To Amanda, my wife, my love, my trusted friend, mother of our children and follower of Christ, I could not have done this work without you. APavail Advanced Placement Courses in Fine Arts Available at CESA Schools BandIFL Band Course Descriptions with Integration of Faith and Learning. MIFA Median Family Income for all zip codes Bordering a CESA School MIFZ Median Family Income for the Zip Code of a CESA School.
This project originally stemmed from my work with art and my love for creating rigorous curriculum within the classes I had taught. Additionally, my love and passion for theology and its impact on education has deeply influenced this work. They have my thanks and gratitude for the known and unknown ways in which they supported me.
To my friends and Church leaders, Inman Houston, Radu Coliba, and Logan Ferrell, who believed in me and were a source of constant encouragement; for the fellowship, logistics, support, and good humor of my cohort friends, Rob Fultz, John Harris, Bruno Sanchez, Michael Small, Chad Vitarelli, and Lindsey Wilkerson. Finally, to my beloved Amanda, for the immeasurable support of my writing time, sacrificing your own time to allow me to write, and teaching our children.
RESEARCH CONCERN
After quantizing the qualitative data, data from Christian curriculum, visual arts data, and rigor data were analyzed. This section examines studies of the curriculum in general, and then examines curricula relating to the visual arts. This part of the study focuses on the curriculum, both in general and specifically for visual arts.
There is a need for a Christian emphasis within visual arts education as part of the official curriculum. In this part of the literature review, the literature on visual arts in education is examined. This finding was of great value to this study and the research into the fine arts disciplines.
These connections, in turn, correspond to the academic standards for the arts outlined in the NSAE. Visual arts education with a distinctly Christian curriculum emphasis should focus on the person Jesus Christ. Academic rigor and Christian curriculum emphasis in the arts reflect many different expressions within the school's curriculum.
I also examined published course descriptions for fine arts classes, thus studying the official curriculum.
METHODOLOGY
The aim of this mixed methods study was to determine and describe the relationship between academic rigor and emphasis on Christian curricula in arts courses at selected Christian high schools. What is the relationship between the presence of a Christian curricular emphasis in fine arts courses and overall academic rigor? The quantitative part of this study recorded the SAT scores, the percentage of AP fine arts courses offered versus the possible AP fine arts offerings, and the.
The research population for this study consisted of course descriptions, academic profiles, and other publicly available published content from CESA member schools with secondary fine arts offerings. For this study, CESA member schools were defined as every institution of CESA with secondary grade fine arts programs and/or course offerings (band, choir, orchestra, visual arts, theater and dance). Only member schools were included that had fine arts programs or course offerings in band, choir, orchestra, visual arts, theater, dance, AP music theory and/or AP visual arts (this course is subdivided into drawing, 2D and 3D AP courses).
This study was a census study of all CESA member schools with fine arts offerings because it analyzed the official fine arts program and course descriptions. The findings of this study may not generalize to schools or institutions dedicated to vocational training or strictly non-fine arts related education. A focused content analysis comprised the qualitative portion to examine the frequency of IFL language in fine arts course descriptions for secondary degree courses in band, choir, orchestra and visual arts.
I first conducted a literature review to reveal the lack of information on the relationship between fine arts rigor and Christian curricular emphases. The collection, organization, sorting and analysis of all CESA schools' fine arts programs and/or course descriptions constituted the qualitative portion of this project. Categorized the course descriptions in a Yes/No format for the presence or non-presence of IFL language in each fine arts program or course offering description 9.
He analyzed fine arts programs and courses to determine the percentage of programs or courses that feature IFL. The quantitative portion of the study recorded and analyzed SAT, AP, and college admissions data listed in the College Profile Information of all CESA schools with high school fine arts programs. The purpose of this research was to identify and describe the relationship between fine arts academic rigor and Christian curricular emphases among selected private, Christian high schools.
Population data for quantitative data. An initial listing of all member institutions of CESA was compiled from the official website of the Council of
There were two sets of data needed for MANCOVA: the dependent variables and the variables (or mediating variables). Dependent variables were average SAT scores, percentage of possible AP fine arts courses, and percentage of top-ranked US universities to which students had been accepted. Mediating variables were school tuition and percentage of school tuition relative to median household income for the ZIP code in which the school was located and bordering ZIP codes.
An initial list of all member institutions of CESA was compiled from the official website of the Council of.
Demographical criteria established for quantitative data. I accessed each school’s website to collect published tuition and fees for high school
After recording the zip code of each school, I used a zip code lookup service to collect all the zip codes that border the zip code of the school.1 All contiguous zip codes, including those that cross borders (eg rivers and state lines ), are included and compiled in an Excel spreadsheet (See table B4 in appendix B). Once all the school zip codes and those of the neighboring zip codes were recorded, I collected the median family income for all collected zip codes. With the data collected for all the median family incomes for each zip code, I recorded the median family income for each zip code of the school in an Excel.
I also used Excel's spreadsheet function to determine the median income of combined zip codes (including the school zip code) and entered this information in the column labeled MFIA (see Table B3 in Appendix B). I've created a list of the top fifty colleges and universities from US News and World Report's annual university rankings. The first phase of collecting the necessary documents for study from the school's websites took about 220 hours of work.
The school's tuition was analyzed as a percentage of the median family income for the zip code in which the school was located. Median family income was compiled using the US Census Bureau's American Fact Finder tool.4 I then recorded the median family income of all contiguous zip codes bordering the school's zip code. The zip codes adjacent to the school's zip code were collected using incomebyzipcode.com.5 Any errors in data were due to errors within those publicly available databases.
As of January 18, 2021, I reviewed the published documentation of the 72 schools affiliated with CESA to determine whether the published documentation of the 72 member schools of CESA was reviewed to determine which programs met the demarcation criteria. After collecting the data, I uploaded Badley's belief-learning integration paradigms.7 I performed a word-frequency count of the sections of Badley's work in each paper, specifically describing the faith-learning integration paradigms.8 Using the most common terms as a guide, I used NVivo 12 to. This portion of the study was a reproduction of the same method used by Horner.9 The list of most common terms was compared to those used in Horner's study, and they were found to be functionally the same.
Next, I used those words and ran a stemmed text query of the various coded course descriptions. If one or more of the IFL-related terms appeared in a course description, I counted it as one occurrence of IFL language in CESA schools' fine arts course descriptions. I used the mean (average) of all the results of the qualitative research as a dividing point.
The SPSS phase. Starting the second week of June 2021, the collected data from the previous three phases were completed and uploaded into SPSS
Band courses were offered at 60 CESA schools for a percentage of 93.75 percent and a standard deviation of 0.242. Likewise, choir courses were offered at 60 CESA schools for a percentage of 93.75 percent and a standard deviation of 0.242. Orchestra courses were offered at 32 CESA schools for a percentage of 50 percent and a standard deviation of 0.500.
Visual arts courses were offered at 63 CESA schools for a percentage of 98.43 percent and a standard deviation of 0.124. Dance classes were offered at 15 CESA schools for a percentage of 23.43 percent and a standard deviation of 0.424. Theater courses were offered in 61 CESA schools for a percentage of 93.75 percent and a standard deviation of 0.211.
In addition, 34.37 percent of CESA schools offered a fine arts graduate program, with recognition on graduate degrees. After studying the descriptions of the band courses of all CESA schools for IFL language, I found that the descriptions of the average band courses. After reviewing all of the choir course descriptions from all CESA schools for IFL language, I found that the choir course descriptions were common.
After examining all CESA schools' orchestra course descriptions for the IFL language, I found that the average orchestra course descriptions containing the IFL language was 25 percent or 8 of the 32 courses that featured that language. After examining all the CESA schools' visual arts course descriptions for the IFL language, I found that the average visual arts course. After examining all CESA schools' dance course descriptions for the IFL language, I found that the average dance course descriptions.
An in-depth analysis of the Bible curriculum in CESA schools would provide a more detailed and detailed picture. I found that 56 percent of CESA schools were above average for required Bible years. Regarding research question 1, the research found that CESA schools had offered visual arts courses in 6 disciplines (band, choir, orchestra, visual arts, dance and theatre).
The data revealed that 54.68 percent of CESA schools had offered 5 or more art courses. In addition, 34.37 percent of CESA schools had offered an arts graduation track, with recognition on diplomas.
CONCLUSIONS
33 University of North Carolina-Chapel Hill 34 University of California-Berkeley 35 Claremont McKenna College 36 Carleton College. 40 Case Western Reserve University 41 Rutgers University-New Brunswick 42 University of California-Santa Barbara 43 Pennsylvania State University.
