Publications Archive
Creative Learning in Adverse Times
This paper describes the work done to advance CLI goals despite the challenges brought on by the COVID-19 pandemic. Among many successes resulting from CLI鈥檚 resourcefulness and adaptability was an increase in secondary arts enrollment for students in special groups (e.g., special education, economically disadvantaged, and emergent bilingual). In addition, CLI鈥檚 novel Season of Arts Experiences provided 28 schools who would not have otherwise participated access to 27 unique arts partners, contributing to over 107 total arts partnerships in the 2020-2021 school year.
Creative Teaching in the Classroom: A Case Study Using the Hot Seating Strategy in English Language Arts
In this report, we give a comprehensive description of how an AISD 2nd-grade teacher, Mrs. Theresa Wood, integrated a drama-based Creative Teaching strategy into her guided reading lesson. This Creative Teaching strategy, called hot seating, involves students interviewing characters from the story they have read. This case study will provide a vivid understanding of why teachers choose hot seating to amplify their instructional goals in English language arts lessons, how a teacher facilitates the strategy in the classroom, and how it can be extended and modified to fit different needs.
The Creative Learning Initiative Benefits AISD English Language Learners
English language learners were more likely to attend school and to meet the STAAR passing standards in reading and math when their teachers used creative teaching strategies more frequently. These findings coincide well with the research that encourages teachers of foreign languages to be creative in their teaching so that students not only benefit from language learning, but also develop broader educational objectives and learning outcomes (Maley & Peachey, 2015).
New Discoveries in High School Arts Participation and the Implications for Equity
In this report, we grouped students into three distinct categories, based on patterns that emerged in arts participation during high school, which we named spartans, explorers, and deep divers. The patterns in arts participation represent not just the students, but also the opportunities and barriers they encountered. We found that these patterns are strongly associated with student characteristics and postsecondary outcomes. Our hope is that understanding these patterns in arts participation will inform how we strategize for more equitable access to the arts during high school.
What is Inclusive Participation?
What is Inclusive participation? This report explains the Creative Learning Initiative鈥檚 new measures that evaluate visual and performing arts participation at all secondary schools. As a district, we are invested in moving toward truly equitable, inclusive visual and performing arts participation where student group membership and the school attended does not predict arts participation. However, because we know that is not currently the case, we will continue to monitor these metrics and anticipate visual and performing arts participation becoming more equitable for all students.
Creative Learning Initiative: Impact of Creative Teaching on Academic Growth
This report examines the impact of Creative Teaching techniques on students鈥 academic growth on the State of Texas Assessment of Academic Readiness (STAAR) reading and math tests from 2016鈥2017 to 2017鈥2018. Statistically significant growth on STAAR reading was found for students who had teachers who were moderately competent at Creative Teaching techniques and used these techniques at least two times per week in their classrooms.
Creative Learning Initiative: Implementation Summary, 2018-2019
The Creative Learning Initiative (CLI) is a community-wide effort to bring creative learning and the arts to each and every student in 果冻传媒app. Lead by MINDPOP, the City of 果冻传媒app, and 果冻传媒app Independent School District (AISD), CLI designs systematic and sustainable programs that integrate creativity, creative teaching strategies, and the arts with classroom teaching, campus programming, and campus improvement. Overall, CLI implementation in 2018鈥2019 was comparable to prior years and continues to have a positive impact on students. This report summarizes the CLI implementation activities.
Sequential Fine Arts in 2017-2018
AISD promotes access to sustained learning for all students in music, visual art, drama, and dance. This report discusses the relationship between sequential fine arts participation and student outcomes for the school year 2017鈥2018 and how the relationships differ between based on student characteristics (i.e. race, ethnicity, special education status and limited English speaking status). To view the interactive report, click on the link below, then use the green drop down menu in the upper left corner to select 鈥淪econdary Visual and Performing Arts Participation (2017-2020).鈥
Creative Teaching in 2017-2018
Creative instruction across the curriculum is a critical pillar of the Creative Learning Initiative (CLI). This report, the second in a series of three on CLI, shares teacher鈥檚 reactions to training in Creative Teaching, how and why they use it in the classroom, and how that usage relates to student outcomes. To view the interactive report, click on the link below, then use the green drop down menu in the upper left corner to select 鈥淐reative Teaching.鈥
Creative Campus Distribution in 2017-2018
National research shows that students attending arts-rich schools have higher levels of motivation and better academic and social success. This report, the first in a series of three on the Creative Learning Initiative, is used to track the progress of our district's investment in the whole child through the arts and creative teaching at each campus. To view the interactive report, click on the link below, then use the green drop down menu in the upper left corner to select 鈥淐reative Campus Profiles.鈥