Center for Rural Studies

The Vermont Millennium Arts Partnership

Evaluation Report Executive Summary, December 2001

Compiled by Michele Cranwell, Research Process Analyst

Table of Contents

For more information about the Vermont Millennium Arts Partnership evaluation, please email Michele Cranwell or Fred Schmidt or call (802) 656-3021.

Introduction

The Vermont Millennium Arts Partnership (VT-MAP) is an Internet-based arts education program, providing an online forum to facilitate student learning through an exchange among students, teachers, artists, musicians, and other professionals. Three main organizations are involved in this project, including the two former initiatives of the WEB Project, the Vermont Musical Instrument Digital Interface Project (MIDI), established in 1995, and Art Responding Through Technology (ARTT), established in 1997 based on the model of the MIDI Project.  A recent addition to the online forum (established in 2000) is the Vermont Young Playwrights Online (VYP Online), a part of the Vermont Stage Company.  The Digital Audio Initiative is also a part of the Vermont MIDI Project established in 2000.  The Partnership is a program of the Vermont Arts Council, operating in conjunction with MIDI, ARTT, VYP Online, the Vermont Alliance for Arts Education, and the Vermont Department of Education. Funding is provided through a grant from the U.S. Department of Commerce's Technology Opportunities Program, with other funding coming from the Jesse B. Cox Charitable Trust, Josephine Bay and C. Michael Paul Foundation, the State of Vermont, IBM, and Verizon.

This past year, from July 2000 to July 2001, VT-MAP rewarded grants to twenty-four schools (39 classroom teachers) in twelve counties throughout Vermont to participate in either the Vermont MIDI Project or ARTT.   An additional ten schools participated in a VYP Online, receiving assistance in software purchases and training only. Two additional schools received equipment for the Digital Audio Initiative through VT-MAP funding.  In total, over the past two years, fifty-four teachers in thirty-four schools have received grants and assistance through VT-MAP.  Classroom involvement in VT-MAP exposes students to the art, musical, and written creations of their peers, the language of critique in the Arts, the critique of their work by professional artists, and the creative possibilities available through the use of technology.

 VT-MAP has three overall grant goals:

To increase Vermont public awareness of, and support for Arts education

To improve opportunities for students to learn the Arts.

To increase the use of computers and Internet technology in Arts education.

 Students, teachers, administrators, and online mentors subscribe to a protocol for sharing work online through a password-protected web site, based on the experience of online sharing beginning with the Vermont MIDI Project in 1995.  The three projects have focused their work on several of the Vermont and National Standards of Education, specifically the Vital Results of the Vermont Framework of Standards and Learning Opportunities.  The online network also approaches several standards as a whole that focus on Reflection and Critique and the Skill Development of the young composers.

Back to top

Evaluation Design

The Center for Rural Studies (CRS) at the University of Vermont is the evaluator for VT-MAP for the three-year grant period from July 1, 1998 to July 30, 2001.  This evaluation is primarily based upon qualitative data collected through online and paper surveys, with supplemental quantitative data from surveys and website activity.   The model of evaluation documents the “process” and “outcome” of the project.  Project “process” refers to the experience that takes place in the classroom, and "outcome” refers to the outcomes of teacher and student participation in the online forum and related classroom activities, specifically impact on student performance and achievement based on Vermont and National Standards. 

Back to top

Progress Towards Grant Goals

Goal I:  To increase Vermont public awareness of, and support for Arts education

VT-MAP met the following grant goals related to community support for the arts and introducing new audiences to the arts.  Community support for the arts is evident as 80% of Vermonters on a state wide opinion poll (720 respondents, 95%, +/- 5% confidence level) reported that it is either important or very important for state government to provide funding to support arts programs such as arts education in schools, community arts organization, and arts programs provided through social services agencies.   Respondents reported willingness to spend a mean of $128 to provide additional support for the arts, with 32% willing to spend between $51-100 and 31% willing to spend between $1-25.  More than half of respondents (59%) selected arts education programs in schools as their top priority to receive funding from this pool of money.  Twenty-six percent of respondents reported that they were aware of Internet based arts education programs in Vermont, with 9% aware of the Vermont MIDI Project, 14% ARTT, and 13% VYP Online. 

Sixty-four percent of the thirty-four schools (22) reported that they presented the project and student artwork, music compositions, and dramaturge during the 2000-2001 school year.  These presentations/showcases helped to introduce the project, present student artwork, demonstrate the process of posting and the online exchange, and ultimately the benefit of the project for the art education of children.   The target audiences of these presentations included parents, school principals, the school board, and the public.  All of the teachers who presented the project or arranged for a student art show or musical performance reported that they received a positive response from their showcase audiences.  

VT-MAP did not meet the following grant goals because of school level funding availability, however the project made significant progress towards improvement in arts programs at the school level.  Over the past two years, eight (24%) teachers in the 34 participating schools had an increase in FTE, while one school (3%) added one full time arts teacher.  Eight (24%) of participating schools reported an increase in their arts budget for the 2001-2002 school year.  Most schools stated the arts were an integrated part of their total program but were not specifically included in their schools action plan. Three (9%) have plans to improve their arts program through their school action plan.  Over the past two years, fifteen schools (44%) received additional hardware and one (3%) received funds for workstation improvement from their school budget.

Goal II:  Improve opportunities for students to learn the arts

VT-MAP has met the following grant goals related to improved opportunities for learning in the arts.  Over the course of three years, the pool on artists skilled in on-line mentoring has increased  to 37 artists with twenty-three online mentors actively work on-line.  Ten of these mentors work in ARTT, eight in the Vermont MIDI Project, and five in VYP Online.  Approximately 10,000 students have been exposed to the online mentoring forum through the thirty-four grant recipient schools and the other 85 participating schools.  VT-MAP has maintained online arts learning opportunities in 12 of the 14 counties in Vermont with the online network at large present in all 14 counties.  All students who have participated in the project have shown improvement in performance, achievement, and related areas based on the Vermont and National Standards.  VT-MAP has held three annual conferences and five showcases of student work, two of which were presented at the annual conferences. 

VT-MAP did not meet the following goal of assisting 7 local area Arts Organizations with connectivity and computer technology through training and providing hardware on an as-needed basis.  By the end of the second year, two of the three LASO accepting assistance had withdrawn and one additional LASO applied for and received assistance through the grant.

Goal III:  Increase use of computers and Internet technology in arts education

All of the following goals relating to increasing computers and Internet technology in arts education were met by VT-MAP.   From the past two years, there are 54 teachers from the 34 grant schools that are using computers and the Internet technologies within their art, theater and music curriculum.  Over the past two years, 60 schools have joined the online network without out the assistance of VT-MAP. All of the VT-MAP grant schools posted at least one piece of work online.  Anecdotal information from project coordinators shows an increase in the frequency of use of the communications forum when new teachers begin integrating technology in the classroom.  However, after an initial peak in usage by new teachers as they practice their uploading skills, more experienced teachers use the online forum less often as they direct their online inquiries in a more specific manner based on “need” for feedback about artwork.

Back to top

Student In-Class and Online Activities

Students participate in the Vermont MIDI Project, ARTT, and VYP Online through in-class activities that take place off-line and in the online forum. Working in the classroom, students become familiar with computers, software such as Sibelius and Adobe PhotoShop, and equipment such as keyboards, digital cameras, and scanners. This is also the place where students learn arts vocabulary and theory in order to participate in both online and in-classroom dialogue of asking questions, providing feedback, and responding to the feedback. 

Student activities in the online website include:

Viewing and exploring the website – students gain ideas for their own works

Critiquing work posted on the website – students develop appropriate arts vocabulary to interact with online mentors

Posting their work for review

Reviewing and processing constructive criticism they have received

Improvement of student artwork based on mentors comments – sometimes students choose not to incorporate the advice of mentors, however teachers comment that the experience is still beneficial as it introduces students to different ideas for creating. 

Back to top

Examples of Student Projects

View examples of MIDI student work

View examples of ARTT student work

One MIDI classroom was working on a unit where they studied different composer’s work and presented their research to the class with examples of their compositions.   The students then develop their own compositions based on what they have learned.  The teacher commented that the use of MIDI technology had enhanced this curriculum, which had been in place for several years.

At one MIDI school that has been involved with the project for two years, seventh and eighth grade students composed at least one three part twelve measure piece.   The teacher remarked that because these students have been using MIDI technology and the online forum for two years, their quality of work has increased tremendously with students writing more intricate compositions.

A teacher involved in the Digital Audio Initiative through the MIDI Project wrote that students created commercials with the mini disk recorder. Each student created a sound track for background under speaking or singing or both and generated an advertisement for some local business. They were great fun, highly creative, and demonstrated a good grasp of the tools. Several were good enough for the local radio station and (the teachers) may pursue that or not.

One ARTT teacher wrote that her art students have worked on marker drawings, paper mache, clay chairs, and pencil drawings.  Students who worked on the pencil drawings posted their work online.  They then incorporated the artists’ suggestions into their work by adding color and texture.
A high school class involved in ARTT developed digital portfolios with Adobe Photoshop.  Students then wrote reflections on their artwork.  Students stored this portfolio on a CD as well as pasting printed images into their sketchbooks.  Students in a photography class use a digital camera and Adobe Photoshop as well as a 35mm camera to create work.  Students in a painting class work with Adobe Photoshop and a blank canvas and incorporate many painting and filter techniques into their work.

Back to top

Website Activity

Posting student artwork or compositions is only one component to participation in the project.  The coordinators of ARTT, MIDI, and VYP Online stress that the number of postings by each classroom is not an appropriate measure of success or quality in the project.  Oftentimes, the initial use of the website and posting work is high while the teachers and students learn the critique process and practice their digitizing and uploading skills.  Many of these postings are not 'need' driven but are practice for students and teachers.  As teachers become confident that they are able to use the online forum when a student has a real question to ask the online mentors about a work in progress, classroom activity drops off.   The following presents the website activity data of the three online organizations.  The project coordinators note that several schools experienced technical difficulties that prevented them from either posting work or replying to mentor comments.  Further, several new schools who were learning how to use the online process posted numerous times with few students replying.  This occurrence tended to lower the percentage of student replies to mentor comments. 

The Vermont MIDI Project

A total of 148 musical compositions were posted between September 2000 and August 2001 for VT-MAP schools involved in the Vermont MIDI Project, with a total reply rate of 41% (61).  Four of the six schools involved in the Digital Audio Initiative posted twelve pieces online.

ARTT

A total of 150 pieces of artwork were posted between September 2000 and August 2001 by VT-MAP grant recipients in ARTT, with a total reply rate of 58% (87).

VYP Online

The VYP Online project posted a total of 69 pieces on the website between September 2000 and August 2001 with 27% (19) of the total posts completing the request-respond-reply cycle.

Back to top

Project Impact on Student Achievement and Performance

Teacher reported data indicates that participation in VT-MAP positively impacts student achievement and performance, based on Vermont and National Standards of Education, through revitalizing arts curriculum and learning opportunities in schools.  The online forum has been used by teachers as a teaching tool to facilitate student learning of creative development, the critique process, use of hardware and software relating to the arts, and arts vocabulary.  As a result of their online participation, students are encouraged to challenge their creative abilities and improve their work.  Teachers comment that the online forum has had a positive impact on their curriculum as it supports and enhances their current curriculum and student learning.

The Vermont MIDI Project

In the Vermont MIDI Project, teachers reported that students have developed skills in listening and evaluating music, notation skills and understanding musical elements, composing music, critiquing work, asking more specific question for feedback, and processing and applying constructive criticism received.  Students have developed personally through an increased motivation to learn and an increase in student self-esteem and confidence in themselves as individuals and musicians.  Overall, teachers have seen an increase in the quality of student work  related to their classrooms participation in VT-MAP.  Regarding the Digital Audio Initiative, the project coordinator commented that it is premature to report impact on student participation, however students have developed skills in creating digital audio projects.  The project was successful in that the coordinator was able to develop a set of standards to share online work and several schools were able to post work online.

ARTT

ARTT teachers reported that students have developed skills in the use of mixed media, critical thinking, critique and reflection, asking appropriate questions for feedback, improved arts vocabulary, and analytical skills to improve work.  Students have also shown an increased motivation to learn as well as an increase in student self-confidence.   Overall, students who have participated in the project have demonstrated learning, some beyond their grade level, and have shown a higher quality of work.

VYP Online

Since VYP Online is a new addition to the online community, most of the teachers involved in this project reported that it is too early in their involvement to notice impact on students.  However a few teachers reported that students have developed enhanced writing and critiquing skills.  Further, in one Career Center involved in the partnership, several students have been placed in post-secondary intuitions.

Back to top

Community Response and Support for Arts Education

Students, teachers, school principals, school boards, parents, and local communities of the grant schools have given a positive response to VT-MAP.  Most students are enthusiastic about the project and are excited to share their work and get back responses.  Students are also excited to hear or see other student’s work online.  Several teachers mentioned that feedback provides an important stimulus for students to reflect and explore new directions artistically. Teachers involved in VT-MAP are thrilled and excited about the online exchange and to be a part of this new step in arts education.  Teachers are appreciative of the hardware, software, and other technology they have received through the grant.  Teachers feel that this project enhances their curriculum and validates their teaching.  They are also excited by the learning that takes place as students work online and hear/see other students work and work through their own pieces.  

Teachers report that the general response of the principal and school board is positive, supportive, enthusiastic, and impressed.  Parents are also enthusiastic and supportive about the work their children are doing in the arts.  Several teachers note that it is important to share this work with parents so they understand the process and what their child is doing, as well as allowing them to see their child’s creativity.  Although most teachers have shared the project only with their school community, a few teachers have sent press releases to local newspapers about events and achievements, posted work on their school website, and written articles for their school newsletter.  One VYP Online teacher noted that they presented two plays written by students at the University of Vermont.  Parents and the community were very excited and impressed with the quality of student work. 

Back to top

Recommendations

This is the final year of funding for the Vermont Millennium Arts Partnership from the current sources.  Thus, the evaluators have made the following recommendations for project sustainability.  Recently, the Vermont MIDI Project and ARTT have established their independent identities through the formation of the non profit Vermont MIDI/ARTT Project, Inc. The evaluators recommend that this organization continue to use of online mentoring programs as planned, implemented the use of online protocols.  The evaluators recommend that that the project coordinators continue to identify project impact on students and arts learning opportunities based on the Vermont and National Standards of Education.  Interviews with teachers show that there is a strong sense of dedication and belonging to the online community, which should continue to be fostered through annual conferences, workshops, student showcases, and online support. 

At the current time, funding is not available for future evaluation.  However if this situation were to change, the evaluators would like to continue working with the Vermont MIDI/ARTT Project, Inc. to document project process and outcome.  The evaluators propose to introduce the use of a case study approach for evaluation, closely following several teachers over time through interviews, site visits, and student focus groups and interviews.  This approach will provide a more in-depth review of project process and impact on students.

For more information about the Vermont Millennium Arts Partnership, please email Michele Cranwell or Fred Schmidt or call (802) 656-3021.

Back to top

Comments to: crs@uvm.edu Reviewed on 01/08/02




Visitors since 1/14/97