Bibliographic record
Abstract
This article describes an artist-teacher-institutional collaboration that began in Toronto, Canada, in the mid-1990s, and that has grown to become national initiative. Learning Through the Arts™(LTTA) was established in 1995 by The Royal Conservatory of Music, a national leader in preschool and music education programs, and was soon to change the ways in which 60 artists, 200 teachers and 4,000 students in Toronto approached and experienced public education. The initiative grew out of a response to the need to expand learning opportunities for young people in schools. The project involves an approach to learning through the arts, where the arts are used to access concepts and make meaning. The structure of the program is outlined in the paper, as well as some initial research findings. The five year pilot project, which developed and tested the model that is now being implemented with over 20,000 students in six additional cities across Canada, involved Toronto artists in partnership with the former North York Board of Education (now the Toronto District School Board). After a short period, LTTA garnered the support of artists, teachers, principals, and upper administration. Research on the Toronto pilot has indicated that students' attitudes towards school curricula have improved, that teachers have gained confidence and skills related to teaching from an arts-infused perspective, and that administrative practices were changed to increase support for arts curricula after involvement with LTTA.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".