Liane Brouillette|Karen Childress-Evans|Briana M. Hinga|George Farkas
Increasing Engagement and Oral Language Skills of ELLs through the Arts in the Primary Grades
University of California, Irvine|San Diego Unified School District|University of California, Irvine|San Diego Unified School District|University of California, Irvine|San Diego Unified School District|University of California, Irvine|San Diego Unified School District
article look impact arts integration program offered five large urban elementary schools daily attendance oral language skills children kindergarten second grademany children attending schools spoke language english hometeaching artists visited class weekly 28 weeks coteaching theater dance lessons teacherschool engagement measured comparing attendance days without scheduled arts lessonsattendance significantly higher days artists visited absences reduced 10 percentspeaking listening skills measured standardized test scoresqualitative analysis interview survey data revealed teachers perceived theater dance lessons provide rich opportunities verbal interaction teachers pupilsstudent speaking listening skills improved significantly teachers ability promote oral languagesupporters arts programs routinely assert arts enhance student engagementa report presidents committee arts humanities pcah 2011 suggested investing artsrich schools might help address persistently high dropout ratesus dropout rates fluctuate 25 percent 30 percent nationally reach 50 percent among male students disadvantaged minority groups epe research center 2010swanson 2009this report offers readers inviting vision artsrich schools alive energy creative thinking fresh ideas students may fallen wayside find reengaged learning pcah 2011 p 54the pcah report recognizes profound impact artistic experience social developmentthis article build insight looking creative energy arts might infused curriculum earliest grades reshaping culture schools serve prosocial goalsthompson bales characterized preschool drawing performance unfolding time speech gesture word image intertwined 1991 43even drawing alone desks behavior young children reflects social practices talking mimic social speechchildrens imaginative activities encourage heightened awareness others reactions expectations also help hone social skills foster academic success