Abstract
A case study was conducted of four elementary schools involved with a professional development program in the arts. This program focused on the integration of the arts throughout the curriculum with the intention of using the arts as a methodology for learning other subject areas. SUAVE was a collaborative program model between California State University, San Marcos, California Center for the Arts, Escondido, and neighboring districts: San Marcos Unified, Valley Center Union, and Escondido Union. There was not any current information about a collaborative, integrative model such as the one SUAVE offered to professionals. Useful information about the historical origins, operational processes, and evidence of results of SUAVE will be helpful to communities interested in developing similar programs to bring the arts to their community. The research instrument for this case study was the interview questionnaire, and the examination of existing documentation, and observation of the program. The study found that most variables within the program's origin, operation, and evidence of results were consistent among all four school sites. A common philosophy of the program was understood by participants and administrators. There was a need for planning time between the arts coaches and the teachers. Advisory councils, parents, and the community were not generally aware of the operation of the program. Evidence of results indicated the integration of the arts increased positive student attitude and effort. Students achieved through the arts, and made gains in academics following their involvement in the program. Teacher attitudes indicated a favorable view toward the program; most will continue to teach through the arts. Data collected through this study suggested the integration of the arts can be a powerful teaching tool for teachers and an interesting way for students to learn. Informing parents and community about the existence and results of the program may generate additional support. The development of additional forms of student assessment would be beneficial.