Supporting theatre education through resources and policy

Q1 Arts and Humanities

Arts Education Policy Review Pub Date : 2021-06-28 DOI:10.1080/10632913.2021.1931601

James Palmarini, Cory Wilkerson

引用次数: 1

Abstract

Abstract Theater educators, like their music, dance, and visual arts counterparts, had to pivot quickly to provide educational opportunities in theater for students during the COVID-19 pandemic. This article outlines how two national associations, the Educational Theater Association, and the American Alliance for Theater in Education, responded to the crisis and provided support to theater educators in the field during the pandemic. In addition, the article includes information on a brief survey conducted with theater educators in Fall, 2020, speaking to how they were teaching during the pandemic, and what they were teaching, including administrative and resource supports. The online curricular and instructional resources created by EdTA are of particular interest as the organization was just ramping up online professional development at the start of the pandemic. During the pandemic, EdTA came to the forefront in providing resources for all educators on how to create instructional content in a variety of platforms.

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通过资源和政策支持戏剧教育

摘要在新冠肺炎大流行期间，戏剧教育工作者与音乐、舞蹈和视觉艺术同行一样，必须迅速转向为学生提供戏剧教育机会。这篇文章概述了教育戏剧协会和美国戏剧教育联盟这两个全国性协会如何应对危机，并在疫情期间为该领域的戏剧教育工作者提供支持。此外，这篇文章还包括2020年秋季对戏剧教育工作者进行的一项简短调查的信息，该调查涉及他们在疫情期间的教学情况，以及他们的教学内容，包括行政和资源支持。EdTA创建的在线课程和教学资源特别令人感兴趣，因为该组织在疫情开始时刚刚加强在线专业发展。在疫情期间，EdTA站在最前沿，为所有教育工作者提供如何在各种平台上创建教学内容的资源。

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.