Author(s): Malan, Danielle
Date of Publication: Jun 01, 2016

A two-year case study documentign the effectiveness of bilingual arts-integration was conducted in under-served schools in three counties in Oregon. The purpose of this study was to evaluate the effect of bilingual arts integration on learning, and the positive outcomes for the Latino students it was designed to support.     

Author(s): Cleveland, William
Date of Publication: Jun 01, 2016

In this case study, Bill Cleveland offers an engaging in-depth excavation of the genesis, planning, and implementation of Creative CityMaking, a collaboration between the City of Minneapolis and Intermedia Arts aimed at integrating creative thinking, strategies, and processes into the operations of city departments. Detailed stories of the five collaborative projects at the heart of Creative CityMaking along with outcomes and learning from the first phase provide an illuminating and instructive look at how collaboration between artists and municipal government can achieve

Author(s): Head, Al
Date of Publication: Feb 01, 2016

This report outlines the state of Alabama's efforts to bolster support and advoacy for Arts Education through the establishment of an Arts Education Leadership Team. The task force also looked at several data points and cultural climate indicators. 

Author(s): Arts Alliance Illinois
Date of Publication: Feb 01, 2016

After more than a year of statewide outreach and consensus building, the Illinois Arts Learning Standards Initiative has developed comprehensive recommendations for updating the state’s arts learning standards to reflect best practices. This report summarizes the process and presents the recommended standards. It also outlines practical strategies for implementing the standards successfully.

Author(s): Smiland, Bob
Date of Publication: Jan 01, 2016

Situated at the crossroads of LA’s Skid Row and the burgeoning downtown Arts District, Inner-City Arts is well-positioned to produce greater educational equity for our students and opportunities for them to participate in the region’s growing creative economy. This study looks at the data showing how our work has an impact on the students in Los Angeles.

Author(s): Oklahoma Arts Council
Date of Publication: Jan 01, 2016

This 4-page summary share finding from the Oklahoma Arts Council (OAC) statewide survey focused on arts education.

Author(s): Joan Mitchell Foundation
Date of Publication: Jan 01, 2016

The Joan Mitchell Foundation is committed to education, providing direct arts education programming to grades K-12 and young adults, the Foundation will spend 2016-2018 focusing on research and piloting innovative educational opportunities for the artist community. The NYC Art Program Directory provides information on various arts-based organizations and institutions in New York City that offer programming for young people. These programs are diverse and offer opportunities in visual and performing arts for all ages, and also focus on portfolio and career development. The Foundation does

Author(s): Atairu, Minne and Steinhardt, Eva, editors
Date of Publication: Jul 01, 2015

Following the first ever National Summit for Creative Youth Development, which ran from the 27th to the 29th of March 2014, Americans for the Arts hosted a Blog Salon centered on the emerging field of Creative Youth Development. The content of this Green Paper is from the September 2014 Creative Youth Development Blog Salon.

Author(s): Stoelinga, Sara Ray
Date of Publication: Jan 01, 2015

In 2014, the Turnaround Arts initiative completed an evaluation report covering two years of program implementation. The final report provides a description and analysis of program impacts in the pilot cohort of 8 Turnaround Arts schools by the end of their second year.

Author(s): Ingenuity
Date of Publication: Jan 01, 2015

The 2012 CPS Arts Education Plan elevated the arts to a core subject and articulates that a quality arts education must include instruction in every art form—visual art, music, dance, and theatre—that is ongoing and sequential. Additionally, this instruction is delivered in the following ways—by credentialed arts instructors teaching discipline specific classes, by non-arts credentialed instructors authentically integrating the arts with other content areas, and by community arts partners connecting students to professional works of art and practices both in school and in