-Improving students’ confidence, self esteem, self worth
-Improving confidence in students who are visual learners
-Lowering students’ disciplinary issues
-Engaging students in publicly expressing their opinions
-Teaching students to be lifelong learners
-Teaching students to develop active inquisitive habits
-Engaging students in experimentation and creative play
-Engaging students in creatively visualizing
-Teaching students to be responsible citizens
-Teaching students tolerance, appreciation, empathy, and respect
for diversity
-Teaching students how to engage in constructive
criticism/communication.
-Initiating therapeutic breakthroughs
“Art infusion has truly brought out another type of learning process in me. When we learn things visually it’s more understanding to me maybe because I’m a visual learner... Another benefit to art infusion is really understanding team work. I have now experienced that when one falls we all fall.”
Malissa, grade 9, Student of DeAnna Whitley- Social Studies
“The more I incorporate what I learn at aTi, the more pleasant my classes become, the more student enthusiasm becomes evident, the more high-stakes testing scores increase, the more pleased with my job performance administrators become, the larger my job satisfaction grows.”
Michael Z. Murphy, Language Arts Teacher
Sojourner Truth Middle School, East Orange, NJ
“Because the students enjoyed my art class, overall grades improved. I am also happy to report less discipline problems in the classroom... The art class I taught provided an opportunity for so many of my new (to this country) students to express their pride in their other country.”
Lonnie Stewart-Austin, grades 4-8 Art
“One of my students, Brittany, was a very disaffected student in all grades. When she came to me her attendance and behavior were terrible. She was uncontrollable. She was bounced around from shop to shop until I took her in. The book project gave her self-worth and confidence.” A video interview with Brittany shows through her detailed explanation of her book, how proud she is of her work and her ability to communicate professionally about her process and ideas. In the video Brittany says, “This is one of my favorite projects. I am actually thinking of doing one at home.”
Betty Providenti, high school teacher
"Karen DeMaio, mother of senior Alexis DeMaio, was thrilled that her daughter became proficient with the printing press, and often helped her fellow students to pull their prints. Alexis produced two etchings rather than one which her mother framed and now has on display in their home. Karen felt that this project, and Alexis' hands-on work with resident printmaker Nanci Hersh, did a great deal to increase her self-esteem."
Janice Marsili, Middle school Art
“The art teacher at the school told me about one of the students who was involved in this project. His mother told her that this was the project that made her normally frustrated son ‘eager to come to school’... This (arts and history project) was a lesson that allowed all kinds of learners to be successful and was truly cross-curricula. It was necessary for the children to cooperate with each other through sharing, ideas, information and materials.
Jeanne Jablonski, 4th grade Art/History
“aTi helps me replenish my well of inspiration... I'm able to free my mind and get to my own creative core— which is what I'm encouraging students to do... I believe this gives me an opportunity to experience myself as a student again; which in turn, I take back to my own teaching.”
April Armstrong, Teaching Artist
NYDOE & BOCES, Westchester, NY
“I loved feeling like anything was possible and hope to impart that in a bigger way in my classroom... A big part of this workshop was the camaraderie among participants. I was so much more supported than I expected to be.”
Tamara Caruso, Language Arts Teacher
Grace Wilday JHS, New Brunswick, NJ
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