The Effects Of Art Education In K-5th Grade Curriculum

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Research Framework, Design, and Methodology
This study attempts to measure and assess the effects of art education in K-5th grade curriculum by evaluating its relation to the academic achievement of special needs students. The research takes a qualitative and quantitative approach by conducting a case study that analyzes data collected by correlating art integration to the academic achievement of special needs students. This study has a control group of 10 special needs students in a blended grade level classroom that does not receive any form of art education, and another special needs student group of 10 in a blended grade level classroom that does have art integrated into their curriculum. These groups are named Group A – who does not have
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The study’s control group, which includes the student’s that do not participate in art, is named Group A. For part 1, each group within the study is taught a new math concept. Group B that has art education integrated in their curriculum also does an art project that includes the new math concept taught to both groups. A benchmark test is administered to all students in the groups to collect data to evaluate academic achievement in relation to art integration.
A similar process is conducted in part 2 for reading comprehension. A book is read to each group. After reading the book each student in Group B is assigned a page from the book and receives molding clay. This group is asked to create a sculpture that represents their assigned page. Once the sculptures are completed, each student presents their artwork in relation to their assigned page. Another benchmark test is administered to all students in both groups to collect data to evaluate academic achievement in relation to art
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This study in particular examined the influence and importance of art education for elementary students with special needs, and the effect it has on academic achievement of these students at a single private U.S. curriculum based elementary school on the Caribbean island of Dominica. For this research effort the population studied was every student within the elementary school that had a documented special needs disability. The population reflected a nonprobability sampling and was a purposive form due to the subjects being chosen for their special needs classification. The main purpose was to evaluate how art integration influences academic achievement with this group of students who are considered to have special

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