Implementing Arts for Academic Achievement: The Impact of Mental Models, Professional Community and Interdisciplinary Teaming

Abstract

The following paper explores the impact of several factors on the implementation of the Annenberg-funded Arts for Academic Achievement program in the Minneapolis Public Schools. using survey data collected from elementary teachers in spring 2001. This program sought to increase the integration of theatre, music, visual arts, and other art forms into core curriculum as a means of increasing overall academic achievement. Specifically, we examine the contributions of two important sociological concepts related to teaching practice: mental models and professional community, along with the specific teaching strategy of interdisciplinary teaming as employed in the program.