Performing arts teaching artists in P-12 schools: reconsidering preparation, policy, and professional challenges

Q1 Arts and Humanities

Arts Education Policy Review Pub Date : 2022-02-23 DOI:10.1080/10632913.2022.2041140

J. McNamara, Doug Risner

引用次数: 0

Abstract

Abstract This afterword gathers central themes from preceding articles in the issue, including the wide range of P-12 teaching artists’ preparation, parity in the field (gender, genre, race, funding, etc.), professional challenges, and potential to reform supporting policies, and brings them into dialogue with one another. It highlights both the tension and the partnership that exist at the intersection of “teacher” and “artist” identities, and suggests that the sites of pedagogical and policy overlap, divergence, and intertwining also invite deeper inquiry, in the best interest of the student and the community within which the student is located. There are questions about and implications for P-12 teaching artist preparation and work, funding structures, school and community investment, and administrative policy.

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P-12学校的表演艺术教学艺术家:重新考虑准备，政策和专业挑战

这篇后篇汇集了本期前几篇文章的中心主题，包括广泛的P-12教学艺术家的准备、领域平等(性别、流派、种族、资金等)、专业挑战和改革支持政策的潜力，并使他们彼此对话。它强调了存在于“教师”和“艺术家”身份交汇处的紧张关系和伙伴关系，并表明教学和政策重叠、分歧和交织的地点也邀请更深层次的探究，以学生和学生所在社区的最佳利益。有关于P-12教学艺术家的准备和工作、资金结构、学校和社区投资以及行政政策的问题和影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Arts Education Policy Review Arts and Humanities-Visual Arts and Performing Arts

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Arts Education Policy Review ( AEPR) presents discussion of major policy issues in arts education in the United States and throughout the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes critical analysis. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education policy. Policy examinations from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences—all those involved in the arts and concerned about their role in education. AEPR focuses on analyses and recommendations focused on policy. The goal of any article should not be description or celebration (although reports of successful programs could be part of an article). Any article focused on a program (or programs) should address why something works or does not work, how it works, how it could work better, and most important, what various policy stakeholders (from teachers to legislators) can do about it. AEPR does not promote individuals, institutions, methods, or products. It does not aim to repeat commonplace ideas. Editors want articles that show originality, probe deeply, and take discussion beyond common wisdom and familiar rhetoric. Articles that merely restate the importance of arts education, call attention to the existence of issues long since addressed, or repeat standard solutions will not be accepted.