The following is a version of the project abstract from our most recent grant update report. The abstract reiterates goals and concepts that guided CAPE’s project and research design before, during, and after the project’s in-school implementation.
The International Baccalaureate-Teaching Arts Project (IB-TAP), a multiyear project funded by the U.S. Department of Education’s Arts in Education Model Development and Dissemination grant program, was an extensive effort that built on the CPS IB program to address the needs of students at risk of failure.
The goals of IB-TAP were achieved through a bold pedagogical model that had at its center the integration of the arts within a rigorous core academic curriculum, and that balanced instruction cognitively, creatively, socially, and emotionally. Based on current research, practice, and a long-term Chicago Public Schools (CPS) partnership with Chicago Arts Partnerships in Education (CAPE), there is clear evidence that an arts integrated curriculum can significantly impact the achievement of low-income, at-risk students (Catterall 1999). To accelerate the rate of student achievement in challenged Chicago Public Schools, IB-TAP built on the strengths of the IB Creative Cycle (sense, plan, create, evaluate) through CAPE’s Inquiry-based Arts Integration Model (inquire, create, document, reflect). The synthesis of these approaches provided classroom teachers, arts teachers, and teaching artists with a practical and research-based framework for designing arts integrated curriculum.
The purpose of the ongoing IB-TAP research/ program evaluation is to assess the impact of the program on participating teachers’ professional development and participating students’ academic and arts development growth. Complete research findings are expected in 2014.