Philadelphia Arts in Education Partnership (MS Word)
Grantee Name: Philadelphia Arts in Education Partnership
Grantee Project Name: Arts Link: Building Mathematics and Science Competencies through an Arts Integration Model
Contact Person: Pearl Schaeffer
Telephone: (215) 717-6596
Email: PSCHAEFFER@UARTS.EDU
Total Four Year Funding: $1,100,000.00
Number of Schools Served: 4
Number of Students Served: 3,600
The Philadelphia Arts in Education Partnership (PAEP) in partnership with The School District of Philadelphia (SDP) proposes to implement a replicable arts-integrated program that will honor state standards in the arts and improve the mathematics, science, and content area reading skills of grade 2, 3, 4, and 5 student populations in a major urban school district with high poverty and low student achievement levels.
Designed as a quasi-experimental research project, this four-year program will engage students at four schools in arts-based learning collaborations integrating the arts into the core mathematics and science curricula. Grade-level collaborations will be facilitated by teaching/learning teams comprised of participating classroom teachers, the school visual art specialist, and a master teaching artist in residence for 8 months during the school year. This teaching/learning team will address critical grade-level mathematics, science, and literacy across content area goals defined by the District’s core curriculum, establish an arts-integrated program infrastructure, and develop scope and sequence curricula for classroom implementation. Ongoing professional development and program evaluation will build teacher capacity over time and help insure sustainability of the program model beyond the initial grant period.
This program will document for dissemination a model for arts-based teaching and learning collaborations integrating the arts into the core mathematics and science curricula and will provide teachers, working under the guidance of the school art specialist and a master teaching artist, with a greater variety of teaching and learning strategies specifically focused on differentiated instructional models to enhance the learning of underachieving students. A scientifically-based research methodology will examine impact of these teaching and learning models on: strengthening students’ arts, mathematics, and science competencies, improving students’ standardized test scores, pro-social behavior, and attitudes toward school; and enhancing teacher pedagogy. The proposed program will be placed in four (4) elementary schools, randomly selected.
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