Since 1999, CAPE has conducted almost two dozen studies with major implications for the field, related to social emotional learning, academic success, and teacher growth. Click in the PDF Download column below to download and explore each of our publications.


Author(s)/Researcher(s) Publication Year Summary PDF Download List
Gail Burnaford, Ph.D., Professor, Florida Atlantic University, and Larry Scripp, Ed.D., Founding Director, Center for Music-in-Education, New England Conservatory 2013 CAPE partnered with Chicago Public Schools to complete the PAIR project, made possible by a Arts Education Model Development and Dissemination Grant from the U.S. Department of Education. This four-year project brought teaching artists together with 4th, 5th, and 6th grade classroom teachers to research the impact of arts integration on students and teacher. The PAIR study demonstrates clear connections between arts integration and improved student test scores, a narrowing of the achievement gap, increased teacher capacity, and the effective assessment measures that go beyond standardized test scores. Click here to learn more about the PAIR project. PAIR Research Summary

PAIR Abridged Report

PAIR Full Report Part 1

PAIR Full Report Part 2

PAIR Full Report Part 3
Larry Scripp, Ed.D., Founding Director, Center for Music-in-Education, New England Conservatory 2007 The DELTA project, made possible by an Arts in Education Model Development and Dissemination Grant from the U. S. Department of Education, consisted of a three-year collaboration between the Chicago Public Schools and CAPE, focusing on the contribution of arts integration to text literacy development in grades 1, 2 and 3. The DELTA study demonstrates how arts learning promotes multiple literacy learning processes that depend more on creative response, imagination, experimentation and aesthetic experience than do methods of learning that emphasize formulaic responses to rule-based literacy instruction. DELTA Full Report
Raymond Kang 2016 Qualities of Expansive Learning in Long-Term Teacher-Artist Partnerships Artist-Researcher Partnerships Report, 2015-16
Laura Tan Paradis, CAPE Research Associate 2011 CAPE’s evaluation team applied the ‘Five Indicators of Creative Thinking,’ developed by sister organization CAPE-UK and published in Building a Creative School: A Dynamic Approach to School Development (2007). These indicators represent a set of outcomes for the development of student learning. In order to evaluate their progress in meeting these outcomes, the research and evaluation team developed a survey instrument to assist teachers and teaching artists in self-assessing whether or not these elements are addressed in their classroom. The research team collected this information in order to determine the extent to which student creativity is developed in the Veteran Partnerships. Vets 2011 Full Report
Gail Burnaford, Ph.D., Professor, Florida Atlantic University 2010 In 2009-2010, CAPE program and research staff continued to explore and understand student creativity and teaching practice within Veteran Partnerships’ arts integrated units. During this year program staff made a concerted effort to make explicit the relationship between student behavior and teaching practice by redrafting its assessment tools and focusing on professional development. Vets 2010 Full Report
Erin Preston 2017 An analysis of responses to tension in Collaboration Laboratory partnerships. Collaboration Laboratory Report, 2016-17
Louanne Smolin, Ph.D. 2010 This program evaluation assesses the current state of partnerships within CAPE’s Design Seminar program (now Collaboration Laboratory), with the intention of strengthening these partnerships. This inquiry focuses on contemporary arts practices (CAP) and art making as a key resource for learning in classrooms. This evaluation seeks to better understand the influence that teaching artists have in fostering contemporary arts practices in classrooms and how that can potentially impact the whole school environment. Specifically, CAPE will explore whether and how teaching artists’ and teachers’ content and pedagogical knowledge has changed as a result of their participation in Design Seminar, and the potential implications for the whole school. Design Seminar 2010 Full Report
Susy Watts, Arts Education Researcher 2014 In 2013-2014, research continued in three of the K-8 Chicago Public Schools using the same protocols established in 2011-2013, particularly the Conferring instrument, to include a fuller representation of student achievement in the SCALE programÑstudents responses were collected at the beginning and end of instruction and then compared. Students with sufficient attendance as determined by the 21st Century Community Learning Centers program (21st CCLC) (30+) were counted as regular students. SCALE 2014 Full Report
Susy Watts, Arts Education Researcher 2013 In 2012-2013, CAPE continued with the investigation of Time, Space, and Relationships in our after-school program. We were especially focused on examining a few specific programmatic features first articulated during the 2011-2012 school year: Productive Time, Transformed Space, and Student-Adult Learning Relationships. These features align closely with skills identified by a national organization that advocates for 21st century readiness for every student, in particular: 1) managing projects, 2) producing results, and 3) guiding and leading others (Partnership for 21st Century Skills, 2013). SCALE 2013 Full Report
Gail Burnaford, Ph. D., Professor, Florida Atlantic University, Olga Valesquez, Ph. D, Professor, Florida Atlantic University, Laura Tan 2008 In 2007-2008, CAPE program and research staff investigated the effect of an arts-learning environment in our after-school program on studentsÕ academic, social and emotional development as well as their art making skills in three Chicago elementary schools. SCALE 2012 Full Report
Olga Valesquez, Ph. D, Professor, Florida Atlantic University 2014 The Sound Design Project (SDP) preliminary program evaluation was designed as a small case study. This approach provides an ideal opportunity to see and hear about the impact of this kind of work from teachers and teaching artists. If arts integration is ever to make a profound impact on students, then it is necessary to hear from their teachers—those who are directly charged with increasing and developing students’ knowledge, capacities, and thinking skills. Sound Design 2014 Executive Summary

Sound Design 2014 Full Report
Olga Valesquez, Ph. D, Professor, Florida Atlantic University 2016  This report is the culmination of three years of study on CAPE’s Sound Design Project. Sound Design 2016 Final Report

Gail Burnaford, Ph.D., Professor, Florida Atlantic University 2006 This report is a culmination of three years of study of the impact on effective teaching of educators and artists engaging as partners in action research (inquiry based study of their own practice), in documenting the effects of arts integration on student learning (creating a “culture of evidence”), and in collaborating with other action research teams and with formal researchers to actively investigate qualities of teaching and learning at participating schools (what CAPE calls “layered research”). Executive Summary

Full Report
Karen DeMoss, University of New Mexico; Terry Morris, Consultant 2002 Learning in and with the arts has been linked to increased student achievement, but the means by which the arts may support cognitive growth in students is relatively undocumented. Thirty students across ten classes in veteran teacher-artist partnerships were selected to help explore the processes and outcomes associated with arts-integrated learning units versus learning processes and outcomes in comparable non-arts units. Executive Summary

Full Report
Lynn A. Waldorf, UCLA Graduate School of Education & Information Studies 2001 Through these studies, it becomes increasingly apparent that the participation of well-trained teaching artists is a valuable, and in some cases vital, addition to the general education of youth. The presence and artistic know-how brought to the classroom by these talented, dedicated professionals can, and is, having notable, sustainable influence on whole school improvement through transforming the daily learning experiences of educators and students alike. Full Report
James S. Catterall, UCLA Graduate School of Education & Information Studies; Karen DeMoss, Research Associate 2000 In order to understand how effective arts partnerships are sustained through the years, Researcher James Catterall interviewed a CAPE teacher about the history of the CAPE partnership she helped to lead. Catterall and associate Karen De Moss analyzed this interview and identified patterns of program sustainability that they had observed in other CAPE partnerships. The researchers annotations are featured on the right-hand side of the interview text. Full Report
James S. Catterall, Principal Investigator; Lynn Waldorf, Coordinator and Field Researcher 1999 The purpose of this monograph is to highlight the development of CAPE and its effects through the multiple inquiry lenses trained on the program over its first six years. The story is one of development and learning by school communities, teachers, and artists as they became increasingly and more deeply involved in arts-integrated instruction. It is also a story of increasingly tangible and measurable effects on student learning as the program matured. Summary Evaluation

Gail Burnaford, Ph.D., Professor, Florida Atlantic University 2008 The Journal for Learning Through the Arts sponsored by the Center for Learning through the Arts and Technology at the University of California at Irvine, published this article on the results of the CAPE and Chicago Public Schools “Building Curriculum Community & Leadership through the Arts” project. Article
Gail Burnaford, Arnold Aprill, Cynthia Weiss 2001 Renaissance in the Classroom: Arts Integration and Meaningful Learning is CAPE’s comprehensive textbook guide to Arts Integration. Download an excerpt

Purchase the book
Arnold Aprill 2010 CAPE Founding and Creative Director Arnold Aprill proposes some solutions to healing the false dichotomy between “arts integrated teaching and learning” and “art for arts sake” in this article published by the Teaching Artist Journal, featuring photographs of artworks from CAPE classrooms. Article
Jesl Cruz 2009 A special education teacher with long experience in arts integration talks about how her roots inform her practice and how the arts can shatter myths about special education. Article
Marina Lopez 2006 In her article, CAPE Veteran Partnership art teacher Marina Lopez discusses surprising ways of responding to a contemporary art museum with students. Permission requests for reprinting should be addressed to the publisher of the Teaching Artist Journal, Taylor & Francis Group. Article
Jorge Lucero 2006 In this article by CAPE Veteran Partnership teacher/artist Jorge Lucero, he addresses the emerging identity of the artist as teacher. Permission requests for reprinting should be addressed to the publisher of the Journal, , Taylor & Francis Group. Article

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