Arts Education

Over its twenty-five year history, Rockman et al has conducted various evaluations of arts education and arts integration in K-12 and postsecondary schools, as well as informal learning settings, such as museums. We work closely with program stakeholders to design reliable, valid and sustainable measures in order to generate rich and insightful information about program implementation and impact. We specialize in communicating research findings to inform program development, as well as facilitating research in schools and community-based learning centers.

Please explore selected examples of our past arts education evaluation projects below.

Selected Projects Include

  • East Bay Center for the Performing Arts Learning Without Borders

    The East Bay Center for the Performing Arts (EBCPA) Learning without Borders (LWOB) professional development program served elementary school teachers in the West Contra Costa Unified School District. Through professional development workshops, coaching, and in-class visits from artists, the program aimed to increase the capacity and confidence of the teachers to integrate arts with other core subject areas. REA collected survey, focus group, and pre- and post-test data from the participating teachers, and this data led to important insights about the teachers’ expectations for the program, feedback about the program, perceptions of the program’s impacts, and recommendations for the program moving forward.

  • Poetry Out Loud

    Rockman et al evaluated the Poetry Out Loud program’s implementation at the local, state, and national levels, and its impact on students and teachers. The Poetry Out Loud National Recitation Contest, sponsored by the Poetry Foundation (PF) and the National Endowment for the Arts (NEA), is designed to revitalize the teaching of poetry in America’s classrooms. REA conducted online surveys for 51 State Arts Agencies working in partnership with the PF and NEA, participating teachers, and students who had won state poetry contests. REA also conducted interviews with various groups at the National Finals in Washington, DC. In Year 2 of Poetry Out Loud, REA used online surveys and face-to-face focus groups conducted at the National Finals to gather data on the depth and range of classroom implementation.

  • Water: Exploring Science in the Studio

    In collaboration with California College of the Art (CCA), Rockman et al conducted an evaluation of “Water: Exploring Science in the Studio,” including course development and delivery processes, and instructional and assessment elements. The broad objective of this project was to increase the ability of CCA students to interact with scientists within the context of a series of four design courses. REA developed and administrated online surveys to CCA art faculty and visiting science faculty who collaborated on the development and delivery of these courses.

  • National Endowment for Arts

    Rockman et al conducted an evaluation of the National Endowment for the Arts (NEA) Teacher Arts Institute, providing an evaluation symposium and coordinating with local evaluators for each of the Institutes. The evaluation included Institute observations, informal interviews, pre- and post-surveys, and participant reflections. Rockman also convened an expert panel to review curriculum units developed subsequent to the Institutes. In 2006, the Endowment awarded Year 2 extensions to 4 of the 12 original Teacher Institute grant recipients to further develop activities around “anchor” works of art that served as inspiration for instructional activities. Rockman conducted surveys, site visits, interviews, and classroom observations to chronicle the activities of the institutes and to assess teachers’ use of “anchor” artworks in their instruction.

  • de Young Museum’s Get Smart With Art Program

    REA conducted an evaluation of the de Young Museum’s Get Smart With Art program for grades 1-3, and 4-8. Get Smart with Art @ the de Young is an interdisciplinary curriculum package that uses art objects as primary documents, sparking investigations into the diverse cultures represented by the Museum’s collections. The evaluation included a logic model workshop, two museum gallery and museum classroom observations, and a review of curricular materials. A primary purpose of this evaluation was to provide de Young Education staff with methods and criteria for conducting a more thorough and comprehensive evaluation of the entire program at a later date. The final report also included proposed evaluation methods and instruments (for classroom, gallery and curriculum materials) and aligned research questions.