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How can theatre and visual arts activities in an out-of-school program…

- - - - The author argues that theatre games are particularly good at giving children a sense of simultaneously having an individual voice and contributing to a group objective. Ingalls uses the paradigm of “yes, and” in theatre improvisation as a foundation for all team- building exercises.
  - - - Looks at WolfTrap program. Found favorable outcomes for students in program. Article also describes some lesson plans - very helpful resource!
    - - The first section of this book includes a chapter on getting parents involved in their child’s creative process, which I believe will be very helpful for me. The chapters on visual arts and theatre projects will also provide me with guidance and inspiration as I choose the activities for my program.
    - - This study compares and contrasts the methods and outcomes of several popular social- emotional learning (SEL) programs being implemented in Australian pre-schools. The article presents detailed charts of SEL techniques and their efficacy in different areas of social-emotional competency.
- - - - Chapter 4, “Establishing Empathy in our Pedagogy,” has broad suggestions for ways to promote empathy in a classroom with young learners. The following chapters offer more specific strategies for empathy-building such as intentional play, narrative, and communication.
  - - - The researchers collected data from nearly 9,000 students in two states over two years whose schools were implementing an SEL program called Second Step. The data showed improvements in “emotional symptoms, hyperactivity, skills for learning, and emotion management” (p. 415). Critically, however, the researchers noticed improvements only during the school year, and not over the summer (when students were not in school).
    - - Uses CASEL Framework. A Theory of Action (ToA) developed by CASEL is presented. This ToA recommends a team-based, longitudinal approach to SEL, incorporating the entire school district, if possible. The authors also discuss some challenges and barriers that might hinder school- wide SEL programming. These barriers include lack of funding and resources, and some educators’ perception that making SEL a priority conflicts with academic priorities and overwhelms their already full workloads.
    - - This article describes a project lead by a teacher at a suburban public school in which eighth graders collaborated with first graders on three creative visual arts projects. The author describes improved communication and collaboration skills as a result of the project and states that this bidirectional learning project also increased the sense of community on the school campus.
  - - - You Can Do It! Early Childhood Education Program (YCDI)
        The YCDI approach is based on cognitive-behavioral psychology. Their approach provides explicit instruction in the following categories of SEL: confidence, persistence, organization, getting along, and emotional resilience.YCDI supports these categories with 12 habits of the mind: “I Can Do It, Accepting Myself, Taking Risks, Being Independent, Giving Effort, Working Tough, Setting Goals, Planning My Time, Being Tolerant of Others, Thinking First, Playing by the Rules, and Being Socially Responsible” (p. 398)
      - Explicit, as opposed to implicit, SEL lead to higher improvement scores on SEL competences
    - - SEL promotes academic learning, teachers need strong social-emotional skills, families and communities must also be tied into the work
    - - "SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions." https://casel.org/what-is-sel/
        
        https://casel.org/wp-content/uploads/2020/10/CASEL-SEL-Framework-10.2020-1.pdf
  - - - The writers focus on four social-emotional competencies: engagement, self control, interpersonal skills, and leadership. The qualitative data discussed in the article is sourced from a case study of a federally-funded arts integration program called Everyday Arts for Special Education (EASE). Their findings suggest that arts integration strategies provide teachers with activities explicitly teaching social-emotional competencies, and with activities that increase student engagement, which in turn increase prosocial behavior.
    - - Section 1: theory of action for arts-integration for SEL; Section 2: surveys the effectiveness and provides examples of arts education in three specific areas of social- emotional learning: self management and discipline, interpersonal and relationship skills, and self-expression and identity; Section 3: suggestions for further research
    - - Data from over 900 students on the effects of after-school arts programming on SEL. Main conclusions and contributions: the finding that arts programs foster SEL especially for students with already high SEL scores and younger students, the contribution of survey tools to measure SEL, and data from children with lower socioeconomic backgrounds than most studies previously done on arts and SEL.
    - - Uses CASEL Framework. Outlines 10 arts-integrated lesson plans that were implemented with the pre-k students and 8th graders.
    - - Uses CASEL Framework. Found positive outcomes after a semester of using arts integrated lessons to teach SEL in social studies classes with kindergarteners.
    - - The researchers found that the students in their study “valued opportunities in arts integration for (a) choice, (b) the expression of their unique interpretations, (c) taking risks and making mistakes, (d) recognizing and applying their Studio Habits of Mind, and (e) enhancement of motivation and engagement in learning” (p. 662).
    - - Intellectual risk-taking practices (not risky behavior or dan- gerous risks) have long been considered an integral component
        for creativity (Clifford, 1991; Dewett, 2007; Glover, 1977; Martins & Terblanche, 2003)." p. 7
      - "Ambiguity can make even the most creative individuals question how they should proceed; however, creating an environment where learners knows there are rarely easy solutions can inspire them to face such challenges bravely." p. 10
      - "Embracing failure has the potential to shift classroom learning culture toward great creativity. This can be approached through mechanisms for assessing learners’ reflective process, structuring class time to negotiate experiences with failure, and open-ended assignment structures to support individualization." p. 11
    - - "...transformative art inte- gration practices are holistically rooted in notions of care and work to offer transformative experiences through the way we design and implement meaningful, rich, emotionally diverse, and socially engaged arts- based curriculum." p. 166
      - "Combining aesthetic and artistic explorations in the learning process opens students to the complexity of their own experiences and enables them to make connections with the world in which they live (Anderson and Milbrandt 2005; Greene 2001; Hetland 2013)" p. 170
      - "We demonstrate how arts inte- gration can be transformational – revealing its possibilities for educating active members of a democratic society through the development of imagination, creativity, presence and meaning-making through embodied knowing." p. 166
- - - - The authors argue that involvement in ECAs has positive social and learning effects on participants. This article examines why some students particpate in ECAs and others do not. In particular, they look at how a mother's stress can affect student participation in ECAs.
  - - - The first section, on why it is important to include parents in early-learning, provides validating data for my project. The following section, on what factors influence parent involvement, will help me craft a program that is useful and feasible for parents/primary caretakers. The book also includes examples of and suggestions for successful parent involvement in youth learning.