Abstract
This project was an Alternative Culminating Experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on Arts in Education. It followed Pathway III: Developing a curriculum, program, or performance related to arts education or arts in education. Over a period of 16 years the author used performing arts to engage students in learning. She found performing arts to be an effective means of engaging and connecting students to content areas. Furthermore, students were found to grow socially and emotionally. This led her to conduct an additional study, specifically integrating performing arts and social studies to further explore these results. Using the methodology of narrative inquiry, the project investigated how learning through the arts, instead of through the traditional way of lecture and report writing, helps students interact with social studies content standards in a meaningful and engaging manner. The project involved placing students into research groups, based on interest and grade level. Students researched the contribution of a critical event or key individual to the development of the United States of America and then recorded facts and discussed their work together. Finally, each group developed a culminating project, using performing arts, to demonstrate their understanding of the history and social studies they had v researched. The culminating projects were performed for two different audiences. Student, parent, and teacher reflections showed that students were thoroughly engaged in learning about history. Moreover, the students felt more confident in their ability to perform in front of an audience.