Description
This illustrative case study involving an arts-based immersion program examined access to an arts-based summer immersion program as well as how middle school students demonstrate cognitive and socio-cultural learning through arts-based learning experiences. Demographic data of 139 camp participants and student observations, document analysis, and semi-structured interviews of 49 student participants provided a broad perspective on access to the arts and student cognitive and socio-cultural learning. In addition, interviews with 13 alumni participants of the arts-based program contributed to the reliability of the study. Analysis of the student observations, multimodal documents, and interviews with regard to the four associated research questions of the study suggest that arts-based learning experiences positively contribute to opportunities of cognitive and socio-cultural learning for middle school students. The study’s findings suggest the importance of implementing arts-based learning experiences for middle school students and presents recommendations for art-based education policy, practice, and research.
