Proposal Synthesis Matrix Analysis of Literature

Last Name: ​Greenblatt First Name: ​Lauren Period: ​4th

Overarching question:​​ How would implementing different classroom structures affect the degree of success of STEAM design
projects completed by first grade art classes?

Key Terms (list and define in the space below)

Arts Integration - a method that incorporates the arts into core academic subjects

Torrance Tests of Creative Thinking (TTCT) - a series of tests that measures students’ creative and problem-solving abilities
● fluency
● flexibility
● originality
● elaboration

Fluency - the number of meaningful ideas created by students

Flexibility - the variety of the responses

Originality - the creativity of the response in comparison to other responses

Elaboration - the amount and level of detail in the responses

Medium/Media - the materials used for creating art

Visual Plan - a drawing, picture, or diagram used to layout an idea or concept for a design

Collaborative Learning - a teaching method that encourages students to work in groups to complete an assignment

Degree of Success - the measure of how well a student’s project meets and/or exceeds the standards and expectations
 Analytic Rubric - a rubric that defines the criteria for a student project by listing different levels of performance and achievement

STEAM - Science, Technology, Engineering, Art, and Math

CCSD - Cobb County School District

Synthesis Matrix Analysis of Literature

Foundational Sub Problem 1: How will integrating STEAM into a first grade art classroom affect the approach to a project and how it is structured?

APA format Purpose Framework Sample Design Variables/ Results Controversies, Assumptions, Implications
reference instruments disagreements Limitations for practice,
Overarching Hypothesis/ with other and research,
Question Objective How the data Validity and How the authors Delimitations theory
was Reliability hypothesis
collected? was You will add a
supported/ list of authors
rejected referenced in
this section on
Conclusion a separate
and further page
studies
​Brown, S. “What is arts “Arts A social “Together, The study is “Active N/A The study “Still, for many
(2007). An integration?” integration studies they decide focused participation only looks at educators, the
arts-integrate “What is the planning and class (size that during around in arts art integration question
d approach significance implementati is not the first week standards learning in social remains, "Why
for of arts on usually specified) of study, the from social allows for studies and arts
elementary integration?” involve the students will studies and elaborate and language arts integration?"
level “Arts classroom focus on the language arts. creative but later or, my favorite
students. integration educator general “The visual thinking and addresses question to ask
places working in concept of a arts educator problem this: “please when
Childhood importance on collaboration family and decides to solving, note that discussing new
Education,​ the artistic with a various focus on two verbal and areas of study ideas, research,
83​(3), process in teaching different works of art. nonverbal beyond visual and approaches
172-174. teaching and artist or an structures in One is a expressive arts and in education,
Retrieved learning by arts education various painting by abilities (as social studies "So what?" As
from the being central specialist at cultures… Carmen applied in were educators, we
Student to the the school. The Lomas different incorporated are constantly
Resources in curriculum … Sometimes classroom Garza, contexts), in the lessons. bombarded
Context For the this teacher Barbacoa applied When with the
database. purposes of collaboration decides that para learning in planning an "newest"
this article, begins with a students will Cumpleanos new contexts, arts-integrate strategies that
"arts set of write journal (1993)... The increased d unit of will supposedly
integration" standards or entries about other skills in study, save our
refers to a unit educational their families painting is collaboration, educators schools.
of study that goals. Other and draw called The increased don't have to Usually, these
focuses on the times, themes pictures of Block II, self-confidenc narrow the strategies are
arts as a way or related their (1972), by e, and higher subject of posed in
of learning in concepts lead families, the African motivation” study; rather, response to the
other the way using American (p. 174). many areas latest
disciplines, toward crayons… As artist Romare can be standardized
involving collaboration the study unit Bearden, combined test data that
creative, in curriculum continues, which depicts into a permeates our
imaginative, planning. The the students a New York cohesive profession.
experimental key is that the are involved City whole” (p. Educators who
and purposive classroom in visual arts apartment 173). support arts
and educator is activities that building with integration
collaborative directly link to social various know that this
interaction, leading the studies and "families," as approach is not
and focusing curriculum language viewed from new, nor do
on the planning” (p. arts. ” (p. windows educators using
integrity of 172). 173). (Carter, this approach
the arts forms claim that
 and 2003)” (p. schools are
life-centered 174). saved” (p.
issues” 174).
(p.172).
Cook, K., STEAM has “​Teaching Fourth “In this “In the “Because N/A “Because a The lesson is
Bush, S., & the “ability to STEAM grade class integrated introductory engineering current trend easily
Cox, R. cross multiple (science, (size not STEAM challenge, and art in education replicable, as
(2017, subject areas technology, specified) lesson, students practices is to build all instructions,
February). and its appeal engineering, fourth-grade become focus on how 21st-century steps, and
From STEM to multiple art, and math) students acquainted structure and skills (that is, materials are
to STEAM: types of in elementary design roller with the aesthetics collaboration, provided.
Incorporating learners (Ahn school could coasters. The simulated connect to creativity,
the arts in a and Kwon be even more lesson builds roller coaster functionality, critical
roller coaster 2013; promising on existing system and students thinking, and
engineering Bequette and than teaching roller coaster learn about synthesized communicati
project. Bequette STEM” (p. lessons by the materials their scientific on), we
Science and 2012). 86). emphasizing (foam understanding approached
Children,​ Intentional the arts insulation of energy flow this lesson
54​(6), 86-93. integration of throughout tubes cut in the system through an
Retrieved the arts in the design lengthwise, with their arts focus on
from the science and process, as measuring appreciation "Imagineerin
Science in engineering students use tape, cups, of aesthetics g," which
Context lessons has their masking tape, and feelings blends
database. the potential imaginations and of thrill imagination
to more and marbles)” (p. associated with
deeply engage engineering 87). with roller engineering”
all learners. skills to coasters… the (p. 86-87).
Ultimately, create their inclusion of
STEAM own designs” the arts helped “For purposes
teaching is (p. 86)... students learn of safety,
about the “There were that each group
student rather opportunities manipulation should get
 than the to discuss of the visual only one or
subject many artistic aesthetics two marbles
areas--student elements of affect the to work with
s may see roller coaster energy flow of so that
themselves design--from the system, marbles are
not just as the structure which then not all over
future (exterior, determines its the floor,
scientists or interior, and functionality-- causing a
engineers but free ultimately potentially
also as standing) to leading to the dangerous
designers or trick development situation for
creators” (p. elements of a more those walking
86). (banked thoughtfully around the
turns, bunny conceptualize room” (p.
hills, d and 87).
camelbacks, purposeful
track roller coaster Constraints
switches, and design.” (p. were also
vertical 91). given to
drops) to students for
variations each
(dueling challenge.
coasters,
racing
coasters,
Mobius loop
coasters, and
shuttle
coasters)” (p.
90).
Colegrove, T. “the approach “From the This Data was N/A “By actively N/A N/A Colegrove
(2017, of STEM standpoint of focuses on collected seeking out implies that
March). education creative the from studies opportunities there is room
Editorial shares the abrasion, integration such as, “a to bring art for future study
board common goal welcoming of STEAM study of into regarding the
thoughts: of breaking the "A" of in libraries. Nobel Prize traditionally integration of
Arts into down the Art into the winners in STEM-focuse STEAM in
science, artificial library the sciences, d activity, and libraries: “As
technology, barriers that support of members of vice-versa, we the head of a
engineering, exist even STEM the Royal are science and
and within the disciplines Society, and deliberately engineering
mathematics- separate increases the the U.S. increasing the library, one of
-STEAM, disciplines of diversity of National diversity of the early
creative sciences, the library, Academy of the adopters of
abrasion, and technology, and by Sciences; environment. makerspace
the engineering, default the Nobel Makerspace and actively
opportunity and math--in opportunity laureates: services and exploring the
in libraries short, for creative --twenty-five activities, to possibilities of
today. increasing the abrasion” (p. times as the extent they STEAM
Information diversity of 7). likely as an are open and engagement for
Technology the learning average visibly several years, I
and environment. scientist to accessible to have time and
Libraries​, Proponents of sing, dance, all, are a again witnessed
36​(1), 4-10. STEAM go or act; natural for the the leaps of
Retrieved further by --seventeen spontaneous insight and
from the suggesting times as development creativity
Student that adding likely to be of brought about
Resources in Art into the an artist; trans-disciplin by creative
Context mix can bring --twelve ary abrasion” (p.
database. new energy times more collaboration” 8).
and language likely to (p. 8).
to the table, write poetry
‘sparking and
curiosity, literature;
 experimentati --eight times
on, and the more likely
desire to to do
discover the woodworkin
unknown in g or some
students’” (p. other craft;
6). --four times
as likely to
be a
musician;
and
--twice as
likely to be a
photographer
” (p.7)
and
universities
such as
Rhode Island
School of
Design
(RISD),
Geist, E., & The purpose “arts in the The sample “In the first Two different The activity in It is assumed N/A “Although the
Hohn, J. is to bring the school is two classroom we approaches to the first class, that the research
(2009). arts into appeared to preschool observed, we teaching “did not preschoolers in endeavor to
Encouraging elementary increase the classes. observed a preschoolers contain any both of the reveal the
creativity in school student's teacher doing the alphabet creative classes are at scientific
the face of classrooms interest, an activity to in a creative thought on the the same level evidence for
administrativ more: “Some motivation, support the way were part of the and are the effects of
e teachers have cognitive development compared by child and the learning at the arts on
convenience: begun skills, of letter teachers. objectives did same pace as children's
How our incorporating academic recognition The first not match the each other. learning is at its
schools arts into the performance, before a child class used intended early stage,
discourage regular communicati first year of macaroni outcome” (p. various
divergent classroom to on skills, formal noodles and 145). The research studies
thinking. support creativity, education” the second activity in the suggest that
Education,​ learning in the and (p. 145)... “In class made an second class arts-based
130​(1), content areas self-esteem. a second alphabet was very education can
141-150. such as Furthermore, preschool book. successful in be beneficial”
Retrieved mathematics. arts-based classroom, its design: (p. 148).
from the This can be an teaching and the teachers “They also
Opposing innovative, learning have allowed the used a
Views in interactive also used to students to creative
Context and successful help at-risk have free method--the
database. practice in students access to the alphabet book
preschool and improve their class with student
elementary social and "alphabet artwork--to
classrooms” learning book". This continue to
(p. 144). skills… All book teach about
forms of arts included the letters at
including student every open
visual art, drawings of opportunity”
drama, dance objects that (p. 146).
and music corresponded
have been to each letter, “These
shown to be and were examples
useful in added to the show the
enhancing book on a importance of
students' regular the teacher's
thinking, basis” (p. active
literacy skills 146). participation
(reading, in the
writing and development
oral of activities,
 communicati especially
on) and ones that
overall involve
cognitive creativity” (p.
development, 146).
while music
has been
exclusively
linked with
the
spatial-tempo
ral reasoning
which is
critical to the
development
of
mathematical
skills” (p.
144).
Gullatt, D. E. “The purpose “Arts-integrat N/A Multiple N/A “The arts N/A “The “As program
(2008, of the present ed programs approaches provide relationship planners and
April-May). review of are associated to integrating students with between budget experts
Enhancing literature and with the arts into the tools for exposure to plan for future
student research is to academic core subjects, this the arts and academic
learning examine the gains across especially construction student programs
through arts numerous the mathematics of knowledge. achievement addressing the
integration: benefits the curriculum as and language The arts within the needs of all
Implications arts provide reflected in arts, are encourage academic students, it
for the as standardized analyzed and students to disciplines becomes
profession. enhancements test scores. compared. apply their such as imperative that
High School for teaching Further, these arts-related mathematics, they take into
Journal​, and learning programs intelligences English/​langu account the
91​(4), 12-25. provided for appear to to perceive age arts​, volumes of
Retrieved both have a more and organize science, and research
from the educators and powerful new social studies findings
Student students in effect on the information has, until crediting the
Resources in PK-12 school achievement into concepts recently, arts as a
Context settings” (p. of struggling that are used received valuable
database. 12). students than to construct mixed enhancement
more meaning. reviews vehicle for the
conventional While the arts (Winner & teaching
arts education should be Hetland, learning
programs recognized as 2000, Gullatt, environment”
targeting the subjects that 2007)” (p. (p. 23).
more can stand 12).
advanced alone and be
student” (p. important in
14). their own
rights, parents
and educators
should also
embrace the
concept that
the arts can
enhance true
understanding
of a content
area.” (p. 23)
 Synthesis Matrix Analysis of Literature

Foundational Sub Problem 2: What learning styles are the most effective for a first grade art class?

APA format Purpose Framework Sample Design Variables/ Results Controversies, Assumptions, Implications
reference instruments disagreements Limitations for practice,
Overarching Hypothesis/ How the with other and research,
Question Objective How the Validity and hypothesis was authors Delimitations theory
data was Reliability supported/
collected? rejected You will add a
list of authors
Conclusion referenced in
and further this section on
studies a separate
page
Buldu, M., & “With this in “Specifically, “The “To collect “The “Two types of N/A “The sample “The results
Shaban, M. S. mind, the the sample for the data for researchers visual arts size in this of the study
(2010, current study researchers this study this study, and/or research teacher study was indicated that
October-Dece aimed to were guided comprised semistructur assistants profiles (in small (25 teachers
mber). Visual portray the in this study 25 visual ed worked other words, teachers: 16 consider the
arts teaching general by the arts teachers interviews individually teacher STs and 9 visual arts to
in picture of following in three were carried with each sketches) for GTs), and the have a highly
kindergarten visual arts research public and out along participant in the UAE geographic motivating
through education questions: (1) three with content an informal context--speci locations were effect on
3rd-grade between Who teaches private analysis of semi-structured alist teachers specific. To many
classrooms in kindergarten visual arts in schools in students' interview (STs) and improve students. This
the UAE: and 3rd grade K--3rd-grade Al Ain, visual setting, with generalist generalizabilit finding
Teacher in the UAE, programs in UAE. Nine artwork interviews teachers y, future suggests two
profiles, including the UAE? (2) of these samples. running (GTs)--emerge research questions that
perceptions, visual arts What are the teachers The analysis between 30 d from the should include might be
and practices. teachers at perceptions were of the study and 60 analysis of the a larger worthy of
Journal of this level, of these teaching in data was minutes…The interview data sample that addressing:
Research in their teachers on the founded in interviews and students' consists of How could
Childhood perceptions of the value of kindergarte an inductive were work teachers from that high
Education​, the value of visual arts in n programs, approach, audiotaped and products…The different level of
24​(4), visual arts in teaching and 16 were which is transcribed… results also regions of the student
332-350. education, young teaching in based on a The indicated that UAE. motivation be
Retrieved and current children? (3) elementary comparative participants neither STs Furthermore, put to optimal
from the practices in How are schools​. method of also were nor GTs were the current use within
Student teaching visual arts Although data asked to share aware of or study outlined individual
Resources in visual arts” offered in the teachers analysis that work samples knowledgeable the fact that schools? And,
Context (p. 334). K--3rd-grade in required the of their about national the art given
database. programs in elementary researchers students to and education teachers'
UAE? and schools all to take one portray a international curriculum is perceptions
(4) What are had art piece of picture of their K--3 learning one major that visual
the major education data (i.e., visual arts standards for influence on arts can
influences on degrees, all one teaching visual arts teachers' enhance
the current of the interview, practices. education… visual arts students'
practices of kindergarte one Teachers were The analysis practices. Yet motivation
K--3rd-grade n teachers statement, asked to talk of interview it was not the and increase
teachers in had degrees one work about these data also purpose of this their
teaching in different sample) and work samples. revealed that study to achievement,
visual arts?” disciplines compare it The participant examine the could the
(p. 334). (including with all of researchers teachers curriculum visual arts
early the other then examined overwhelmingl documents. make a
childhood pieces of and analyzed y seemed to be Given the fact greater
education​, data that the content of supporting the that the contribution
 arts, and were either all these work value of curriculum to meeting
sciences). similar or samples” (p. integrating the influences the national
Teachers different 334-335). visual arts into visual arts priorities for
had (Patton, other subjects, teaching education
teaching 1990)” (p. which would practices, goals?” (p.
experience 334). more likely further 342).
ranging result in research is
from 2 to 20 improved needed,
years, with student particularly
a mean of performance” into the
6.4 years” (p. 335-336). analysis of
(p. 334). curriculum
documents”
(p. 345).
Fortran, N. A. “The basic “Mixed-medi The sample “To N/A “My N/A N/A “This lesson
H. (1991, objectives for a paper is a group demonstrate first-grade can be easily
April). Paper the lesson are: constructions of what they students adapted to
relief recognizing, provide a elementary learned, discuss various grade
sculpture. incorporating marvelous school they will random and levels” (p.
School Arts,​ and opportunity students. produce ordered 35).
90​(8), discussing to integrate patterns and patterns while
34-35. line several ​art lines in their third graders
Retrieved directions. In elements that artwork. To work with
from the the area of have been insure additive and
Student pattern, studied retention of subtractive
Resources in children will previously. the review methods of
Context recognize and Well adapted material, I producing
database. discuss for a first- to divide the patterns. The
random and third-grade lesson into third-grade
ordered development four phases” students also
patterns and level, this (p. 34). develop their
lines in lesson patterns by
 artwork and addresses cutting areas
in their students' out of their
environment” need to white drawing
(p. 34). explore paper and
details in gluing colored
designs and construction
discover that paper shapes
there is not on their papers
always one between the
right answer” horizontal
(p. 34). lines. The
discussion
now turns to
previously
studied color
concepts. The
first-grade
students
review
primary,
secondary and
neutral colors
while the third
graders use
complementar
y colors” (p.
35).

Hendricks, “Thus, test “Patterning “The three “An “Standardized “Hence, after N/A “The “In sum,
C., developers may be an cooperating experimenta Tests. Brief, instruction on restriction was although
Trueblood, have found ability to public l easily patterning, that three there has
L., & Pasnak, patterning to form abstract elementary group-contr administered, children were children from been little
R. (2006). be a useful ideas that schools ol group reliable, and able to each teacher's research on
Effects of component of incorporates were design, with valid recognize and class were in its
teaching measures of much of the located in a restricted instruments interpret each group, to effectiveness,
patterning to the reasoning suburbs that random that would not patterns equalize instruction in
1st-graders. development involved in contained a assignment interfere with significantly teacher and comprehendi
Journal of of reasoning. the transition mixture of of testing done in better than class ng patterns
Research in However, no from the kind apartment participants the school children who differences” seems to
Childhood one has of thinking complexes, to the system were were not so (p. 83). deserve its
Education​, hypothesized done by townhouses, patterning desired to instructed. place in the
21​(1), 79-89. just what the preschoolers and single or active measure When the school
Retrieved relationship to that family control general groups were curriculum. It
from the between developed by homes. All group, was reasoning equated on IQ, may be an
Student understanding early 12 employed” ability and the children effective
Resources in patterns and elementary first-grade (p. 82). academic whose form of
Context reasoning school teachers achievement understanding assistance for
database. might be. children, were asked … of patterns was not only 1
What is especially to identify Unstandardize better made st-graders
absent from thought six pupils d Test. The significantly who are not
available involving who had no Patterning greater gains performing at
literature is a unidimension identifiable Measure (PM) in their
study of al series of handicaps contained 60 mathematics optimum
patterning as magnitudes, (i.e., patterns in a and written level, but also
a separate reversing learning variety of language than other children
component of relationships, disabilities media, children who who are
thinking” (p. and or English including were entering the
80-81). transitivity. If as a Second beads, felt instructed period of
this is true, Language), numbers, letter directly on concrete
patterning but who and shapes, academic operational
would be an were having stickers, material” (p. thought.
important difficulty narrative 85). Identifying
mode of understandi sequences on which
thought that, ng class children can
when material. cards, and profit the
mastered, Three dice” (p. 84). most is a
serves to pupils from worthy goal
promote each class for further
overall were experimentati
cognitive randomly on” (p. 88).
competence assigned to
and school sequencing
readiness” (p. instruction,
81). and three
were
assigned to
control
instruction.
After
attrition, 62
children
remained
when
posttesting
was
conducted.
The mean
age of the
12 girls and
21 boys in
the
experimenta
l group was
7.106 years
(SD =
.475). One
was Latino,
6 were
African
American,
22 were
white, 2
were of
Middle
Eastern
descent, and
2 were
Asian
American.
The mean
age of the
11 girls and
18 boys in
the control
group was
7.161 years
(SD =
.417). There
was a
Latino, 5
African
Americans,
18 whites, 3
of Middle
Eastern
descent, and
2 Asian
 Americans”
(p. 83).

Souto-Manni “Through arts “to be able to Forty first “we share “To collect “According to N/A N/A “Implications
ng, M., & education, use the visual grade our research data for this survey results, of this study
James, N. very young arts as a tool students and and study, we the majority of highlight the
(2008). A children can for learning, 25 early pedagogy turned to the the teachers dire need to
multi-arts experience teachers need childhood with you elementary indicated that include more
approach to nontraditional to possess classroom and school where they supported diverse
early literacy modes of appropriate teachers. advocate an visual arts the arts but approaches in
and learning. learning that knowledge approach to teacher and were unsure order to reach
Journal of develop and skills. teaching all co-author Ms. how they diverse
Research in intrapersonal, These skills children James worked could use them learners...Add
Childhood interpersonal, are generally through at the time. to improve itional
Education​, spatial, not possessed integrated Data was student implications
23​(1), kinesthetic by approaches, gathered from learning” (p. of this study
82-104. and logic pre-service valuing a questionnaire 11). indicate a
Retrieved abilities, as and inservice multiple completed by need to
from the well as teacher intelligences 25 teachers, continue
Student traditional educators but and a observations, incorporating
Resources in modes of only by the variety of thick field the arts as an
Context learning that arts specialist learning notes, and organic part
database. develop or arts styles” (p. video data of the
mathematical educator in 6)... used a from two elementary
and linguistic the ten question existing classes curriculum--f
abilities, skills school...We survey of 1st-grade art ostering
and can dialogue students (40 learning,
knowledge. about students total). valuing a
Because pedagogies Data collection variety of
children learn and promote occurred talents and
in multiple sound between abilities, and
ways, teaching January and ultimately
 activities practices May 2006” (p. honoring
should reflect throughout 9). students'
these multiple the multiple
ways of educational learning
knowing and community, styles and
doing” (p. 5). documenting fostering their
the success success” (p.
and 15).
achievements
of our
students and
of ourselves
as teachers
and lifelong
learners ” (p.
6).
Stone, S. J., The purpose “While the N/A Different N/A “The activities N/A N/A “The goals of
& is to compare product is an activities described art education
Chakraborty, process-based important are above provide in early
B. (2011). art vs. outcome of compared: but a few childhood
Process art product-based art education, “One way to examples of classrooms
vs. product art: “When we contend solve the projects that need to be
art: The approached as that teaching dilemma of can bridge the clearly
teacher's a "process," the process to process gap between affirmed.
dilemma. art education students versus the product Understandin
Childhood provides deserves product art versus process g the "big
Education​, children with equal in the that early picture" value
87​(3), S7-8. the emphasis in classroom is childhood of a process
Retrieved opportunity to the to link educators approach to
from the express classroom. In process with often (and art education
Student themselves fact, Kim, an end should) will help
Resources in and Park, and product, or confront in many parents
Context demonstrate Lee (2001) you can planning their more fully
database. gained argue for educate art curricula. appreciate
knowledge, placing more parents Certainly, their child's
ideas, and importance about the many art end product,
feelings in on process importance activities that whether it is a
nonverbal than on the of accomplish the masterpiece
ways” (p. 7). end product "process-ba goal of or not” (p. 8).
in early sed" art. If providing a
childhood you choose process
education” product-bas experience can
(p. 7). ed art, be identified,
incorporate some of which
the artistic may be found
process as in the websites
an below. Not to
important be lost,
component however, in
of the searching for
experience. ideal art
Even projects, is the
though a need for
product will communicatio
be the end n and
result, involvement
children with parents”
should have (p. 8).
the
opportunity
to explore,
create, and
discover
during the
 art process”
(p. 7).

Synthesis Matrix Analysis of Literature

Foundational Sub Problem 3: What are the criteria for defining and measuring the degree of success of an art project?

APA format Purpose Framework Sample Design Variables/ Results Controversies, Assumptions, Implications
reference instruments disagreements Limitations for practice,
Overarching Hypothesis/ How the with other and research,
Question Objective How the Validity and hypothesis was authors Delimitations theory
data was Reliability supported/
collected? rejected You will add a
list of authors
Conclusion referenced in
and further this section on
studies a separate
page
Fattal, L. F. “Creative “Visualizing The sample “​Above a Analytic and “Children N/A N/A “ However,
(2014, construction an analytical is various long holistic rubrics involved in many
September-O of analytical and holistic elementary horizontal were used to arts-infused additional
ctober). and holistic rubric as school line on the quantify the learning have conversations
Assessing rubrics to colorful classes top of the students’ the ability to and studies
multidisciplin assess squares and (math, grid/rubric success in each build must take
ary learning multidisciplin rectangular science, are three, section of the self-esteem in place in order
through the ary blocks can social four, or five project. content areas to effectively
arts. arts-infused reflect the studies, and measuremen when infuse art into
Childhood learning​ in the innovative literature/ ts of the engagement is our content
Education​, elementary thinking english). designated high. curriculum in
90​(5), school necessary for category of Implementing a way that
382-385. classroom is an achievement analytical and provides
Retrieved one of the arts-infused paired with holistic rubrics long-term
from the goals of a K-5 a allows retention
Student preservice and classroom.” quantitative authentic while
Resources in creative (p. 382). assessment measurement engaging
Context methodologie (1, 2, 3, 4, of students'
database. s and 5). A multidisciplina capacity to
assessment column is ry, arts-infused excel and
course” (p. formed elementary their desire to
382). underneath school learn” (p.
each teaching by 385).
category of preservice and
achievement classroom
indicating teachers and
how the learning by
student K-5 students.
succeeded Rubrics
in various embedded
component with creativity
parts of the are an
lesson. The educational
left hand bridge,
vertical encapsulating
column of learning in the
the core content
analytical or and the arts.”
holistic (p. 385).
rubric lists
the criteria
on which
achievement
is based.
 Analytical
rubrics
separate and
assess each
criterion of
student
achievement
by totaling
the points
assigned to
each level
of
achievement
by
summarizin
g a final
grade” (p.
382).
Graca, R. M. “Engaging “After the The sample “As a class, Students’ “During this N/A The sample “To extend
(2012, students in students is a in small projects were valuable size was very the project,
December). learning about learned about kindergarte groups, and evaluated using experience, small: one idea cards
It's no pencil inventions, n class (14 individually a rubric on a these 14 class of 14 with pictures
problem to sharpeners led they were students. , students scale from 1-4. kindergartener students. of inventions
invent a to researching eager to were able to s of varying could be
solution: and make their use levels from an given to
Kindergarten developing a own. Some scientific average students for
students lesson plan things they inquiry by classroom inspiration or
explore designed so built may posing used the to create
inventions students could have been questions, inquiry possible
and create learn how more realistic designing, process and improvement
their own. inventions are than others; and building creatively s upon, a
Science and solutions to however, by solutions thought of problem of
Children​, problems. thinking with natural solutions to the week
50​(4), 34-40. Through creatively and real-world could be used
Retrieved identifying, and using human-mad problems. to encourage
from the researching, science e materials. Although the familiarity
Science in and skills, they They tested pre-bagged with
Context brainstorming were able to their materials identifying
database. new learn that inventions, promoted problems,
inventions, their ideas revised more useable students and
the students can impact them, and projects, freely families
practiced the world. reported choosing could be
inventing a "How does results to materials and asked to add
solution for a that work?" the class” classmates to different
mock was an (p. 34). work with materials to
problem” (p. excellent stimulated the building
34). question to more area, and
initiate a creativity and parents could
learning collaboration” be invited to
experience!” (p. 39). share their
(p. 34). time or
expertise on
building days
to scaffold
the children's
building
experience”
(p. 39).
Iker, J. M. “First grade “In our art The sample First grade Students were “The completed N/A One limitation N/A
(1994, students and room, we is a first art students assessed in five chairs were is the small
October). recycled have a storage grade art are assigned categories/ hung along sample size;
Future materials are a area for class. a project stages: form and walls and only one class
designers: Fun natural recycled where they function, corridors, just completed the
& fantasy combination materials, must design personality as Shaker chairs project.
furniture. for inventive such as paper and build a pieces, design were often
School Arts, and creative tubes, plastic chair using possibilities, hung from
94(2), 33-.34 problem bottles and recycled colors and hooks on walls.
Retrieved from solving. containers, tubes, plastic patterns, and The sculptural
the Student Knowing their and old fabric. materials, sculptural effect
Resources in creations can When our cardboard, effects. translated into
Context be played collection and fabrics. an exciting new
database. which gives began to concept in art
students a exceed our display and play
special space, we furniture. We
incentive and wondered more than
desire to how to use it succeeded in
produce in a creative designing with
inventive project that trash” (p. 34).
masterpieces” would provide
(p. 33). a meaningful
experience.
Inspired by
the work of
fanciful
furniture
designers, the
idea of a tube
chair
emerged” (p.
33).
Kelly, K. E. “A “Few easily Study One: “The “Factor 1 “The three N/A N/A “While these
(2004, multidimensio administered, 89 females purpose of measured studies preliminary
December). A nal measure reliable, and and 29 Study 1 was Spontaneity reported results are
brief measure should assess valid males to develop a and accounted herein provide promising,
of creativity the self-report undergradua brief for 15.4% evidence for future
among behavioral, scales have te students measure of (eigenvalue = the reliability research is
college cognitive, and attempted to creativity... 3.1) of the and validity of needed to
students. personality measure Study Two: Study 2 was variance, the SCAB, a provide
College factors which, creativity as 226 female designed to Factor 2 self-report, further
Student when taken a and 45 male provide measured a multidimensio validity for
Journal​, together, multidimensi undergradua some Creative nal measure of the SCAB.
38​(4), account for onal te students evidence of Cognitive Style creativity Such research
594-597. creativity” phenomenon. construct (14.1%; among college should
Retrieved (p.594). The current Study validity by eigenvalue = students. The attempt to
from the research Three: 59 assessing 2.8), Factor scale exhibits correlate the
Student aimed to undergradua the SCAB's 3--Creative adequate SCAB with
Resources in develop such te students factor Engagement internal theoretically
Context a measure” structure... (13.2%; consistency, related
database. (p. 594). The purpose eigenvalue = test-retest variables and
of Study 3 2.6), Factor reliability, and other existing
was to attain 4--Tolerance preliminary measures of
an estimate (11.6%; construct creativity” (p.
of the eigenvalue = validity with 596).
test-retest 2.3), and minimal
reliability of Factor influence of
SCAB and 5--Fantasy social
explore the (9.8%; desirability”
relationship eigenvalue = (p. 596).
between the 2.0)” (p. 595).
SCAB and a
potential
confound of
self-report
measures,
social
desirability”
(p. 595).
Tufte, R. B., “With several “P.A.C.E.S. Seventh and Rubric: “I know from “The N/A N/A “This system
Jr. (2005, years of stands for eighth grade experience in individual may work
4--Excellent
February). teaching Participation, technology reading some categories, as well for your
The experience Appearance, students. articles, online far as I have classes, or
P.A.C.E.S. using an Cleanup, 3--Good searches, and been able to you may need
grading engineering-b Engineering, anecdotal determine, can to make some
2--Fair
rubric: ased and Safety. I discussions be tied to all modifications
Creating a curriculum for have 1--Needs with other observable to make it
student-owne seventh and traditionally Improveme educators, that work and work for you”
d assessment eighth grade used design nt rubrics are behavior (p. 25).
tool for technology briefs to set commonly patterns--even
projects: the education in the limits on 0--Did used in behavior
design brief an urban processes nothing evaluation, infractions that
brings out all school and materials testing, and I may not have
kinds of "out district, I was to solve a assessments” observed, but
of the box" frustrated that given (p. 23). another
thinking, with there was problem. The student may
many correct frequently a design brief have brought
answers to poor attitude brings out all to my
solve the about the kinds of "out attention. This
problem. ​The aesthetic of the box" can be tied to a
Technology quality of thinking, Participation
Teacher,​ project work with many or Safety score
64​(5), 21-25. to be graded. I correct when the pupil
Retrieved needed to find answers to hands in the
from the a method to solve the project.
Science in make that problem. The Students tend
Context process fair P.A.C.E.S. to admit these
database. for students rubric ties the errors in
and myself. design brief behavior when
As a result, I to an it is brought to
devised the open-ended their attention
P.A.C.E.S. range of later. Also, in
grading possibilities my
rubric” (p. of experience,
21). assessment, they will
 from the sometimes
overall even bring up
quality of a things that
project to they have
class done, and
behavior” (p. subtract
21). additional
points for
questionable
behavior. Poor
Cleanup can
be linked to
Participation
and Safety.
Project
Appearance
can be
associated
with
Participation
and
Engineering”
(p. 24).

References (Both from FSP 1, FSP 2, FSP 3 etc.; and references from the controversies, disagreements with other authors’
column)
*Note: Always in APA format on a separate page.

References
Gullatt, D. (2007). Research links the arts with student academic gains. ​The Educational Forum​, ​7​(3), 211-220.

Hetland, L. (2000). Listening to music enhances spatial-temporal reasoning: Evidence for the Mozart effect. ​Journal of Aesthetic

Education​, ​34​(3/4), 105-147.