Towards a collaborative approach to measuring Social-Emotional Learning in the arts.
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| Title: | Towards a collaborative approach to measuring Social-Emotional Learning in the arts. |
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| Authors: | Lashley, Yorel1 (AUTHOR), Halverson, Erica Rosenfeld2 (AUTHOR) |
| Source: | Arts Education Policy Review. 2021, Vol. 122 Issue 3, p182-192. 11p. 1 Chart. |
| Subject Terms: | *Social emotional learning, *School administrators, *Instructional films, *Creative writing, *Learning, Art & society, Art, Drum playing |
| Abstract: | This article reviews the field of research and practice for arts Social-Emotional Learning (SEL) assessment. We propose areas and types of research that are needed and share the University of Wisconsin–Madison Community Arts Collaboratory as a model of mixed methodological approaches and results for developing and implementing assessments of arts SEL outcomes. The Collaboratory includes four different programs and curricula in creative writing/drama, dance, drumming, and visual arts. In light of the recent growth in SEL as valued school-based instructional goals, this article has implications for school administrators and educators as they seek to identify and analyze student-derived arts SEL data, and for policy makers who need researched-based support for allocating more resources to the arts as powerful sources of SEL data about teaching and learning. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This article reviews the field of research and practice for arts Social-Emotional Learning (SEL) assessment. We propose areas and types of research that are needed and share the University of Wisconsin–Madison Community Arts Collaboratory as a model of mixed methodological approaches and results for developing and implementing assessments of arts SEL outcomes. The Collaboratory includes four different programs and curricula in creative writing/drama, dance, drumming, and visual arts. In light of the recent growth in SEL as valued school-based instructional goals, this article has implications for school administrators and educators as they seek to identify and analyze student-derived arts SEL data, and for policy makers who need researched-based support for allocating more resources to the arts as powerful sources of SEL data about teaching and learning. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10632913 |
| DOI: | 10.1080/10632913.2020.1787909 |
