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Engaging students, inspiring teachers and artists, and demonstrating impact through the arts Engaging students, inspiring teachers and artists, and demonstrating impact through the arts Engaging students, inspiring teachers and artists, and demonstrating impact through the arts Engaging students, inspiring teachers and artists, and demonstrating impact through the arts
  • Join Mailing List
  • Donate
  • Learn
    • Arts Integration
    • The Artist/Researcher Model
    • Partnerships
    • Current Partnerships Map
    • Programs
    • Classroom Examples
  • Research
    • Research Overview
    • Researchers
    • Bibliography
    • Partnership for Arts Integration Research (PAIR) Project
  • Impact
    • On Students
    • On Teachers & Schools
    • On Artists
  • Visit
    • Exhibitions and Events
    • Quick RSVP
    • Accessibility
    • Rental
  • Network
    • Board of Directors
    • Staff
    • Teaching Artists
    • Current Partnerships Map
    • Young Audiences Affiliation
  • Connect
    • Join Mailing List
    • Blog
    • Arts In Action Newsletter
    • Social Media
      • Facebook
      • LinkedIn
      • Instagram
      • YouTube
      • X
    • Contact
    • Employment Opportunities
  • Support
    • After School Advocacy
    • Donate
    • Why Support CAPE
    • Financials
      • Reports
      • CAPE Student Data Third Party Affiliate Confidentiality Disclosure
    • Legacy and Planned Giving
    • Donor Tribute Wall
    • Our Supporters

Archives

Tag Archives for: "social studies"
0
By CAPE Staff
In Joseph Spilberg, News, The CAPE Blog
Posted Tuesday, November 4, 2014

Students Pin Their Identity to the Wall and Transform a School

How an installation art project created a dynamic space for a diverse group of students, teachers, and artists to learn together and explore culture and identity

READ MORE

CAPE works toward a future in which students and communities are empowered by the integration of the arts into their lives, in realization of their academic, creative, and personal development.

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