1. Art Engagement in an After-School Setting
Rosio Baez
Ed400 Senior Research
December 13, 2013

2. Existing Research The arts and the learning experience
Encourage self-directed learning
Reaches students not otherwise being reached
Provides new challenges for successful students
Transforms the environment for learning
(Champions for Change, 1999)
Analyzing data from a National Educational Longitudinal Survey to determine the relationship between involvement in the arts and academic achievement, researchers concluded that:
Students from low income families who were involved in the arts improved academically more than those from similar socio-economic backgrounds not involved in the arts (Catteral et al, 1999)
Youth who participated in the arts were 4x more likely to participate in science and math fairs, 3x more likely to win awards for attendance, and 2x as likely to win academic achievement awards (Heath & Roach, 1998)
Conducted a culturally-based afterschool arts program for low-income youth in Rochester, New York (Mason and Chuang, 2001)

3. Existing Research Academic Outcomes
Lower drop-out rates and higher academic achievement (Catteral et al, 1999)
More likely to participate in science and math fairs and win attendance and academic achievement awards (Heath & Roach, 1998)
Analyzing data from a National Educational Longitudinal Survey to determine the relationship between involvement in the arts and academic achievement, researchers concluded that:
Students from low income families who were involved in the arts improved academically more than those from similar socio-economic backgrounds not involved in the arts (Catteral et al, 1999)
Youth who participated in the arts were 4x more likely to participate in science and math fairs, 3x more likely to win awards for attendance, and 2x as likely to win academic achievement awards (Heath & Roach, 1998)
Conducted a culturally-based afterschool arts program for low-income youth in Rochester, New York (Mason and Chuang, 2001)

4. Existing Research Social Outcomes
Increase in self-esteem, social skills, and leadership competencies (Mason and Chuang, 2001)
Analyzing data from a National Educational Longitudinal Survey to determine the relationship between involvement in the arts and academic achievement, researchers concluded that:
Students from low income families who were involved in the arts improved academically more than those from similar socio-economic backgrounds not involved in the arts (Catteral et al, 1999)
Youth who participated in the arts were 4x more likely to participate in science and math fairs, 3x more likely to win awards for attendance, and 2x as likely to win academic achievement awards (Heath & Roach, 1998)
Conducted a culturally-based afterschool arts program for low-income youth in Rochester, New York (Mason and Chuang, 2001)

5. Existing Research The arts and the learning experience
Encourage self-directed learning
Reaches students not otherwise being reached
Provides new challenges for successful students
Transforms the environment for learning
(Champions for Change, 1999)
Academic Outcomes
Lower drop-out rates and higher academic achievement (Catteral et al, 1999)
More likely to participate in science and math fairs and win attendance and academic achievement awards (Heath & Roach, 1998)
Social Outcomes
Increase in self-esteem, social skills, and leadership competencies (Mason and Chuang, 2001)
Analyzing data from a National Educational Longitudinal Survey to determine the relationship between involvement in the arts and academic achievement, researchers concluded that:
Students from low income families who were involved in the arts improved academically more than those from similar socio-economic backgrounds not involved in the arts (Catteral et al, 1999)
Youth who participated in the arts were 4x more likely to participate in science and math fairs, 3x more likely to win awards for attendance, and 2x as likely to win academic achievement awards (Heath & Roach, 1998)
Conducted a culturally-based afterschool arts program for low-income youth in Rochester, New York (Mason and Chuang, 2001)

6. Significance Social development
Further research needed to draw firm conclusions about the effectiveness of art after-school programs (Scott-Little et al., 2001; Bodilly &Beckett, 2005)
Given that research in this area

7. Research Question
How does art-engagement in an afterschool setting impact student characteristics and the learning environment?

8. Thesis I argue that art engagement in an after-school setting:
participation skills

9. Thesis I argue that art engagement in an after-school setting:
participation skills
student engagement

10. Thesis I argue that art engagement in an after-school setting:
participation skills
student engagement
Promotes positive youth culture creating a safe space where students are open and responsive

11. Methods Painting Words Mondays & Wednesdays
11- week after-school art program
Mondays & Wednesdays
45 minute sessions per day
Subset of students apart of Rising Stars
3rd through 6th grade
Inconsistent attendance rates
Mondays ≈ 12 – 20 students
Wednesdays ≈ 8 – 12 students

12. Methods Observations Interviews Written communication
11 student interviews
Written communication
Director of Rising Stars

13. Findings: Student Interviews
Key themes:
Used art as coping mechanism: 7/11

14. Findings: Student Interviews
Key themes:
Used art as coping mechanism: 7/11
Engage in art at home: 11/11

15. Findings: Student Interviews
Key themes:
Used art as coping mechanism: 7/11
Engage in art at home: 11/11
Described Painting Words as a creative, fun or calm environment: 5/11

16. Findings: Student Interviews
Key themes:
Used art as coping mechanism: 7/11
Engage in art at home: 11/11
Described Painting Words as a creative, fun or calm environment: 5/11
Benefit from art in core subjects: 6/11

17. Findings: Student Interviews
Key themes:
Used art as coping mechanism: 7/11
Engage in art at home: 11/11
Described Painting Words as a creative, fun or calm environment: 5/11
Benefit from art in core subjects: 6/11
Painting Words should remain apart of Rising Stars: 11/11

18. Findings: Observations & Written Communication
Conclusions:
participation skills
Increase in number of students who helped set & clean up materials
“ The students are participating very well, and have grown to participate more as the semester went on.  Behavior has been much less of an issue on Mondays and Wednesdays this semester than in semesters past.”

19. Findings: Observations & Written Communication
Conclusions:
student engagement
“Students are very engaged in both Painting Words and the dance classes.  Painting Words has been a great bridge between creativity and learning.  Each time I evaluate, students seem to be very involved, and each day I come to see the final product, I am very impressed”

20. Conclusion
Art engagement has positive affects on student’s academic, social, emotional & behavioral skills

21. Conclusion
Art engagement has positive affects on student’s academic, social, emotional & behavioral skills
Students enjoy engaging in art in an after- school setting and wish for the program to continue

22. Limitations Time constraints Sample size Rater bias
Aware of desired outcomes

23. Future Research
Measure effects of after-school art programs using quantitative data
Compare the effectiveness of programs that address different arts media
In-school art program vs. after-school art program
Thinking about extending this research into my Ed Studies thesis next semester, there are different areas that I can explore:
Measure effects of after-school art programs using quantitative data like growth trajectories specific to attendance, behavior and perceptions of participating youth
Compare the effectiveness of programs that address different arts media
Explore differences, similarities, and the effectiveness of an existing in-school art program with an after-school art program

24. Art Engagement in an After-School Setting
Rosio Baez
Ed400 Senior Research
December 13, 2012