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This paper presents findings from a reading fluency study conducted by Flock Theatre (Connecticut Higher Order Thinking Schools Teaching Artists) on the effects of a shadow puppet theater program in an elementary school setting. Data collected in this study show an increase in fluency scores among students who perform as narrators in the program. This paper highlights the role of teaching artists in leveraging standardized assessments to transform curricula and student learning through arts integration. Positionality of teaching artists, classroom teachers, and my role as a social scientist in this context is considered, as well as a discussion of the ways in which these programs model critical pedagogy and decolonizing methodologies in education and ethnography.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 License.



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