Improving Teacher Quality
ArtsCore K-2: The Teaching Artist ProjectGrant Number: 07-400 Grant Award: $858,219 Duration of Project: Monday, October 01, 2007 - Friday, September 30, 2011 Project Subject Areas: Arts and Literacy Grade Band: K-2
Institutes of Higher Education:
- University of California, Irvine
Local Education Agencies:
- San Diego Unified, San Diego
Number of teachers/principals/highly qualified paraprofessionals participating in the project:180
Goals:Teachers will learn to integrate standards-based instruction in the visual and performing arts into their classroom teaching. This will provide children with visual and performing arts instruction that can become the foundation for expanded learning in the arts in later years.
In addition, visual and performing arts instruction will be integrated with literacy instruction, thus providing additional support for English language learners through enhancing the curricululm with memorable visual images and hands-on demonstrations of arts techniques.
Following the initial year of the program, when teachers will co-teach arts lessons with a Teaching Artist in their own classroom, teachers will be able to provide arts lessons on their own in subsequent years.
Activities:After initial workshops in which teachers are introduced to the California Visual and Performing Arts Content Standards and basic arts techniques (at the appropriate grade level), each teacher will co-teach 27 arts lessons with a Teaching Artist, who will visit classrooms approximately once each week. The arts lessons can be accessed at: http://www.clta.uci.edu/artslessons.html.
Over the course of the program, 15 high-poverty schools will be served. After the initial year of the program, teachers will continue to attend professional development workshops and to receive the support of resource teachers as they begin implementing of the visual and performing arts lessons, without the support of a Teaching Artist co-teaching the lessons in their classroom.
Anticipated Outcomes:Teachers' enhanced knowledge of the visual and performing arts standards, shown on pre-post tests, will enable them to make better use of new arts funding from the state. In addition, this will provide additional support for English language learners by enriching the curriculum with visual images, physical gestures, and memorable rhythms, rhymes and patterns. Such instruction will amplify the learning of children who are not yet fluent in English and therefore struggle with the language-based explanations they encounter in English immersion classrooms. As a result of this accelerated learning, a significant increase in standardized test scores (CELDT, CST, CAT/6) is expected.
Contacts:Project: Doug Grove, Research Director, email@example.com
Institute of Higher Education: Liane Brouillette, Project Director, firstname.lastname@example.org
Institute of Higher Education: Kristen Monroe, Co-Director, email@example.com
Local Education Agency: Karen Childress-Evans, LEA Co-Director, firstname.lastname@example.org