A Case Study
A K-5 Elementary School
Background
We worked with a K-5 school in the Title 1 School District in Southern Connecticut. This K-5 school typically scores in the top quartile of district elementary schools on standardized testing measures. We began working with the school and the teachers in transforming how they approach education.
Within three years, they had hired new arts staff, built a beautiful dance studio, upgraded the stage and earned the Exemplary School Award by the Arts Schools Network.
But the real power was in the students’ academic achievements. Here is the story.
The Three Year Plan
Year One
Professional Development with K-5 staff on understanding arts integration, through modeling and visiting other schools
Work focused on theory of practice
Hiring of Arts Integration Coach
Year Two
Foundation of 4 Basic Practices (tableaux, walking in space, pantomime, improv)
Focus on building ensemble and creating spaces
Planning transdisciplinary arts integrated units of study for pilot programs
Worked with all arts teachers to create units of study K-5 for all arts forms
Trained teachers on new lesson plan format
Designed new dance studio/sensory room
Year Three
Brought new hires on board with process
Moved teachers to own ability to plan
Applied for district magnet status
Added dance and theatre skills courses
Strengthened visual arts and music integration
Outcomes
The school has always been committed to maintaining a high standard of academic rigor integrated with the five art forms. In order to ensure fidelity, the faculty designed and implemented a program evaluation to determine the effectiveness of integrating theater strategies into language arts content areas.
Each grade level team identified a learning objective and theater strategy. One or two classes taught with a traditional approach, and one or two classes taught with a theater-integrated approach. Their writing pieces were blind scored by colleagues in a different grade level.
The majority of students who received the theater-integrated instruction performed better than their peers. Our kindergarten students, who traditionally have difficulty recalling details, mastered the event sequencing. The first grade teachers felt the retell was too high an expectation at that time of year. Some students provided too much detail instead of simply the beginning, middle, and end.
Teachers continued to use the strategies and refine their practice the rest of the school year. Some opted to replicate the program evaluation varying different factors to ensure their results were accurate. It was a positive experience for all involved.
Kindergarten
Based on the scores, the Theater Integration Approach was significantly more successful than the Traditional approach. Children involved in the Theater Integration were on task and engaged throughout the two day teaching of the story. Simple props and costumes enriched understanding of character traits and the ability to sequence events.
Fourth Grade
Thirty-three fourth grade students completed a writing lesson aligned with the Grade 4 Common Core State Standards. Eighteen students were taught using the traditional approach while using planning, a chart, sharing examples of writing pieces, and introducing the prompt. Fifteen students were taught using an integrated arts approach while students engaged in ensemble, pantomime, and writing. Results indicated a higher rubric score for students taught with the integrated arts approach.
What People Are Saying
“I have worked with Dr. Jennifer Katona for the past five years as a principal at both the elementary and middle school levels. She is a collaborative partner in developing curriculum, improving teacher practice, coaching students, and infusing the arts in the education experience. Her extensive knowledge and experience coupled with her kindness and humor allows the novice practitioner to access the content and the skilled educator to push their boundaries. She is an invaluable partner in any arts initiative. ”
