Results

Impact

Teachers and students report increased engagement and learning in arts integrated lessons.....
Arts Integration in Rural Minnesota:
A Collaborative Arts Integration Framework
By Alison LaGarry and Byron Richard,
copyright 2016

"In this article, we demonstrate that arts integration holds unique promise and benefits for helping rural teachers to provide more equitable arts opportunities for their students. These benefits include: professional network development in the service of both curricular development for arts integration and connecting teachers who often work in isolation; additional funding to allow for collaborative planning; and introduction to arts experiences and cultural resources for use in arts-integrated unit planning and implementation." 

For more information, and an e-print copy of the complete article, contact Byron Richard  at Byron.Richard@pcae.k12.mn.us

2015-2016 Evaluation

By the numbers 2015-2016

27 Schools
56 Units
2875 Students

"As evidenced throughout the data and analysis, teachers involved in PAINT continue to implement arts integration in their classrooms with high degrees of success...Teachers note that they place a high value on collaboration with colleagues, sharing ideas, and learning from one another in the specific venues that Perpich provides."
from Executive Summary 2015-2016

Executive Summary 2015-2016

Read Full Report 2015-2016

2012-2015 Summative Evaluation

By the numbers 2012-2015

  • Three regions: West Central, Southeast, and Northeast
  • 48 schools
  • 260 teachers
  • 7,087 students

Highlights:

70% of students would like to do a similar unit in the future

83% of surveyed teachers agreed that students' assessments reflected the desired understanding of the art form, the non-art area subject, and the ability to connect the two.

An average of 77% of students were identified by teachers as "high-scorers" on arts integrated units.

Executive Summary 2012-2015

Full Summative Report 2012-2015

2013-2014 Evaluation

(Year Two Longitudinal Study)

The Evauation data indicate that the Perpich Arts Integration Project is developing high levels of teacher capacity and student engagement and thoughtfulness. Teachers are thinking about sustainability for the future. It is significant and essential that teacher leaders for arts integration are able to develop resources, unpack standards and benchmarks, design compelling units, create appropriate assessment strategies and critically evaluate the entire process in the schools. According to the evaluators, the project is well on the way to meeting its goals. Read more about:

Improving Student Learning

Student Growth

Teacher Capacity

Sustainability

Full report 2013-2014

 

2012-2013 Evaluation

(Year One Longitudinal Study)

"Overall, participants and Perpich staff accomplished much this school year, especially in exposing young people to the arts and enabling the arts to engage students with varied learning  styles. Indeed, initial indications are that students widely embraced this type of instruction with higher levels of engagement and thoughtfulness. Teachers acquired facility with academic  standards, curriculum planning, alternative forms of pedagogy, and meaningful assessment – and  became more adept with collaborating with others."

Executive Summary 2012-2013 

Special Considerations for Arts Integration

Full Report 2012-2013

2011-2012 Evaluation

Integrating the arts in meaningful and engaging ways for students inspired teacher involvement and fueled their collaboration.  92% of the teachers improved their understanding of arts integration. One teacher noted, "Creating an artistic expression requires a high level of intellectual and emotional rigor....our students reached much higher levels of learning through this project.” 

Executive Summary 2011-2012

Full Report 2011-2012

2010-2011 Evaluation

Engagement increased with the age of students surveyed. Older students were increasingly curious, enthusiastic, and motivated to learn more outside of the classroom. One student commented, “This learning style needs to be implemented more often because most students do not learn from the standard teaching styles. This type of teaching is a good start to improving our education system.”  

Executive Summary 2010-2011

Full Report 2010-2011