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)||Title||Publication Year||Description||Area of Focus||Key Results||PDF Download or Link List|
|Larry Scripp, Ed.D.||Developing Early Literacies through the Arts (DELTA)||2007||1st-3rd grade classrooms in three Chicago Public Schools, involving teacher-artist partnerships and teacher professional development.||The study explores the impact of arts integration on teacher capacity and student achievement in early childhood literacy measures, as well as arts teaching and learning.||In this study CAPE developed a student performance assessment interview protocol that was implemented and further developed in subsequent CAPE studies including PAIR, IBTAP, PDP, and ATLAS.||DELTA Full Report|
|Laura Tan Paradis||Measuring the Seen and Unseen: How the Veteran Units Foster Student Creativity||2011||Case-study approach to measuring teacher and student impact of arts integrated projects in varied grade levels.||The study examines the relationship between CAPE professional development methods and classroom practices across multiple long-term teacher-artist partnerships.||Creative practices in CAPE classrooms has direct links to CAPE professional development methods and has specific characteristics across classrooms including: inquiry-based practices allow for projects to unfold in unplanned/unexpected ways; and, curriculum in localized at each school site driven by both educators and students.||Measuring the Seen and Unseen: How the Veteran Units Foster Student Creativity|
|Gail Burnaford, Ph.D., and Larry Scripp, Ed.D.,||Partnerships in Arts Intergration Research (PAIR)||2013||4th-6th grade classrooms in six Chicago Public Schools, involving teacher-artist partnerships and teacher professional development.||The study explores the impact of arts integration on teacher capacity and student achievement in the content areas of Language Arts, Math and Social Studies, as well as arts teaching and learning.||High correlations were found between teacher professional development outcomes and student academic outcomes, including an acceleration of closing the achievement gap between low, average, and high performing students.||PAIR Research Summary
Embracing the Burden of Proof (external link to published article)
PAIR Full Report Part 1
PAIR Full Report Part 2
PAIR Full Report Part 3
|Larry Scripp, Ed.D., and Louanne Smolin, Ph.D.||International Baccalaureate Teaching Arts Program (IBTAP)||2014||6th-8th grade classrooms in six Chicago Public Schools International Baccalaureate Middle Years Program schools, involving teacher-artist partnerships and teacher professional development.||The study explores the impact of IB portfolio and CAPE arts integrated practices in both reading and math student academic achievement as well as metacognitive thinking skills.||High correlations were found between teacher professional development outcomes and student academic outcomes.||IB-TAP 1-Page Summary|
|Larry Scripp, Ed.D., and Louanne Smolin, Ph.D.||Portfolio Design Project (PDP)||2015||4th-6th art and music classrooms as well as 4th-6th grade language arts classrooms in nine Chicago Public Schools, involving teacher-artist partnerships and teacher professional development.||The study explores the impact of portfolio-based arts integration practices on building in-school art and music teacher leadership capacity to improve student achievement in reading and writing, as well as arts teaching and learning.||High correlations were found between teacher professional development outcomes and student academic outcomes. Also, high correlations between quality of student portfolios and student academic achievement were found.||PDP 3-Page Summary|
|Phil Cotton, Jim Duignan, Jorge Lucero, Scott Sikkema||Social Arts Practice Institutions and Imaginaries||2015||Varied educational settings where artists, sometimes working with academic teachers, engaged learners via strategies of what is described or debated as social arts practice.||This interview of three practitioners explores different ways of conceiving art within school settings, and looks at such issues as sites and constructs of learning and community, time, and collaboration.||Art and Design Teacher Phil Cotton describes a trajectory of projects he co-taught with Margy Stover in which students reconceived notions of the classroom, museums and community, and the body.||Social Arts Practice Institutions and Imaginaries (external link)|
|Scott Sikkema||Introducing the Artist/Researcher Model||2016||A history of CAPE’s practice as a progression towards a unifying aesthetic and pedagogical vision and framework.||The article draws from specific classroom projects and CAPE professional development methodologies as well as art and educational theories that highlight key components of CAPE’s work over time.||The article articulates CAPE’s programmatic aesthetic and pedagogical vision in the form of a framework which is inclusive to CAPE students, teachers, artists and staff members: “As an Artist/Researcher, she/he conducts investigations through art and collaboration in order to gain new understandings of the world.”||Introducing the Artist/Researcher Model|
|Olga Vazquez, Ph. D.||Sound Design Project (SDP) An Integrative 3-year Project Involving Sound Teaching Artists, Music Teaching Artists, and Classroom Teachers||2016||An analysis of case studies in music and sound art-based arts integration projects in elementary and high school language arts, math, science and social studies classrooms.||The study employs primarily qualitative data collection methods to explore the intersections of learning in academics, social emotional learning as well as National Standards for Music Education.||Students in the the SDP program demonstrate high levels of engagement and learning in both academic areas as well as National Standards for Music Education typically neglected by traditional music curriculum approaches including: composition and improvisation.||Sound Design 2016 Final Report|
|Raymond Kang||Defining and Developing Social Engagement Practices for Arts- Integration in Public Schools A/R Partners||2017||Employing three analytical frameworks (grounded theory, cultural-historical activity theory, and disciplinary power) this study examines the work of teacher-artist partnerships in three CAPE classrooms case studies.||The study examines the implications of partnership-based arts integration as a mode for resistance to educational trends present in contemporary schooling as well as the potential of such projects to actualize social engagement as described in the CAPE Artist/Researcher model.||The analysis of case studies reveal the potential of arts integration to empower students to implement design-based modes of working as well as the tensions, limits and potentials of transgressing cultural norms of school-based arts integrated projects.||A/RP 2017 Final Report|
|Erin Preston||Collaborative Learning: An Analysis of Responses to Tension in Collaboration Laboratory Partnerships||2017||Case-study approach examining the critical first stage of teacher-artist partnerships in which individuals must make compromise and assertions in order to collaborate with one another.||This study brings conflict within collaboration to the forefront as a force for deep learning, responsive teaching, and resonant art making.||This study found that both partnerships began their vision with relevant contexts for students, and they both challenged themselves to trust students to learn more deeply through experiencing various tensions. In doing so, students’ own autonomy increased.||Collaboration Laboratory Report, 2016-17|
|Mark Diaz, Erin A. Preston, Scott Sikkema, Louanne Smolin, Ph.D., Joseph Spilberg||Digital Media Explorations: How Space and Identity Become Sources of Learning||2019||Varied classrooms from multiple CAPE programs each exploring and attempting the integration of technology with art and academic areas.||This chapter, within the book exploring similar themes, examines past and contemporary theories on space, identity, digital learning, and digital literacy and their connections between practices occurring in CAPE classrooms that integrate technology with arts and academics.||The chapter examines how conceptualizing digital media, space and identity all as material impacts teaching, learning, and the creation and evolution of individual and classroom identity.||Digital Media Explorations: How Space and Identity Become Sources of Learning (external link)|
|Erin A. Preston||Disrupting the Place-ness of Schools: Reconstructing Space Through the Arts||2019||Case study of four CAPE after-school classes at two neighborhood schools.||This studies the ways in which the deconstruction and and reconstruction of school spaces coincides with the construction of student identity and social emotional learning outcomes.||In arts-integrated after school programs, the traditional school spaces are altered to become more open for student creativity and exploration which allows for students to grow in terms of self-confidence, agency, gain a heightened sense of self-awareness.||Disrupting the Place-ness of Schools: Reconstructing Space Through the Arts|
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