are third grade students whose participating classroom-teacher was exposed to a STEM and Arts Integration Professional Development with training on how to explicitly teach arts integrated lessons. Prior to the training, students of the teacher were given a survey to articulate their understanding of self-concept and how it relates to their successes in mathematics. Following the transfer and application of the integrated arts instruction, students were administered a post survey. Additionally, interviews of a randomized sampling of participating students and classroom observations were done to further understand how arts integration impacts students' academic self-concept. These findings lend support to the supposition that integration of the arts into the study of mathematics could be beneficial for student engagement and improved self-concept.
Author: Caren Holtzman
Publisher: Stenhouse Publishers
ISBN: 1571107967
Category : Education
Languages : en
Pages : 229
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Book Description
Uses a highly visual approach to show students and teachers the art in math and the math in art.
Author: Suzanne I. Anderson
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 158
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Book Description
"The federal government considers the visual arts to be a subject that is part of the core curriculum; however, many schools do not include this subject in the curriculum. Through the use of current qualitative and quantitative studies, this review of literature provides insight into the effectiveness of including visual art in the core curriculum through integration with mathematics. Its impact increases motivation for learning and teaching in both disciplines. Research was compiled to reveal the importance of including creativity and aesthetics as a central focus for the integration. The review also ties together the effects of aesthetics and creativity on the visual arts and mathematics individually. It concludes with implications for further studies and final thoughts about visual arts integration."--leaf 3.
Author: George W. Noblit
Publisher: Routledge
ISBN: 1135595097
Category : Art
Languages : en
Pages : 208
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Book Description
This comprehensive, longitudinal analysis of arts in education initiatives, based on the A+ School Program, discusses the political, fiscal, and curricular implications inherent in taking the arts seriously and offers a model for implementation and evaluation that can be widely adapted in other schools and school districts.
