1. School name Artist(s) and arts organization(s) name(s) “TITLE OF UNIT” CAPE Action Research Data Collection Template One or two representative images. Keep any text very limited. The aesthetic for this “splash page” is clean and simple. © 2005 Chicago Arts Partnerships in Education Do not use without crediting CAPE

2. I.D.INQUIRYPROCESSRESOURCESTOOLSSTANDARDS REFLECTION & FINDINGS CAPE Website/Research Project Data Collection Template Name of unit School name Artist(s) and arts organization(s) name(s) Juicy, short description of unit. This may be ALL the user reads. Make it strong. Concise, rich description of the arc of the unit, including assessment and reflection activities and the MOST EXCITING IDEAS driving the unit.. Teachers: Grade - Length of unit- © 2005 Chicago Arts Partnerships in Education ID Button 1.1 Image

3. I.D.INQUIRYPROCESSRESOURCESTOOLSSTANDARDS REFLECTION & FINDINGS CAPE Website/Research Project Data Collection Template Brief, vivid profile of school. Can include demographics,character of parent involvement, special programs, relationship with neighborhood, commitment to the arts, school culture, etc. Brief, vivid profiles of artists/art organizations Website links for school and arts organiztion Brief, vivid profiles of participating teachers Brief History of school’s and teacher’s involvement with arts partnerships. “Mission Statement” for the unit and/or the school’s commitment to arts integration: use juicy vs. bureaucratic language. Why does this unit matter? © 2005 Chicago Arts Partnerships in Education ID Button 1.2 Image

4. I.D.INQUIRYPROCESSRESOURCES TOOLSSTANDARDS REFLECTION & FINDINGS Button 2 CAPE Website/Research Project Data Collection Template INQUIRY TEACHER and ARTIST INQUIRY QUESTIONS FOR THIS UNIT STUDENT INQUIRY QUESTIONS FOR THIS UNIT © 2005 Chicago Arts Partnerships in Education Image (photo, drawing, or video clip)

5. CAPE Website/Research Project Data Collection Template Button 3 I.D.INQUIRYPROCESSRESOURCES TOOLSSTANDARDS REFLECTION & FINDINGS PROCESS Concise, vivid descriptions of the steps in the unit Can be in outline format Include a sense of timeline Be sure to include references to student inquiry, documentation, assessment, and reflection activities Exciting, short descriptions are more important than detail- our purpose is more to inspire than to instruct- more a “what to” and a “why to” than a “how to”. Use several pages- don’t crowd too much on one page Can include sound clips © 2005 Chicago Arts Partnerships in Education Image (photo, drawing, or video clip)

6. CAPE Website/Research Project Data Collection Template Button 4 I.D.INQUIRYPROCESSREFLECT TOOLSSTANDARDS REFLECTION & FINDINGS RESOURCES Bibliographies, web-links, materials lists, supply sources. You are encouraged to comment on resources that were particularly useful. © 2005 Chicago Arts Partnerships in Education Image

7. CAPE Website/Research Project Data Collection Template Button 5 I.D.INQUIRYPROCESSRESOURCESTOOLSSTANDARDS REFLECTION & FINDINGS TOOLS ASSESSMENT TOOLS ARTIFACTS COLLECTED THROUGH PHOTOS, DRAWINGS, TEXT, SOUND AND VIDEO CLIPS EXAMPLES OF STUDENT WORK AT SEVERAL STAGES OF DEVELOPMENT ( Pre/Post work samples are especially helpful ) PLANNING TOOLS DOCUMENTATION STRATEGIES DESCRIBE YOUR STRATEGIES FOR KEEPING DOCUMENTATION MANAGABLE. © 2005 Chicago Arts Partnerships in Education

8. CAPE Documentation Template Button 6.0 I.D.INQUIRYPROCESSRESOURCESTOOLS Documentation REFLECTION & FINDINGS STATE STANDARDS - FINE ARTS CONTENT STANDARDS STATE STANDARDS - ACADEMIC CONTENT IMAGE © 2005 Chicago Arts Partnerships in Education

9. CAPE Website/Research Project Data Collection Template Button 7 I.D.INQUIRYPROCESSRESOURCES TOOLSSTANDARDS REFLECTION & FINDINGS REPEAT YOUR INQUIRY QUESTIONS!!! Display evidence from student work that starts to answer your questions, and include new questions that grew out of the work. Include text and image and short sound /video clips of teachers, artists, and/or students reflecting on the character and meaning of the unit. “Human story” relaxed voice is most effective, as opposed to slick and formal. Passion and humor welcomed. Anecdotes welcomed here. Images can include kid work, process work, reflection forms (filled out- such as KWL charts), teacher discussions, flip charts, kids’ illustrations of unit activities, etc. It’s OK to talk about what didn’t work or had to be changed, as well as positive unexpected outcomes. Please include descriptions of what you found challenging and satisfying in doing the research, what surprised you, what gave you new ideas for what you will do next time. © 2005 Chicago Arts Partnerships in Education REFLECTION & FINDINGS