The Arts Literary Project
Founded in 1998 in the Education Department at Brown University by Eileen Landay and Kurt Wootton, The ArtsLiteracy Project was one of the pioneers in developing curricula and professional development practices based on the premise that linking literacy and the arts creates powerful learning opportunities for students both in core academic subjects and in the arts. The primary curricular framework of ArtsLiteracy is the Performance Cycle. The ArtsLiteracy Project offers professional development experiences for educators in communities around the world. In 2005, The ArtsLiteracy Project was invited to the White House to receive the prestigious Coming Up Taller Award from the President’s Committee on the Arts and the Humanities for “extraordinary work in making a remarkable difference to youth.” In addition the Arts Education Partnership (AEP) identified the ArtsLiteracy Project as one of the ten highest quality arts education organizations in the United States. New England Arts for Literacy grows from, and is indebted to, but is not directly affiliated with the ArtsLiteracy Project.
A Reason to Read: Linking Literacy and the Arts
Authored by Landay and Wootton, A Reason to Read is the culminating work of the ArtsLiteracy Project. This text describes The Performance Cycle in detail, giving rich examples of classrooms and students at multiple age levels who have felt the impact of this work.
ISBN-10: 1612504604; ISBN-13: 978-1612504605
The ArtsLiteracy Handbook is a collection of ideas and activities that Wootton and Landay developed themselves or learned from other teachers and artists. They’ve selected for teachers the activities that have worked best for them over the years in different educational contexts.
Project Zero was founded by the philosopher Nelson Goodman at the Harvard Graduate School of Education in 1967 to study and improve education in the arts. Daniel Wilson, Project Zero Principal Investigator and lecturer at HGSE, is the current Director. Howard Gardner, David Perkins, and Steve Seidel continue their active involvement with Project Zero by serving on its steering committee, participating in conferences, and through their own research projects.
Making Learning Visible
Making Learning Visible is based on collaborative research conducted by Project Zero researchers with teachers from the Municipal Preschools of Reggio Emilia, Italy, and preschool through high school teachers and teacher educators in Massachusetts. Making Learning Visible draws attention to the power of the group as a learning environment and documentation as a way to see and shape how and what children are learning. The overall goal of Making Learning Visible is to create and sustain powerful cultures of learning in and across classrooms and schools that nurture and make visible individual and group learning. Often when people first encounter the MLV work, they describe it as a project about documentation, perhaps because it is the most tangible aspect of the work—something people can see. Then, after spending more time with the ideas, they say it's a project about group learning. But in the end, they say MLV is a project about culture, values, and democracy.
The value of making learning visible is perhaps most evident in the schools in Reggio Emilia, Italy, and Reggio-inspired settings in which there is an emphasis on carefully displaying and documenting children’s thoughts and progression of thinking; making their thoughts visible in many different ways: photographs, transcripts of children’s thoughts and explanations, visual representations (drawings, sculptures etc.), all designed to show the child’s learning process. The community of Reggio Emilia, Italy pioneered a new form of education after World War II. The assumption of teacher Loris Malaguzzi and the parents was that people form their own personality during early years of development and that children are endowed with "a hundred languages" through which they can express their ideas. The aim of this approach is teaching how to use these symbolic languages (eg., painting, sculpting, drama) in everyday life. The program is based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.