Venice Comes to the Center For Creative Education

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Introduction The Center for Creative Education in Palm Beach County provides arts integration programs to K-2 students. The Center structures its school support by pairing teaching artists who partner with regular classroom teachers to deliver the creative arts integration. The … Continued

Integrating Intelligence

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Integrating Intelligence;

Harnessing the Best Practices in Education

Robert A. Southworth, Jr., Ed.D.

I grew up keeping the stats of my favorite basketball team, the 1969 New York Knicks. Willis Reed, Walt Frazier, Dave DeBuschere, Bill Bradley and Dick Barnett had a “best practice” strategy for winning—score more points by passing the ball to the open man (Debusschere, 1970). Fast forward to Coach Scott Davenport, whose well-worn copy of Dave Debusshere’s book, “The Open Man,” is always with him as he yells at his players to pass the ball. Davenport’s Bellarmine Knights—a college basketball team that scores 52.9% of the time—shot better than the Miami Heat and all other professional basketball teams last year.

“The mentality of everyone on the floor is, I may have a good shot, but there’s always a chance to get a better one for someone else,” the junior forward George Suggs said. Bellarmine shoots well because the players take high-percentage shots (Cacciola, 2015).

Hi, my name is Rob Southworth and I am passionate about good teaching and learning. When I was teaching the basic course on School Improvement at Teachers College Columbia University I told my students of the “best practices” to come out of education in America: They included the project method, grouping students, hands-on learning, achieving standards, student-centered learning, problem-solving, performance assessment, accountability, experiential learning, collaborative teaching, multiple intelligences, flipped classrooms and arts-integration. And like the best coaches in basketball today, I want our students to benefit from these best educational practices.

Arts Integration Improves Student Achievement

This paper was just accepted to be presented at AERA in Chicago in April, 2015

Purpose of this Evaluation Report
The purpose of this report is to evaluate an arts integration program in Rochester, NY. The Rochester City School District (RCSD) has won two federal Arts in Education Model Demonstration and Dissemination (AEMDD) grants and this evaluation report covers the third year (2012-2013) of the second grant (2011-2014). The evaluation of the Rochester Arts Impact Study Enhancement (RAISE) is a true experimental design and involves 16,630 K-6 students over four years.

Purpose of AEMDD
The purpose of the Arts In Education Model Demonstration and Dissemination (AEMDD) federal grant is to support the enhancement, expansion, documentation, evaluation, and dissemination of innovative, cohesive models that are based on research and have demonstrated that they effectively: [1] integrate standards-based arts education into the core elementary and middle school curricula; [2] strengthen standards-based arts instruction in these grades; and [3] improve students’ academic performance in ELA and Math, social studies and science, including their skills in creating, performing, and responding to the arts.

Arts Based Education Research

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This is the list posted on the ABER website, A special interest group in the American Education Research Association AERA…and it is very useful! Thank you ABER!

ABER Resources

Please contact us if you know of other resources that can be added to this working list.

WebsitesA/r/tography website:
International Society for Education through Art:

Centre for Arts-informed Research:

Arts Based Educational Research SIG:

The Image and Identity Research Collective:

Collective Impact in Art Education

posted in: Arts, Reform, Resources | 0

On March 20, 2013, John Kania, managing director of a consulting group called “FSG,” presented his research into the uses of “collective impact” by the social sector, followed by a discussion with NEA Director of Arts Education Ayanna Hudson. Both Kania and Hudson then took questions from the public. As defined by FSG, collective impact is the commitment of a group of actors from different sectors to a common agenda for solving a complex social problem. The webinar examined how collective impact can help federal, state, and local leaders move forward in a common direction. – See more at:

Notes of Collective Impact Webinar

I took some notes on the outline of this talk, to get you excited about the language and the importance of these ideas. For example, John mentions five strategies in being successful at collective impact:

common agenda,
shared measurement,
mutually reinforcing activities,
continuous communication,
backbone support organization.
He came up with these by doing research across multiple sectors, not just education, not just art. These ideas are for working cross sector in the arts, education, etc. He talks about a mindset shift that is needed to be successful at large-scale change: For example, thinking that is more adaptive (answer not know, solution is complex) vs. technical problem solving (if there is a problem, there is a solution); There is no silver bullet, but silver buckshot—the outlook is further out…as in incremental success over time. Credibility vs. credit was another idea where your would demonstrate your organization is producing results but you were also sharing the spotlight.