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NAEA CONVENTION UPDATE
NATIONAL ART EDUCATION ASSOCIATION
Office of the Executive Director
Phone 703-860-8000 Fax 703-860-2960
Arts and Learning Researcher James Catterall Named Keynote Speaker for
NAEA’s Convention in Los Angeles
• Research Findings May Provide Advocacy Tools for
K-12 NAEA Members
RESTON, VA (September 22)—NAEA Convention Coordinator Barbara Laws announced
today that James S. Catterall has been designated as a Keynote Speaker for
the NAEA Convention in LA for 2000.
James S. Catterall, is Professor at the UCLA Graduate School of Education
Information Studies. He is Co-director of the UCLA Imagination Project, a
collaborative group of faculty, students, and professionals interested in
arts and learning. Dr. Catterall’s work focuses on the roles of the arts in
human development, with emphasis on basic roles of imagery in cognition and
on instructional and curriculum policies impacting teaching and learning.
He is nationally known for works related to children at risk and in recent
years for his large-scale studies, Different Ways of Knowing Project,
examining the influences of participation in the arts on learning and
development. Professor Catterall holds a Ph.D. in education from Stanford
University, and M.A. in public policy from the University of Minnesota, and
an A.B. with honors in economics from Princeton University.
The Different Ways of Knowing program was launched by the Galef Institute of
Los Angeles in collaboration with educators. The Galef Institute's purpose
was to develop an instructional approach based upon the premise that
integrating visual and performing arts with social studies and other core
curriculum subjects would improve learning outcomes for high-risk elementary
school children. James S. Catterall's 1991-94 National Longitudinal Study,
multisite evaluation study of the program provides evidence to support
interdisciplinary teaching through the arts.
The study evaluated the Different Ways of Knowing program as implemented
through four school partnerships in diverse urban settings over a period of
three years. It found the program produced significant positive effects on
student achievement, motivation, and engagement in learning, and notable
changes in classroom practices. The results offer considerable evidence of
the effectiveness of three strategies: 1) interdisciplinary teaching that
incorporates the arts into core curriculum areas, 2) instructional practices
that actively engage students in the process of learning, and 3)
development that enables teachers to collaborate with colleagues and adapt
strategies to their unique classroom settings.