Through the eyes of art: uncovering promising practices in arts-themed learning in California charter elementary schools

Unrestricted The purpose of this study was to explore how promising practices in arts-themed learning (ATL) were utilized to increase student performance. A case study was conducted at two California charter elementary schools. This qualitative study was primarily descriptive and included interviews with charter personnel, a review of archival documents, and observations of ATL activities at school sites. The research questions guiding this study included: What are the promising practices in ATL that high-performing charter schools use to improve student performance? How are resources used to successfully implement the promising practices in ATL? What challenges have charter schools faced in implementing the promising practices in ATL? What evidence exists to show that promising practices in ATL have resulted in positive educational and social-emotional outcomes?; The study uncovered common benefits, issues, and concerns associated with the implementation and maintenance of ATL programs. Benefits included increased self-esteem and self-confidence and greater student interest in school. Students also exhibited enhanced problem-solving skills in both social and academic areas. Some challenges that were encountered pertained to providing ongoing funding for the arts programs and finding adequate locations to host arts events. A key component to successful ATL implementation was community involvement in the forms of donations of materials, assistance in fundraising events, and expertise in the arts.; Such commonalities should inform practitioners and policymakers about the essential components of ATL implementation, research, and future steps. Implications are that schools seeking successful ATL programs should form alliances with the surrounding communities and utilize available community resources and support. ATL schools should also approach the arts as a core subject, teaching the disciplines separately as well as integrating them in all academic subject areas. Staff should have discussions about, exposure to, and training in various artsforms. District leaders should actively support alternative methods of arts and academic assessment, such as portfolios, rubrics, and student-led conferences. Finally, the information disseminated MMACCS compendium should inspire educators to implement ATL as a means of improving student performance.