Glen Park Arts Final Report ~ 2012-2013
FWISD invited ICFW to develop Glen Park ARTS, an arts integration
programming for a pilot program at Glen Park Elementary School during the
2012-2013 school year. Glen Park ARTS allowed us to observe and work closely
with an elementary school population of 775 students and 30 teachers, and to
provide recurring in-depth programming over an entire school year. Arts
integration is instruction that integrates content and skills from the arts with
other core subjects to increase knowledge in both areas. Our partnership goal at
Glen Park Elementary was to increase the use of the arts in core subject teaching
throughout the school. Toward this end, we targeted both teachers and students
in this project.
ICFW staff met with Glen Park administration and teachers at the beginning of
the school year to share the Glen Park ARTS partnership project and outcomes
for the school. We presented a package of professional artists who would
perform or conduct workshops. ICFW requested that all K-5 teachers participate
in two ways. We asked them to utilize the selected art forms in their everyday
teaching one or more times during the year. We also asked them to participate in
evaluating the process by completing a pre- and post-year survey, administering
a pre- and post-year survey to their classes, and keeping a record of student
work samples and other responses demonstrating use of art techniques in their
lessons.
ICFW identified two major performance targets for this project during this school
year:
Two-thirds of Glen Park K-5 teachers will incorporate the selected art
forms demonstrated by professional artists for their specific grade levels
while teaching other subjects one or more times throughout the year.
All K-5 students will have extended experiences beyond single
professional performances in various art forms while learning to express
themselves and develop their talents through the art forms.
An individual with a PhD in research on the sustainability of the arts in rural
communities recently completed a year-end analysis of the collected project data.
The analysis shows that both performance targets were met. All teachers
incorporated selected art forms into their teaching more than one time during the
year, and all K-5 students had extended experiences beyond single professional
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performances, in various art forms, while learning to express themselves and
develop their talents through the art forms.
In addition, the data analysis provided significant information for ICFW about
the areas of efficacy and areas of needed improvement relating to the Glen Park
Arts, arts integration project. The findings are included with this report.
Overall, the project was a success, and ICFW gained important insights about
how to implement the arts-integration plan for 2013-2014 to serve the educational
needs at Glen Park Elementary in targeted areas better. Based on our findings,
and follow-up discussions with faculty and staff, ICFW will improve upon the
efficacy of the Glen Park Arts project by taking the following steps next year:
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provide teachers with a notebook of proven arts integrated lesson plans
that includes proven teacher created arts integrated lesson plans from this
year and other examples of proven cross curricular arts integrated lesson
plans,
plan with administrators to insure that all ICFW programs and visiting
artists offer programming directly tied to required curriculum topics and
timed to compliment the required scope and sequence,
streamline survey data,
offer programming specifically designed to address student weaknesses in
writing and research,
offer more theater and movement programming for the kinesthetic
learners,
address Pre-K needs,
offer After School arts programming.
Glen Park Survey Data
There are a number of significant findings evident from the returned teacher and
the student surveys. It is important to note that the overall data proves to be
extremely positive. However, it is always necessary to look critically and seek
places for improvement. Thus, we note small gains as points of potential
improvement. This is especially true when a comparative analysis shows a gain
in one area but smaller gains or decreases in others. Those we consider areas that
to target for improvement. Likewise, future projects can focus on the areas where
the most gains are evident, to ensure the deepest impact.
Student Data Results
There are two categories of student data: younger (grades K-2) and older
students (grades 3-5). The younger students demonstrated the highest increase in
positive attitude from their general learning tendencies to their attitude toward
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arts based learning. This shows that the greatest impact can be made focusing on
this age group. There are a number of possible contributing factors in the
stronger arts learning attitude of the younger students in comparison with the
older students. One factor may be that younger students are not tested and
therefore less anxious about learning, and more willing to focus on a wider
variety of learning subjects. Secondly, it may be possible that younger students
are experiencing many forms of learning in the arts for the first time, making a
larger impact on their young lives.
Older students were overall less positive about arts learning than the younger
students. (Two surveyed categories showed a 6-7% one level downgrade, from
most to sometimes, in the areas of enjoyment while learning about the arts and
working well with other students in regards to arts learning). However, the older
students responded that arts learning increased their attention, and how they
felt. The large positive jump in the way students felt about themselves in artsbased work is significant. It provides a strategy for a low morale problem in a
school. If a school is struggling with student morale either in general or when
teaching specific subjects, an arts based project may be the solution to getting
these older students in a more positive frame of mind.
Specific areas of positive reaction from the learning survey to the arts learning
survey are as follows:
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Over all 98% positive response from younger students (73% for older
students)
Younger students saw a very consistent 10-12% increase in positive
response.
There were no areas in which younger students’ numbers went down all
went up.
Older students saw the largest positive jump (12%) in the way that arts
learning made them feel.
The second area that was positive for older students was a 5% increase in
paying attention.
Teacher Data Results
We surveyed teachers on a number of areas in regards to arts-based learning. In
comparing the data from their first set of questions (where they were asked how
many arts integrated lesson plans they have previously done) and comparing
that to the number of arts integrated lessons done this year, we can see a
significant increase in arts integrated lessons implemented by the teachers.
Specific areas of increased arts integrated learning indicated as follows:
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Math saw an increase of 3.5 times more arts integrated lessons
Science saw an increase of 3 times more arts integrated lessons
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Reading saw an increase of 2 times more arts integrated lessons
Social studies saw an increase of 2 times more arts integrated lessons
Music and Visual Art related projects saw the largest numbers of arts
curriculum integration
We also surveyed teachers as to their opinions involving student learning, and
their own attitudes towards arts integrated curriculum. There was an overall
positive response of 76% to arts integration. The highest percentage (92%) of
positive responses came from two areas; the students’ enjoyment of learning and
teacher’s enjoyment in teaching and watching the students learn. This finding is
similar to the student data previously discussed. There is a feel good factor to
arts learning that can affect a positive change in schools. All areas of questioning
showed at least a 53% positive response from the teachers with one clear
exception. Only 25% of the teachers felt that arts integrated learning improved
students scores when assessed. This is a glaring discrepancy from an overall
extremely positive response to arts based learning.
Summary
There was an overall very positive response to arts integrated learning from both
teachers and students. Students were happy about arts integrated learning and it
seemed to improve their overall attitude greatly. A major conclusion focusing on
this data would be the correlation between enjoyment and arts integrated
learning. If students are struggling in math, arts integrated lessons may not
guarantee that their test scores will increase. However, if the attitude towards
math is negative, arts integrated math lessons should greatly improve the
attitude towards math for the positive. Taking that a logical step further,
students who are enjoying learning math (through arts integrated math lessons)
are more likely to improve their learning. This study has shown that the attitude
towards learning and enjoyment of learning is increased significantly when the
arts are involved, thus, making school a more pleasant place for teachers and
students.
Imagination Celebration’s Glen Park ARTS program was supported by generous
donations from Community Foundation of North Texas’s ToolBox Grant; Texas
Commission for the Arts; The Arts Council of Fort Worth and Tarrant County;
Target Foundation; Wells Fargo Foundation; Colonial Country Club Charities,
and other individuals, businesses and private foundations that supported
Imagination Celebration’s general operations for the 2012-13 fiscal year.
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Glen Park Data- Students
K-2 General Survey Data
Students
Yes
285
Pay Attention
(89%)
273
Participate
(85%)
292
Learning
(91%)
263
Feel Good
(82%)
Works Well
260
w/Others
(81%)
288
Learn New Things
(90%)
86%
K-2 Art Project Survey Data
Students
Yes
2071
Pay attention
(99%)
2027
Participate
(97%)
2055
Learning
(98%)
2038
Feel good
(97%)
work well with
2045
others
(97%)
2038
learn new things
(97%)
98%
Sometimes
No
320
Likes
30 (9%)
5 (2%)
Art
80%
40 (13%)
7 (2%)
Dance
60%
20 (6%)
8 (3%)
Music
90%
32 (10%)
25 (8%)
Theatre
77%
40 (13%)
20 (6%)
84%
24 (8%)
10%
8 (2%)
4%
Vis Art
Cre
Write
Sometimes
No
21 (<1%)
4 (<1%)
52 (2%)
17 (1%)
34 (2%)
7 (<1%)
44 (2%)
14 (1%)
34 (2%)
17 (1%)
39 (2%)
2%
19 (1%)
<1%
2096
5
80%
Glen Park Data
Students
3-5 General Survey Data
Students
Most
207
Pay Attention
(78%)
160
Participate
(60%)
217
Learning
(81%)
Works well
212
w/others
(79%)
75%
Very
Good
151
Makes me Feel
(57%)
Sometimes
None
56 (21%)
4 (1%)
Art
37%
100 (37%)
7 (3%)
Music
40%
34 (13%)
16 (6%)
Dance
38%
47 (18%)
22%
8 (3%)
3%
Writing
Theatre
8%
17%
Good
49 (18%)
Glen Park Data
3rd-5th Art Project Survey Data
Students
Most
Sometimes
447
Pay Attention
(83%)
75 (14%)
337
Participate
(63%)
186 (35%)
380
Learning
(71%)
140 (26%)
Works well
395
w/others
(73%)
129 (24%)
73%
24%
Very
Good
Good
370
Makes me Feel
(69%)
107 (20%)
267
Favorite
Not
Good
OK
56
(21%)
11 (4%)
None
538
16 (3%)
15 (2%)
18 (3%)
14 (3%)
3%
OK
Not
Good
52 (9%)
9 (2%)
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Glen Park Data
Teacher Surveys
Previous Arts Integration
Reading
Math
Science
History/SS
PE
Foreign Language
Totals
Music
14
13
9
7
9
10
62
Current Year Arts Integration
Music
Reading
32
Math
47
Science
28
Social Studies
17
Writing
15
Totals
139
2x
Theatre Vis Art Dance CreWrit ComArt
8
7
5
13
1
2
14
6
2
1
0
10
2
7
0
1
11
1
7
0
1
3
6
3
0
2
3
4
4
1
14
48
24
36
3
Theatre Vis Art Dance CreWrit
29
22
8
30
16
33
24
14
12
31
1
11
4
17
5
6
10
18
6
24
71
121
44
85
5x
2.5x
2x
2x
totals
121
134
83
49
73
totals
48
38
28
27
22
24
2.5x
3.5x
3x
2x
n/a
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Glen Park Data
Teacher Surveys – 2
Students quickly learned Material
Students quickly learned art content
Students easily learned subject material
Students learned subject in greater depth
Students able to see connections
Students' enjoyment of learning increased
Students' participation was greater
Students scored higher when assessed
Students developed additional skills
Students have asked for similar lessons
I capitalized on learning styles
I reinforced our arts teachers work
I shared a different part of myself
I enjoyed teaching & watching students
I developed a greater appreciation of
uniqueness
Integrating arts changed how I relate
Integrating arts created a pos atmosphere
Integrating arts prov opportunity to connect
Integrating arts prov greater teaching
strategies
36
30
31
29
30
32
33
30
9
30
25
30
19
22
33
%
83%
86%
81%
83%
89%
92%
83%
25%
83%
69%
83%
53%
61%
92%
26
26
29
23
72%
72%
81%
64%
30
83%
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Anecdotal Quotes
THEATRE and DANCE
Kindergarten Teacher: “My students learned that reading can be fun. I had
forgotten about things that make learning fun. I will use more Reader’s
Theatre scripts so that more students can be involved. I will not let my own
inhibitions affect my lesson plans”.
3rd Grade Teacher:” I integrated dance, music and visual arts with math .I
feel that integration of arts in extremely important. I think that it unleashes
the creative minds of students and has helped deepen their learning
experience in core academic subjects, resulting in a well rounded learner”.
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MUSIC
4th grade Teacher: “After the music performance by Music of the Americas,
we further developed the idea of a melting pot of cultures by drawing and
labeling an American child that had objects or characteristics representing
European, African and Indigenous heritage. My students thought of ways to
visually represent an abstract concept (Culture). I will deepen this lesson
plan by adding a writing piece to accompany the visual art.”
4th grade Teacher: I learned that art/music/drama can be combined, they are
not separate entities. Some of my more reluctant learners were more
engaged. I peaked their interest when we integrated writing, classical music
and Reader’s Theater “.
5th grade Teacher: “My goal was to use math and music integration to teach
fractions. My students scored higher than usual when I assessed their
learning. They were more excited about learning”.
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PUPPETRY
Kindergarten Teacher: “I integrated math with puppetry. My students used
puppets to create addition and subtraction stories. I learned that my
students enjoyed talking through the puppets”.
Kindergarten Teacher: “We used puppets to reinforce a math skill. As a
result, my students scored higher than before when reassessed”.
Kindergarten Teacher: “My students created puppets and acted out stories.
They used vocabulary in songs and stories. The use of puppetry helped my
students visualize concepts so that they understood them better”.
Kindergarten Teacher: “We integrated visual arts, reading, science and
theatre while practicing sequencing and learning the parts of a flower. The
students retold the story with the use of puppets and sang a song with the
parts of the flower. The kids enjoyed it, and by using the puppets
remembered more details of the story. I observed that my kids were more
enthusiastic and more engaged in the activity”.
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CREATIVE WRITING
5th grade Teacher: “We integrated creative writing with science, and the
students enjoyed it. Students avoid boring writing, when they have no
motivation they just finish the assignment. When students find the purpose
for writing they extend their vocabulary to an imaginary level”.
Art Teacher K-5 “The students used their imaginations to creatively express
the 5 dancing figures in a painting by Keith Haring. The students also
sketched the figures below the writing assignment. My students learned to
try new things and to use their imaginations to make learning fun. I saw a
lot of brainstorming and creativity. I feel like the students inspired me to
create more lessons that involve art and writing”.
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KABUKI
5th grade Teacher: “The kids and teachers were the least excited about the
week of Kabuki Theatre. The students did not know what to expect, and the
teachers didn’t see how the program might tie into their curriculum. By the
end of the week which culminated in a performance, we all enjoyed the
program and the integrated learning extensions, which integrated math,
science and writing by asking the students to draw and measure Kabuki
dragons, or fans in inches and centimeters”
5th grade Teacher: “They learned more history and geography through the
arts and Kabuki. I learned that the students are very creative and love to
write. I learned that I teach better when I incorporate the arts in my lesson”.
5th grade Student: “I really enjoyed the Kabuki theater program. Once we
started wearing the costumes and rehearsed with the fans, I really felt like I
was in Japan. It was a great experience to actually do Japanese art. I hope I
can do this again someday”.
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