Action Research in Arts Education

Action Research in Arts Education

Scholarly Paper

Action Research in Arts Education: Integrating Literacy and theArts

EDU 981 – Action Research

Laverne E. Mickens

American International College

Doctoral Education Program

Spring 2012: Semester 4

Dr. Judith Klimkiewicz : First Core

Dr. Linda Denault : Second Core


Introduction

The last two decades have seen an almost unrelenting

decline in the influence that the arts

have played in the experience of most American public school

students (Parsons, 2005). Drawing, painting, sculpture, music

and drama have all been minimized at both the elementary and

secondary levels, in large part, due to an increased focus on

academic performance testing (Parsons, 2005). In fact, this

shift has been accelerated since the No Child Left Behind Act was

put into effect in 2001 across the United States. Of course,

throughout the history of education, there has always existed a

tension as to what subject areas should be cut and what should

remain (Eisner, 2002). Driving this tension have been budget

constraints, time limitations and, most importantly, societal

values (Eisner, 2002). At the present moment in our history,

these values have included a loss of faith in anything beyond the

material. If it cannot be counted or seen to have concrete value


for students’ future careers, it is perceived as a waste of time.

To reinforce this belief, a series of “high stakes” standardized

testing has been implemented (Efland, 2002). It comes as no

surprise, then, that the subjects who prosper under these

conditions are the ones who lend themselves to this quantitative

yoke: literacy, mathematics and science (Parsons, 2005).

What about the Arts? Where do they fit into this present

curricular vision? Art is often

considered (by administrators, parents, politicians, even by

teachers of other subjects) a soft

subject where little thinking is required (Eisner, 2002). Many

continue to believe that art is dominantly a matter of feeling,

intuition, talent, or creativity, all understood as not including

what we normally call thinking; hence, art still has a weak place

in the curriculum (Parsons, 2005). This is amply supported by the

research done by the two distinct and important authors: A.D.

Efland (2002) and Elliot Eisner (2002). Using the historical

approach in his book Art and


Cognition: Integrating the Visual Arts in the Curriculum, Efland (2002) traces

the evolution of the Western psyche as it comes to the conclusion

that the arts are academically unchallenging,

and should be used solely for entertainment. Arguing in much

the same vein, Eisner’s book

The Arts and the Creation of Mind, found that this mentality has landed

the arts at the edge,

rather than at the center, of education. Both authors conclude

that this has done a lot to rob

children of meeting their full potential beyond the rote

memorization and mechanical

calculations needed for accountability (Efland & Eisner, 2002).

The main detriment to the Arts, in this materialistic era,

is its inability or stubborn

unwillingness to submit to the general homogenization that other

disciplines are ready to

subject themselves (Parsons, 2005). If every child in one class

paints a different picture (and all

look nothing like what the teacher suggested) does it affect the

class average? Must all students


react the same way to a musical composition? Should all dramatic

arts students mimic Sir Lawrence Olivier? Most competent

teachers would answer “absolutely not!” Instead, they would

argue that the study and practice of any art-form is an intensely

personal experience that cannot be generalized (Eisner, 2002).

This should not diminish the experience of any student and the

role of the Arts in the curriculum. However, lack of hard-core

evidence does diminish the Arts (at least in the eyes of those in

power) (Parsons, 2005).

Next to home economics (another subject on the chopping

block), the Arts are the most

expensive programs to run (Parsons, 2005). This I know from my

own personal experience as an Arts educator. Musical

instruments, painting equipment, kilns, and studio theatres are

costly propositions. “Where’s the return on this investment?”

school officials may well ask themselves. To a society

that has little trust in anything, therefore, it is no wonder art

shows, high-school productions and bands have to constantly fund-

raise and prove themselves (Parsons, 2005). Perhaps it is time


for the Arts to stop asking a faithless society to believe in the

goodness of what they’re doing and show, in concrete terms, the

goodness being done (Efland, 2002). Here is where a stand-off

exists between the two sides. The general population has largely

ceased to rely on Arts teachers to act without accountability,

while Arts teachers will not subject themselves to standardized,

large-scale research or evaluation to simply pander to the

general population (Eisner, 2002). Perhaps, it is at this stage

that action research may be the best way to bridge this gap

(Parsons, 2005). If done carefully, with quality and rigor, it

will give Arts researchers the ability to show the beneficial

results of an Arts education, and do it on their own,

individualized terms (Parsons, 2005). At the same time, it is

hoped that with a critical mass of studies done by Arts

researchers in many situations, a growing case can be made for

the importance of the Arts within the curriculum, and its

presence can once again be restored within the school timetable

(Eisner, 2002).

The arts have shaped me into a life-long learner. My various

experiences in the processes and


structures, materials and methods of the arts have served as

models of what educational

aspiration and practice might be at its very best. It was neither

the getting of an education

(everyone gets that), nor the tutelage of educators (everyone has

those) that have made me what I

am today, but rather my pursuit of a particular rigor of

education. My own pursuit has taken its

distinct trajectory through a landscape of the arts: from

unschooled discoveries, to curriculum-

imposed projects, to the freedom to say what I choose to whatever

medium I choose.

Statement of the Problem

The Springfield Public School system in Springfield,

Massachusetts is the second largest district in the Commonwealth

of Massachusetts. This is an inner city, urban school district

that deals with issues of crime, poverty, teen pregnancy and

alarmingly high dropout rates. Within this district there are 45

schools, 25,567 students, 25.8% Special Education students, 27.4%

English Language Learners (ELL), 14.1% Limited English Proficient


students (LEP), and 84.2% who receive Free/Reduced Lunch.

Seventy-five percent of Springfield’s children cannot read

proficiently by the end of the third grade, according to the 2011

Reading MCAS. (Mass DESE 2011). The district has a Composite

Performance Index level of 70.5% in English Language Arts, and a

Proficiency level of 40% in English Language Arts (Mass DESE

2011). The performance of English language learners and students

with disabilities is of particular concern: 79% of limited

English proficient students and 83% of students with disabilities

scored below proficient on the third grade Reading MCAS for 2011

(Mass DESE 2011). 64% of third graders scored below proficiency

on the Reading MCAS in 2011. 68% of low-income third graders and

41% of non-low income third graders scored below proficient on

the Reading MCAS in 2011. 71% of Hispanic, 61% of African-

American, 47% of Caucasian and 47% of Asian third graders scored

below proficient on the Reading MCAS in 2011. Children have a

difficult time overcoming these early deficiencies. On third and

fourth grade literacy assessments, there are persistent

achievement gaps among low and higher income students and

White/Asian students and Hispanic/African American students. By


the third grade, the achievement gap between low-income and high-

income students in Springfield is 27 percentage points as

measured by those scoring proficient or above on the Reading MCAS

in 2011 (Mass DESE 2011).

The Rebecca M. Johnson elementary school is a performing

arts magnet school serving 845 students in grades Pre-K to 5. It

was constructed in 1993 to honor the memory of Ms. Rebecca Mae

Johnson. Ms. Johnson was the first female administrator of color

in the Commonwealth of Massachusetts. Johnson started out as a K-

8 school, serving nearly 900 students in the district. However,

this model was deemed unsuccessful, and was restructured as a

Pre-K to 5 school in 1999. In 2004, Johnson became a magnet

school with an arts theme, receiving federal magnet funds to aid

in student achievement. Johnson school has a very diverse

population, comprised of 60% Hispanics, 30% Blacks, 6% Whites and

3.6 Asian/Pacific Islanders. There are 26.9% English language

learners, 17.9% Limited English Proficiency learners and 23%

Special Education students. 92% of Johnson students are low

income and 90% of students qualify for free or reduced lunch.

Johnson is a Level 3 school that is currently in Corrective


Action for English Language Arts in accordance with No Child Left

Behind. From 2000 to 2006, Johnson made adequate yearly progress,

however, under new administration, from 2007 to 2011, AYP was not

met and student scores decreased significantly. MCAS scores in

ELA indicated the need for new innovative ways to teach our

students. Students at or above proficiency on the ELA MCAS in

2010 were 34% for Grade 3, 19% for Grade 4 and 36% for Grade 5.

In 2011 there were slight gains made: 45% for Grade 3, 21% for

Grade 4 and 47% for Grade 5. New goals and a new focus were

strategized and implemented by school leadership. The visual and

performing arts teachers were recruited to assist in strategies

that would help student growth and student achievement. In 2009,

Arts educators became part of the solution for a very drastic

situation. The new goal and focus of Johnson school would be

reading and comprehension. Student performance and achievement in

English, grammar, reading and writing had to increase

dramatically. The Arts team would play a very significant role

in achieving this goal.

The Research Model


Action research is a process in which participants examine

their own educational practice systematically and carefully,

using the techniques of research (McNiff, 2006). It is based on

the following assumptions: teachers and principals work best on

problems they have identified for themselves; teachers and

principals become more effective when encouraged to examine and

assess their own work and then consider ways of working

differently, teachers and principals help each other by working

collaboratively; working with colleagues helps teachers and

principals in their professional development (Watts, 1985.)

Although there are many types of research that may be undertaken,

action research specifically refers to a disciplined inquiry done

by a teacher with the intent that the research will inform and

change his or her practices in the future (McNiff, 2006). This

research is carried out within the context of the teacher’s

environment—that is, with the students and at the school in which

the teacher works—on questions that deal with educational matters

at hand (McNiff, 2006).

The plan would be to understand, investigate and implement

the methodology behind arts integration within the English


Language Arts block for 3rd graders. The goal is to understand

how to develop and create an effective arts literacy program and

curriculum for striving learners. Another part of the goal would

be to fine tune ELA instructional practices, determine if active

and engaged students can perform better through arts infused

integration, investigate how theater, music, visual art and dance

increase literacy, and document how students’ total physical

involvement serves to increase learning. The research would

serve to answer the following:

1. Does an arts integrated reading curriculum affect reading comprehension and attitudes towards reading?

2. Do the arts help children to analyze, think critically and become better writers?

3. Is there a link between arts education and student achievement in ELA?

4. Is the effect compounded over time?

The action research plan for arts integration within the 3rd

grade ELA block would consist of:

Investigators – the investigators would be the art educators who

would be utilized to identify the problems within the ELA block


and study them within the school setting. They will collaborate

with the classroom teachers to study themselves, the students and

others.

Purpose – the purpose of the study is to identify the problem;

the problem is the decrease in ELA scores and achievement and the

decrease in reading comprehension and mechanics.

Audience – the study’s audience would be other teachers,

administrators, students, parents and the entire school

community.

Participants – the participants in the study would be the 3rd

grade students, the art educators, and the classroom teachers.

Data Collected – the data being collected would be observations,

spelling inventories, Fountas and Pinnell reading scores,

district benchmark assessments, unit exams, student work,

journals, surveys and MCAS exam scores.

Ways the research advances knowledge – the results of this action

research project will inform practice, sharpen methods, improve

teaching and drive instruction. Through this action research


project, educators will reflect and act, continually improving

their practice. The arts team will create active, engaged

learners who thrive and excel in arts integrated classrooms.

Implementation of Action Research Project

At Johnson school, there are approximately 125 3rd grade

students. These students are divided into 5 classrooms with 25

students each. There are 5 classroom teachers, 2 Special

Education teachers, 2 ELL teachers and 2 ELA Instructional Team

Leaders. There is also a separate SEBS classroom (social,

emotional, behavioral setting) where 5 students receive

instruction. The ELL and SPED teachers go to each classroom and

pull their students out each morning for individualized

instruction. The ELA team leaders do the same. That leaves

approximately 20 students in each classroom. Within the

building, there are 5 arts educators (visual art, graphic art,

dance, drama and music), 2 physical educators, 1 computer

specialist and 1 science resource specialist. For this project,

every arts educator will be placed within a 3rd grade classroom.

The art educator is responsible for assisting the classroom


teacher during the ELA block every morning from 9:30 to 11:00 am.

They assist with reading, writing, grammar, comprehension and

mechanics. For part of that 90 minute block, the art educator is

responsible for crafting and creating a lesson that is centered

on their particular discipline. Then, in the afternoon, the

literacy lesson continues within the artist’s block of time with

the students. Every art educator has a 45 minute block of time

with the 3rd grade classes. They see a different group of

students every day. The visual and performing arts educator is

able to infuse art within the literacy block in the morning, and

then they are able to infuse literacy and language arts within

their own art classrooms in the afternoon.

Beginning in 2009, arts educators at Johnson school were

responsible for assisting 3rd grade teachers within the classroom

during the ELA instructional block from 9:30 to 11:00 am. During

that time, student attendance has increased from 89.4% to 92.8%,

and truancy is down to 5.1%. Teacher attendance has also

increased from 93% to 95.5%.


The percentage of students “at or above” proficient on the

3rd grade MCAS rose from 34% in 2010 to 45% in 2011. The CPI for

3rd grade students also rose from 75% in 2010 to 81% in 2011.

The data for this year’s 3rd grade class looks promising as well.

Students have had 3 district assessments for ELA this year: in

October, December and February. According to the diagnostic

benchmarks and student assessment reports, the 3rd grade team has

seen gains and growth “at or above” proficient in ELA on each

exam. Students have also scored well on their weekly “Test Out

Thursday” practice exam, preparing for the ELA MCAS. 80% of 3rd

graders continue to score in the “Tier 4” range, which is 76-

100%, and several students have moved from “Tier 3” (51-75%) to

“Tier 4”.

The 3rd grade team meets weekly to share best practices,

analyze data and formulate strategies that will improve

instruction and student achievement. Their data and meeting notes

are then shared with the arts education team. The arts team also

meets weekly to share student data and best practices in ELA,

literacy and comprehension.


Methods for arts integration and achieving student growth

The visual and performing arts team has collaboratively

created several methods and strategies for successful arts

integration and student growth and achievement;

Review MCAS ELA data from 2009, 2010 and 2011

Review testing data from the district in ELA

Attend weekly leadership meetings

Attend weekly arts meeting

Share data with 3rd grade teaching team

Analyze spelling inventories, F&P scores and DBA scores

Review and track student work

Create small groups within the classroom

Design art, music, dance and drama lessons around ELA lesson

Track students achievement and form groups based on ability

Meet with ELA instructional leaders

Observe 3rd grade teachers and students

Design skits and dramatic readings centered around rich text

Have students create skits and plays centered around their

favorite books


Create group movement to words and vocabulary in stories and

poems

Choose poetic text containing recurring sections or refrains

Have students work in small groups to create different

movements for each verse of poetry or narration within a

story.

Identify kinesthetic learners, visual learners, auditory

learners and build to their strengths

Elicit and broaden student responses in non-verbal ways

Use dance, drama, art and music to sharpen students’

listening, thinking skills, instruction, pattern, sequence

and coordination with others

Use movement response, pantomime games and body percussion

to sound out words

The arts team discovered that active, engaged students learn

more, come to school more often, are excited about learning and

want to do well. They now become the “pressure” for those

students who may be struggling or brushing off school. The arts

team discovered that when you involve students in their learning,

they take ownership of their own success. They liven up the


classroom. The students become the “actors”; their demeanor,

attitude and behavior all change for the better (McDonald, 2006).

Conclusion

By deemphasizing the education of children in the arts and

humanities, American public schools are no longer adequately

preparing their students to participate in the rich cultural life

that is one of civilization’s greatest achievements (Parsons,

2005). The narrowing of the K–12 curriculum to mathematics,

science, and reading does a disservice to American children

(Parsons, 2005).

Through movement and specific focus on letters and words,

students can become proficient users of language (McDonald,

2006). Movement is one of the many ways children can learn.

Kinesthetic learning activities can serve to connect a child’s

natural way of learning to important cognitive insights about the

learning at hand (McDonald, 2006). Total physical involvement

can serve to increase learning and participation in significant

and memorable ways. To move is to learn. Theater and drama can

extend a student’s reading skill (McDonald, 2006). Whether they


are performing, writing a skit, doing improv or listening to

their peers perform. Drama enables students to express their

feelings, communicate thought, solve problems and explore their

creativity (McDonald, 2006). Theater can give a classroom of

students a sense of community. They will appreciate themselves

and each other. Visual art helps students develop literacy

skills in significant ways (Parsons, 2005). Students are given

specialized vocabulary in art, they are given the chance to

“critique” one another’s artwork and many times math and science

are connected to the art lessons (McDonald, 2006). Concepts

include symmetry, congruence, line, contour and color allow

students to observe and think critically. Musical activity can

readily address early literacy development (McDonald, 2006).

Musical activities also provide opportunities to increase reading

fluency (McDonald, 2006). When readers engage with text, they

must use a number of systems to make meaning of the print

(Parsons, 2005). Students can practice literacy skills by reading

the lyrics and using their oral skills by singing songs

(McDonald, 2006).


An arts integrated reading program does improve

comprehension on many levels for most students, particularly

those that struggle with traditional methods of teaching

(Parsons, 2005). The key to this improvement is student

engagement and the fact that the arts use many different learning

modalities (McDonald, 2006). In order to be successful, teachers

must be skilled in their use of standards based arts lessons that

are carefully adapted to fit into a reading curriculum (McDonald,

2006). Professional development in arts integration and

assistance from trained artist mentors are crucial components to

success. Once a teacher discovers the power of teaching through

the arts, they are “hooked” and will continue to use this amazing

tool to reach all learners in the classroom (Parsons, 2005).

The time has come to make known the natural links between

instructional goals, school wide focus and classroom arts

integration in literacy development. Children learn as they

read, write, comprehend and express themselves through artistic

activities. Arts integration can provide highly active and

deeply engaging learning experiences. Let us connect what we


already do (and must continue to do) toward furthering the

development and education of the whole child.

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Action Research in Arts Education

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