Teaching History through Theater: The Effects of Arts Integration on Students' Knowledge and Attitudes
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| Title: | Teaching History through Theater: The Effects of Arts Integration on Students' Knowledge and Attitudes |
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| Language: | English |
| Authors: | Kisida, Brian, Goodwin, Laura, Bowen, Daniel H. |
| Source: | AERA Open. Jan-Mar 2020 6(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades |
| Descriptors: | History Instruction, Theater Arts, Teaching Methods, Program Effectiveness, Partnerships in Education, Educational Opportunities, Program Evaluation, Organizations (Groups), Student Attitudes, Empathy, Student Interests, Interdisciplinary Approach, Knowledge Level, Educational Policy, Policy Analysis, Comparative Analysis, Learning Processes, Art, Multiple Choice Tests, Outcomes of Education, Elementary School Students, Social Studies, Grade 3, Grade 4 |
| Geographic Terms: | Arkansas |
| ISSN: | 2332-8584 |
| Abstract: | Faced with accountability pressures and limited resources, education policymakers make difficult choices regarding school curricula. In recent years, studies have documented a decreased emphasis in arts and humanities instruction. One potential way for schools to fill this gap includes partnering with arts and cultural organizations to provide arts learning opportunities through arts integration, yet there is limited evidence on the effectiveness of such programs. We examine one such partnership by evaluating the efficacy of a program that infuses history content with theater. By randomly assigning school groups to participate in this program, we are able to draw causal conclusions about its effects. We find that students demonstrate increases in historical content knowledge, enthusiasm for learning about history, historical empathy, and interest in the performing arts as a result of this program. These findings suggest that there are valuable educational benefits from arts-integrated learning opportunities provided through school partnerships with arts organizations. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1248517 |
| Database: | ERIC |
| Abstract: | Faced with accountability pressures and limited resources, education policymakers make difficult choices regarding school curricula. In recent years, studies have documented a decreased emphasis in arts and humanities instruction. One potential way for schools to fill this gap includes partnering with arts and cultural organizations to provide arts learning opportunities through arts integration, yet there is limited evidence on the effectiveness of such programs. We examine one such partnership by evaluating the efficacy of a program that infuses history content with theater. By randomly assigning school groups to participate in this program, we are able to draw causal conclusions about its effects. We find that students demonstrate increases in historical content knowledge, enthusiasm for learning about history, historical empathy, and interest in the performing arts as a result of this program. These findings suggest that there are valuable educational benefits from arts-integrated learning opportunities provided through school partnerships with arts organizations. |
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| ISSN: | 2332-8584 |
