This paper tests a new theoretical framework for engaging students by evaluating two project-and-design-based pedagogies: Arts Integrated Collective Creation (AICC) and Educational Social Enterprise (ESE). Findings provide statistical support for benefits with middle school students when instruction is designed around Socially Empowered Learning (i.e., group-based, creative agency, real-world issues, and positive social impact). We advance the theory of Socially Empowered Learning (SEL) in identifying and finding empirical support for a novel instructional approach with strong effects and implications for the power of the arts to enhance cross-curricular learning.

中文翻译：

---

课堂中的社会授权学习：艺术整合和社会企业在学校中的作用

本文通过评估基于项目和设计的两种教学法，即艺术综合集体创造（AICC）和教育社会企业（ESE），测试了一种吸引学生参与的新理论框架。当围绕社会赋权学习（即基于小组，创造性的代理，现实世界的问题和积极的社会影响）设计教学时，调查结果为中学生的福利提供统计支持。我们在识别和寻找对新颖教学方法的经验支持方面，将社会赋能学习（SEL）的理论推向前进，该方法具有强大的影响力，并且对增强跨学科学习的艺术力量具有启示意义。