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Browsing by Author "Werner, Linnette"

Now showing 1 - 5 of 5
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    Artist, Teacher, and School Change Through Arts for Academic Achievement: Artists Reflect on Long-Term Partnering as a Means of Achieving Change
    (Center for Applied Research and Educational Improvement, 2002-01) Werner, Linnette
    The purpose of the four-year Arts for Academic Achievement project is to transform teaching and learning through partnerships between schools and artists and arts organizations. The theory of action underlying the initiative is that when teachers and artists collaboratively develop instruction that integrates arts and nonarts disciplines, instruction in nonarts disciplines becomes more effective and student achievement increases. This report is one in a series of reports based on research conducted for the Arts for Academic Achievement project by the Center for Applied Research and Educational Improvement at the University of Minnesota. The purpose of this report is to describe artist perceptions of artist, teacher, and school changes that occurred as a result of long-term artist-teacher partnerships. Data were collected from individual and group interviews with twenty-three artists who had participated in the program for three or four years.
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    Arts for Academic Achievement: Arts Integration - A Vehicle for Changing Teacher Practice
    (Center for Applied Research and Educational Improvement, 2001-04) Werner, Linnette; Freeman, Carol
    Arts integration, a teaching approach that uses concepts integral to both arts and non-arts areas, is increasingly being used to reach disenfranchised learners while at the same time replenishing teachers and changing teacher practice. The purpose of this paper is to present evidence of teacher practice change from research on a large urban school district’s arts integration initiative by addressing the question, “What effect has arts integration had on teacher practice?”
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    Arts for academic achievement: year 1 survey report
    (University of Minnesota. Center for Applied Research and Educational Improvement, 1999-10) Seashore, Karen; Ingram, Debra; Werner, Linnette
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    Changing Student Attitudes Toward Math: Using Dance to Teach Math
    (Center for Applied Research and Educational Improvement, 2001-10) Werner, Linnette
    This paper describes results of a study that sought to answer the question, “How does integrating dance and math in an intense co-teaching model of integration affect student attitudes toward learning math?”. The goal of the dance/math project was to engage students in math in ways that reached students’ multiple intelligences and encouraged students to make complex connections and try new problem solving techniques. The classroom teachers, who designed and implemented the project, hypothesized that students who worked with a dancer once a week to learn math concepts would become more engaged in mathematics and have more successful and positive experiences with mathematics than students who did not work with a dancer.
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    Models of Implementing Arts for Academic Achievement: Challenging Contemporary Classroom Practice
    (Center for Applied Research and Educational Improvement, 2003-01) Freeman, Carol; Seashore, Karen; Werner, Linnette
    The Minneapolis Public Schools’ Challenge Grant from the Annenberg Foundation focused on the arts as a means for overall academic improvement. To accomplish this goal, schools were to increase integration of the arts into the core curriculum and develop strong partnerships with artists and arts organizations. The core of the Arts for Academic Achievement (AAA) project was “bottom up” innovation, with the precise nature of the intervention to be defined by the school and the arts partners working together. Schools were at various levels of experience in working with visiting artists and arts organization partners, and therefore, developed a variety of approaches to implementation. The arts integration models in elementary schools varied by what core curriculum was taught in and through the arts, the number of disciplines (arts and non-arts) involved in the activity, whether the concepts taught during the activity focused on both the arts and non-arts areas, and what roles were played by the classroom teacher and arts partner. The five implementation models we observed are: § Residency Model § Elaborated Residency Model § Capacity Building Model § Co-Teaching Model § Concepts Across the Curriculum Model