From time to time, various organizations and performers send me information, usually in the form of a press release (which I will plagarize heavily here). A recent transmittal from the Indianapolis Symphony caught my attention in particular. It's an evaluation of the Symphony's School Partnership Program, now in it's sixth year. The comprehensive independent evaluation and assessment was conducted by Dr. Robert Horowitz, Associate Director of the Center for Arts Education Research at Teachers College, Columbia University. Five schools were included in the evaluation. One school was on academic probation for not meeting academic progress goals prior to joining the program in 2000, but since has achieved academic success as indicated by reading scores, which are now the highest in the entire Indianapolis Public Schools system. In the School Partnership Program, the Orchestra and the Partnership Schools collaborate to create lesson plans and curricula incorporating the arts into classrooms and core subject areas. It is one of the first orchestra-produced and operated programs of its kind in America, and is unique among education reform programs currently being utilized in classrooms around the nation. The results from this study are significant due to the extensive amount of data that was compiled by each teacher via assessing and evaluating every student on eight rating scales: expression, creativity and imagination, cooperative learning, school engagement and motivation, academic learning, cultural understanding, musical understanding, and engagement with in-class activities. I doubt their findings will be any surprise to most on this list, but this report does quantify some of the benefits of music learning, and that seems valuable. Here's the entire report summary: SUMMARY OF KEY FINDINGS Fourth Year Evaluation Program Evaluation Indianapolis Symphony Orchestra School Partnership Program Implementation The Indianapolis Symphony Orchestra (ISO) Partnership Program successfully expanded to the fourth grade while sustaining the program in kindergarten to third grade. The ISO continued to provide excellent support for the school program. The support was evident in organization, staffing, materials, resources, planning, and respect for the teachers and schools. Each participating teacher received an excellent and comprehensive set of high-quality resources, including lessons and supplies. The lessons included objectives, music and art concepts, materials, teaching strategies, and curriculum connections. A large majority of teachers reported that the lessons were easy to follow and adaptable to their curriculum. Visiting artists were viewed by school teachers as effective, well-prepared and highly-skilled professionals who engaged children in music experiences linked to core subjects. Student Learning The ISO program was effective in introducing children to musicians, orchestral music, and the instruments of the orchestra. Children learned musical concepts and terminology. They practiced listening with a purpose and learned to compare and contrast different pieces and genres of music. For many students, this was their only opportunity to be exposed to aspects of the larger cultural community. According to teacher assessments, 87% of students acquired a greater understanding of music, instruments and the orchestra. 75% of students learned to listen more carefully to music. Effective use of professional development opportunities and effective use of the arts when teaching academic subjects were significantly associated with perceived gains in students' academic learning. According to teacher assessments, 84% of their students understood more about different cultures because of the ISO program. 66% of their students gained reading and writing skills, 59% learned social studies more easily, 40% students learned science more easily, and 36% learned math more easily. Teachers who were most effective at integrating the arts were more likely to observe gains in student development in academic, social and musical areas. The ISO program helped engage some students who otherwise might not achieve in school. According to teacher assessments, 60% of their students were more motivated and engaged in school because of the ISO program and 95% of students responded enthusiastically to artist visits. Teacher Participation Overall, teachers expressed strong support for the program. They particularly valued the available resources, artist visits, professional development, and the opportunities for children to learn in new ways. The ISO successfully involved teachers in the program by considering their needs, soliciting their input and treating them as professional partners. Teachers told us that they felt motivated to participate because they were treated with respect and their input was valued. The collaborative process of curriculum development gave them a sense of ownership of the program and helped them align ISO activities with their school curriculum. Teachers described the ISO professional development activities as effective in helping them integrate the arts into their overall curriculum. 91% of teachers reported that the workshops helped them integrate the arts. 84% of teachers thought the workshops were very valuable. 93% of teachers thought that the ISO partnership helped them teach academic subjects in new and productive ways. 88% of teachers reported that they had learned new teaching techniques that they would continue to use. 98% of teachers found the ISO resources to be very valuable. 88% of teachers reported a better understanding of art and music. 87% of teachers reported they were able to apply knowledge gained in workshops in their classes. Participating teachers gained confidence at using the arts in their classroom. 93% of teachers reported that the arts helped them grow professionally. 74% of teachers described themselves as confident in teaching the arts. 76% of teachers reported that the ISO lessons and resources helped them teach reading and writing more effectively. 67% of teachers reported that the ISO lessons and resources helped them teach social studies more effectively. 51% of teachers reported that the ISO lessons and resources helped them teach science more effectively. 42% of teachers reported that the ISO lessons and resources helped them teach math more effectively. Teachers cited time constraints and the impact of high-stakes testing as the biggest impediment to fuller participation in the program. 74% of teachers found it difficult to make time to integrate the arts. Dave http://www.classical.net/