Center for Applied Research and Educational Improvement
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
§ Residency Model
§ Elaborated Residency Model
§ Capacity Building Model
§ Co-Teaching Model
§ Concepts Across the Curriculum Model
Freeman, Carol; Seashore, Karen; Werner, Linnette.
Models of Implementing Arts for Academic Achievement: Challenging Contemporary Classroom Practice.
Center for Applied Research and Educational Improvement.
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West, Deborah E.; Stefan, Heinz G. (St. Anthony Falls Laboratory, 1998-12)
This report Covers development of a model called MINLAKE98, which combines
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Factor analysis of data that conform to the unfolding
model often results in an extra factor. This artificial
extra factor is particularly important when data that
conform to a bipolar unidimensional unfolding scale