Arts Integration Studio is engaged in Action Research on socially relevant topics in education and will be developing publications on arts integrated (AI) methods and curricula, and data on the impact of AI on academic and social learning.
CURRENT PROGRAMS
Teaching Tools
ACTIVELY ENGAGED: Using Theater Games as a Dynamic Teaching Tool to Activate your Students’ Learning, written by Priscilla Kane Hellweg. (Anticipate publishing date this fall, through the University of Massachusetts, Arts Extension Service, Amherst.)
ACTIVELY ENGAGED is a manual for teachers interested in infusing creativity into their daily classroom life. It is designed to be a practical guide for using theater games and arts-integrated activities to engage students through the creative process of learning.
Supported by evidence-based research, this book illuminates how arts-integrated experiences prepare students for academic achievement and develop their social and emotional competency.
Action Research
Since August 2022, Priscilla has been working with Liz MacLauchlan, exploring the dynamic synergy between Arts Integration and Makerspace Learning. They have been conducting research with practitioners from MA, CT, and IL and are working on several articles. Liz is a high school physics and engineering teacher in Rhode Island and a graduate student in the Professional and Graduate Education Department at Mount Holyoke College.
Stay tuned for information on upcoming publications!
PAST PROGRAMS
Public School Program Evaluation
Evaluation of Arts Integrated Aligned Curriculum, a program Priscilla designed for Enchanted Circle for 2nd and 3rd grade students and teachers in Holyoke Public Schools, with Karen Harrington, independent evaluator at Sebastian Management.
“These results are very promising and suggest implications for enhancing ECT’s Arts Integrated Aligned Curriculum program in association with the ELA instructional practice in the district. An arts integrated curriculum provides students with multiple ways of acquiring information and responding to content and may be an effective way to teach foundational language and literacy skills, especially for students at risk of academic failure.”
Karen Harrington, Sebastian Management, 2014
