Expanding the Frame
Background | Details
Background
In 2008, Studio in a School was awarded an Arts in Education—Model Development Dissemination (AEMDD) grant from the United States Department of Education to create Framing Student Success (FSS). This project involved working with several New York City public schools to create successful arts-integrated units.
Based on the success of FSS, Studio in a School applied for and received a new AEMDD grant in 2014, called Expanding The Frame for Student Success or Expanding The Frame (ETF). The goal was to build upon units and strategies created for FSS, as well as lessons learned from Studio’s other programs, and include an increased focus on technology integration.
The project had a three-year implementation plan, serving 4th graders in its first year, 4th and 5th graders in its second year, and 5th graders in its final year. ETF ran through the end of the September 2018, and resulted in increased activated achievement.
Details
IMPLEMENTATION
The project had a three-year implementation plan, serving 4th graders in its first year, 4th and 5th graders in its second year, and 5th graders in its final year. ETF ran through the end of September 2018.
Expanding The Frame was a partnership between Studio and four public schools in the South Bronx. Classroom teachers at participating schools set aside two instructional periods each week to co-teach with an artist instructor from Studio. The teachers and artists met regularly for planning meetings and professional development sessions to develop and teach four 7-session units over the course of the year.
Every artist, teacher, student, and Studio administrative staff member involved with the project had access to their own iPad to allow for easy sharing, collaboration, and file management. The iPads also played key roles the ETF units of study.
project Goals
To build the capacity of elementary schools to implement an arts-integrated, standards-based, technology-rich program for 4th and 5th grade students.
To improve educational outcomes for students in these schools, through authentic and rigorous arts instruction that connects Visual Arts to ELA and Math skills and concepts.
To share the digital products and lessons learned from the design, implementation, and assessment of the project with the larger education community.
curriculum
The core component of Expanding The Frame was the development and implementation of arts integrated units. Classroom teachers and artist instructors collaborated to teach units that addressed specific skills in Math, ELA, and Art, all while making use of technology in the classroom.
Sixteen units were developed by Studio artist instructors and administrative staff, to be adapted by the ETF teaching teams through joint planning sessions. See sample ELA and Math lessons below.
Futuristic Self-Portraits
In this drawing unit, students create imaginative self-portraits in their ideal future occupations, and hone their ability to identify author/artist point of view, write with explicit detail, determine a theme in a text or artwork, draw inferences, use specific details, and provide evidence.
Angular Cityscapes
Fourth grade students explore aspects of architecture as they learn about angles and how to use protractors. Creating their own designs from a particular perspective, students learn how geometry is used in architecture and how inked line and watercolor can produce dynamic cityscapes.
Digital Mosaic Creatures
Through developing skills in simple paper mosaics and exploring mosaics in a digital format, students work with mathematical and geometrical concepts such as grids, decimals, place values, and percentages. Inspired by street artists and mosaic art found in public places, students create digital creatures using tablets.
Research
Expanding The Frame was a research project that included a rigorous evaluation provided by Metis Associates. Fall 2018) for a detailed report on our findings.
Persuasive Posters
Students use digital technology as well as traditional drawing materials to investigate how artists create symbols and metaphors in their work. They explore how both language and art can be used to have a strong impact and concisely express an opinion.
Playful Solids / Net-Bots
Students create models of public sculptures and learn that artists can create artwork that transforms a public space. They learn how to create balance using 3-D forms and negative space, In Math, they improve their understanding of area, volume, and two- vs. three-dimensional shapes.