Articles & Papers: (Click on title for abstract and download)
A study of former participants in high and middle school playwriting programs investigated students’ perceptions of their experiences. After 20+ years of partnerships in a wide range of schools, Washington D.C.’s Young Playwrights’ Theater examined how and why playwriting works and for whom. How does the form and process of writing plays motivate students, including some who don’t like to write or struggle in English class? The results offer intriguing insights about the nature of playwriting and the impact of relationships with mentors, peers, and audiences to influence students’ skills, motivation and self-perceptions as writers.
The lack of valid, research-based methods to identify potential artistic talent hampers the inclusion of the arts in programs for the gifted and talented. The Talent Assessment Process in Dance, Music, and Theater (D/M/T TAP) was designed to identify potential performing arts talent in diverse populations, including bilingual and special education students and students who have had no prior formal arts instruction. Research results over 13 years in elementary schools in New York and Ohio provide evidence that creative and artistic potential can be assessed validly and equitably and that such assessments can offer a reliable prediction of success in rigorous arts instruction.
ABSTRACT: A reflection on a career of searching for the roots of artistry in performance, learning and teaching
ABSTRACT: How does acting in a Shakespeare play differ from reading it? What theatrical approaches will be effective in reaching students who have never read a Shakespeare play before? For theater companies working in schools, the answers to these questions are critical to understanding and demonstrating the value of their work as part of the language arts, classics, and drama curricula. Over the last eight years the Shakespeare Theatre Company has studied those basic questions through the development of a new student assessment process to better understand what students are learning through its Text Alive! program. This paper presents the results of the initial testing and research conducted between 2005 and 2008.
ABSTRACT: In recent years the arts have been introduced into many pre-service and in-service professional development programs for general education teachers. At the same time, pressure for immediate test-score improvement and standardization of curriculum has limited the creativity and autonomy of teachers. This study, the qualitative part of a mixed-methods investigation of teachers across the U.S., involved six New York City elementary school teachers who found ways to use the arts in their classrooms on a regular basis despite the pressures they faced. The study investigated the personal characteristics and the factors that supported or constrained arts use in teaching. The results suggest that general creative and artistic attitudes rather than specific skills as a maker of art are key to arts use. A willingness to push boundaries and take risks defined this group of teachers. They recognized obstacles and challenges to arts use, but made choices that helped them maintain a sense of independence and creativity in teaching. The strongest motivation to use the arts use was their awareness of the diversity of learning styles and needs among their students. The teachers articulated a variety of ways in which arts-based professional development experiences encouraged them to bring their creativity into the classroom, expand their teaching repertoire, and find effective ways to incorporate the arts in the academic curriculum.
Introducing a field-tested approach to identify artistic ability and accurately assess student learning.
We report on the results of a new process for identifying potential talent in a diverse population of untrained elementary school students.
Now a chapter in Hybrid Lives of Teaching Artists in Dance and Theatre Arts: A Critical Reader, Edited by Mary Elizabeth Anderson and Doug Risner 2014, Cambria Press
Report from a Jacob Javits Gifted and Talented students grant
A report on a Jacob Javits Gifted and Talented Students grant
A quantitative study of student self-regulation during arts-infused lessons.
ABSTRACT: A follow up study on the D/M/T TAP
A study of general education teachers’ use of the arts in the classroom.
A study of students who had been involved in ArtsConnection’s Young Talent Program
ABSTRACT: A summary of the Artistic Talent Development monograph published in the research compendium Champions of Change.
A brochure and description of the Talent Assessment Process
Abstract Coming Soon