Can self-esteem, school performance, and positive life choices of at-risk middle school students be influenced by their participation in an in-school dance program?
Project or Program Summary
Please provide a summary of the project/program as demonstrated in the case study: 
Creating Balance through Dance is focused on the critical middle school years and is designed to teach the art of dance and to promote creativity, critical thinking, cultural awareness, and communication. Creating Balance through Dance took place daily for the entire school year, from August 26, 2013 through June 5, 2014. Six-week units teaching different forms of dance were incorporated, and specific emphasis was placed on incorporating activities that were designed to encourage creativity and collaboration. Made possible through a Met Life grant through national Young Audiences, we were able to incorporate research focused on assessing how this dance program affected academic performance and the 21st Century Skills of Creativity and Collaboration. Academic performance of the girls participating in the dance program was compared to those students at the same school not participating in the dance program. Additionally, Creativity and Collaboration skills of the participants were compared from the beginning to the end of the dance program through pre- and post-journaling.
Portfolio Purpose and Rational
Portfolio Purpose and Rationale: Why has this case study been submitted?: 
Creating Balance through Dance was designed and implemented to create an opportunity for at-risk middle school girls to experience, understand, create the art of dance and to be able to connect to real life what they experienced and learned. This case study is intended to provide an overview of the design of the program as well as the research that was implemented in order to assess the effectiveness of the program.
Overall Conclusions
What are your overall conclusions regarding the documentation gathered for this case study?: 
In assessing the effectiveness of Creating Balance through Dance, we implemented pre- and post-program journaling assignments for all participants in the program to determine to what degree their levels of using creative thinking and their ability to work collaboratively had changed during the course of the year-long program. We also gathered academic data for the participants that included grades, attendance and discipline referrals, and compared that data to other students in the school not participating in the residency. Additionally, we videotaped interviews at the end of the program to assess how well our program incorporated the YA essential elements of create, understand, experience and connect the art of dance. This combination of information gathering is helpful in gathering accurate data through both written and verbal communication.
Assessment Conclusions
What conclusions have you drawn from the responses to the assessment tools you have developed?: 
Final reports on our research are provided and attached. In summary, girls that participated in the dance residency had high grade point averages (ranging from 83-85%), and missed fewer days of school and had fewer discipline referrals than non-participants. Through analysis of journaling, it is concluded that this program has supported the participants' ability to create original ideas and increased their ability to effectively collaborate with their peers.
Answering the Inquiry Question
Back to the initial inquiry question, can it be answered?: 
Yes...from the research that was conducted through journaling, evaluation of academic indicators, and assessment of video-taped interviews it can be concluded that this dance residency was effective in building self-esteem, increasing school performance, and encouraging positive life choices of at-risk middle school girls.
Conclusions: What Was Learned
What was learned?: 
Through the process of developing and implementing this program we were able to gain more information about how the program should be implemented moving forward: what teaching methods/strategies should be improved, how we conduct our research to make it most accurate, and what questions we should be assessing that make our program most relevant to students' needs.
Conclusions: What Can Be Done Differently In The Future
What can be done differently in the future?: 
We will be meeting with teaching artists over the summer to discuss changes to teaching strategies based on feedback from the teachers and staff at the schools. Through discussions with other YA affiliates that participated in the MetLife grant providing funds for research and assessment, we have been able to gather additional methods of assessing and evaluating, especially those related to videography, that we will want to incorporate moving forward. We also are wanting to explore the possibility of more artist to artist assessments which have provided good feedback for other YA affiliates.
Conclusions: How Will This Inform The Work Moving Forward
How will this inform the work moving forward?: 
Moving forward with the above improvements implemented, we will be able to be more relevant in regard to the needs of the participating students.
Core Content Standards
Mathematics: 
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
Reading: 
Integration of Knowledge and Ideas
Writing: 
Production and Distribution of Writing
Speaking and Listening: 
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Science / Dimension 1: Scientific and Engineering Practices: 
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Analyzing and interpreting data
Obtaining, evaluating, and communicating information
Science / Dimension 2: Crosscutting Concepts That Have Common Applications Across Fields: 
Patterns
Scale, proportion, and quantity
Systems and system models
21st Century Learning Skills
Themes: 
Global Awareness
Health Literacy
Learning and Innovation / Creativity and Innovation: 
Think Creatively
Work Creatively with Others
Implement Innovations
Learning and Innovation / Critical Thinking and Problem Solving: 
Reason Effectively
Use Systems Thinking
Make Judgments and Decisions
Solve Problems
Learning and Innovation / Communication and Collaboration: 
Communicate Clearly
Collaborate with Others
Information, Media and Technology / Information Literacy: 
Access and Evaluate Information
Use and Manage Information
Life and Career / Flexibility and Adaptability: 
Adapt to Change
Be Flexible
Life and Career / Initiative and Self-Direction: 
Work Independently
Life and Career / Social and Cross-Cultural : 
Interact Effectively with Others
Work Effectively in Diverse Teams
Life and Career / Leadership and Responsiblity: 
Guide and Lead Others
Produce Results
National Core Arts Standards
National Core Arts Standards: 
Creating
Performing/Sharing
Responding
Connecting/Connections
Local Standards
Describe Any Local Standards Met By The Program: 
As of 2015, the Texas State Department of Education is requiring that every high school graduate successfully complete one year of dance instruction. This year-long dance residency satisfies that requirement.

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Project Summary
6-8
Urban
Dance
Physical Education
Attachments
Institutional Overview
School District(s)
Tyler ISD
1319 New Sunnybrook Drive
75701 Tyler , TX
United States
Texas US
School(s)
Dogan Middle School
2621 N. Border
75702 Tyler , TX
United States
Texas US
,
Moore Middle School
1200 S. Tipton
75701 Tyler , TX
United States
Texas US
,
Boulter Middle School
2926 Garden Valley Road
75702 Tyler , TX
United States
Texas US