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dc.contributor.advisor Olson, Crystal en
dc.contributor.author Berry, Carla en
dc.contributor.author Mian, Corinne en
dc.date.accessioned 2010-08-05T20:37:12Z en
dc.date.available 2010-08-05T20:37:12Z en
dc.date.issued 2010-08-05 en
dc.date.submitted 2010-04-27 en
dc.identifier.uri http://hdl.handle.net/10211.9/372 en
dc.description Project (M.A., Education (Curriculum and Instruction)) -- California State University, Sacramento, 2010. en
dc.description.abstract This Project is an Alternative Culminating Experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on Arts in Education. This Project follows Pathway III: Developing a curriculum, program, or performance related to arts education or arts in education. The main focus of this project was to find to what extent the arts foster academic achievement and motivation. Three main topics enabled researchers to inform our project. The first sub-topic focused on Theory and Practice of Arts in Education. Arts theorists and advocates help educators understand the relevance that the arts can play in education. Although most are not concerned with whether or not the arts boost academic achievement, many believe that the arts need to be a vital part of education. The second sub-topic discussed how the arts contribute to improvements in self-esteem and motivation in the classroom. Most educators are aware of the importance of building self-esteem and encouraging motivation so that students enjoy learning and retain as much as possible. In addition, many arts advocates are convinced that the arts can contribute to improvements in self-esteem and motivation in the classroom. The third sub-topic looked for supporting evidence correlating the arts and academic achievement. Since many factors can determine a student’s academic success such as socioeconomic level, attitude, learning abilities, multiple intelligences, parent involvement and cultural background, it is essential to acknowledge the impact and determine the connection the arts have had on student achievement as well. Whether or not a positive correlation existed between the arts, academic achievement and motivation guided the research topics and helped researchers understand more fully the role that the arts play in motivating students to reach their full potential. Researchers taught one science unit using district provided science curriculum. Pre and post-tests were administered to document and monitor student growth from the beginning to the end of the unit. Next, the researchers taught a different unit using district provided textbooks as well as practicing and performing a play that incorporates all the district required standards that needed to be taught. As before, a pre and post-test was given once again to document and monitor student growth. In addition, students participated in activities pertaining to theatre arts over a six-month period. Activities included learning basic drama skills through creative dramatics and journal writing. These particular activities led up to the final product, a performance in a musical theatre production in which students helped create costumes, props, and sets. This project used qualitative and quantitative data gathered from academic records and tests, student surveys and journals, researcher observations and notes, and relevant literature. That information was used to analyze the effects of integrating arts in curriculum, particularly the effects on motivation and achievement. The researchers have reviewed relevant research as well as interpreted data gathered throughout the project and have found that there is a positive effect on motivation and achievement when arts are integrated into curriculum. en
dc.description.sponsorship Education (Curriculum and Instruction) en
dc.language.iso en_US en
dc.subject Education en
dc.subject Modified en
dc.subject Curriculum en
dc.subject Elementary en
dc.title Motivation and achievement through arts integration en
dc.type Project en


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