Arts Learning

This arts integration project succeeded in increasing the quality, quantity and types of arts learning opportunities in Central Minnesota classrooms and increased the number of fourth grade student participants in theater arts. For many students this was there first time acting in front of an audience. Our methods included the number of students participating (through daily attendance) and a count of audience members at the performance; we also utilized a consulting company to create a program matrix and conduct pre-surveys, post-surveys and principal interviews. Two focus groups of students were also conducted. In order to deliver sequential, in-depth theatre arts lessons, the teaching artist spent one hour per day four days per week over a three week period in each classroom with the arts learners. The artist also had a four-hour pre-planning meeting and a four-hour evaluation session, as well as two-hour weekly consultation discussions, with each teacher (individually and in groups). The most effective strategy is utilizing our history of successful collaborations with the school district, teachers and administrators. Building upon this successful 15 year history allowed this program to be conducted during the school day; we are the only local arts group allowed this opportunity. As teaching to the test" is a large part of current daily work-- allowing a three-week residency into the schedule is an obstacle for many educators. The value and results of this arts residency proved the time was well spent and great learning was happening in the arts for fourth graders. 2: The barrier of cost was identified and eliminated as there was no cost to the participants. Transportation was eliminated as the teaching artist provided the arts learning at the student's school. The teaching artist helped students and teachers gain an appreciation of the arts by creating fun and engaging activities that promote arts learning and self confidence. We utilized a consulting company to create a program matrix and conduct pre-surveys, post-surveys and principal interviews. Two focus groups were also conducted with fourth grade students. The barrier of cost was identified as three of the seven participating schools have student populations with 50% or greater qualifying for free or reduced-priced meals. Educators have identified that high quality arts experiences that can happen IN the schools have great value. The students also attended a GREAT Theatre production off site (with a no-cost ticket) as having a chance for students to experience art in the community is also a great learning tool. Again, the strategies used include an engaging artists, quality curriculum/artists plan, financial resources to keep costs down and effective evaluation to improve the program. All these strategies happened with our arts residency."