Education and Human Sciences, College of (CEHS)
Date of this Version
4-15-2006
Abstract
This study focused on integrating art and literacy in elementary classrooms, grades 2-4, to benefit students’ writing, language, visual art production and art appreciation. The curriculum linked explicitly art making and writing. Implementation in year one with newly trained teachers impacted student achievement positively. Self created pictures drawn before writing enhanced the quality of writing by presenting a physical reality and complex texturing not available to students otherwise. Both writing quality and quantity grew as compared with controls and the school district as a whole. Student artistic observation also improved but still reflected a generally low level. Achievement gains transferred into gains in standardized tests of language and reading.
Comments
Published originally in the Journal of Art and Learning