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Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities最新文献

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Case Study Involving Art Integration Supports Social Studies Content Learning and Creativity 案例研究涉及艺术整合支持社会研究内容学习和创造力
Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2022-05-06 DOI: 10.21977/d917149457
Ksenia Zhbanova, Audrey C. Rule
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引用次数: 0
Language Through Music: Bridging the Opportunity Gap in the ELD Classroom 音乐中的语言:填补ELD课堂上的机会差距
Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2022-05-06 DOI: 10.21977/d917149418
Benita Scheckel, Stacy M. Kula
{"title":"Language Through Music: Bridging the Opportunity Gap in the ELD Classroom","authors":"Benita Scheckel, Stacy M. Kula","doi":"10.21977/d917149418","DOIUrl":"https://doi.org/10.21977/d917149418","url":null,"abstract":"","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117113246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Arts-Embedded Education: Experiential Learning in a Waldorf First-Grade Classroom 艺术嵌入教育:华德福一年级课堂的体验式学习
Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2022-05-06 DOI: 10.21977/d917157963
Kimberly Telfer-Radzat, Liane Brouillette
{"title":"Arts-Embedded Education: Experiential Learning in a Waldorf First-Grade Classroom","authors":"Kimberly Telfer-Radzat, Liane Brouillette","doi":"10.21977/d917157963","DOIUrl":"https://doi.org/10.21977/d917157963","url":null,"abstract":"","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128735919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
WITHDRAWN: Medical Students using Theatre to Engage Seniors in Long-Term Care Facilities: Fostering Empathy Through a Humanities Pilot Project 撤回:医学生用戏剧吸引老年人在长期护理设施:通过人文学科试点项目培养同理心
Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2022-05-06 DOI: 10.21977/d917147387
M. Jay, Syeda Shanza Hashmi, Luke Joseph Fraccaro, Chirayu Bhatt, Sana Gill, Serina Khater, Susan R. Lamb, Doug Archibald
{"title":"WITHDRAWN: Medical Students using Theatre to Engage Seniors in Long-Term Care Facilities: Fostering Empathy Through a Humanities Pilot Project","authors":"M. Jay, Syeda Shanza Hashmi, Luke Joseph Fraccaro, Chirayu Bhatt, Sana Gill, Serina Khater, Susan R. Lamb, Doug Archibald","doi":"10.21977/d917147387","DOIUrl":"https://doi.org/10.21977/d917147387","url":null,"abstract":"","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129221350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Statewide Arts Integration Programming: A closer look at successes and challenges for elementary students, classroom teachers, and arts educators. 全州艺术整合计划:小学生、课堂教师和艺术教育者的成功与挑战。
Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2022-05-06 DOI: 10.21977/d917151495
Rebecca J. Penerosa, Andrea Pischnotte
{"title":"Statewide Arts Integration Programming: A closer look at successes and challenges for elementary students, classroom teachers, and arts educators.","authors":"Rebecca J. Penerosa, Andrea Pischnotte","doi":"10.21977/d917151495","DOIUrl":"https://doi.org/10.21977/d917151495","url":null,"abstract":"","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"200 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123018696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mapping out Dramatic Forms 绘制戏剧形式
Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2021-01-11 DOI: 10.21977/D916143264
Tomás Motos Teruel, Vicente Alfonso-Benlliure, D. Fields
{"title":"Mapping out Dramatic Forms","authors":"Tomás Motos Teruel, Vicente Alfonso-Benlliure, D. Fields","doi":"10.21977/D916143264","DOIUrl":"https://doi.org/10.21977/D916143264","url":null,"abstract":"Author(s): Teruel, Tomas Motos; Alfonso-Benlliure, Vicente; Fields, Donna Lee | Abstract: This paper examines the understanding of the use of dramatic activities and conventions in the field of education and social action, differentiating between the constructs of theatre and drama in education. In order to help reflect on the practices of teachers and educators who use these didactic strategies in their profession, three diagrams are used as models to illustrate mapping techniques. The first is sketched from the process/product, play/performance and participation/non-participation variable; the second is based on the variables of verbal/non-verbal, open/closed and small scale/large scale; and the third diagram represents drama/theatre, collective/individual and change-centered/not change-centered practices. All theatrical forms in the three diagrams are concisely, but not wholly, characterized.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115593276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Integrating Drawing in Teaching English Language at Yumba Special School for Children with Intellectual Disabilities 云巴智障儿童特殊学校将绘画融入英语教学
Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2021-01-11 DOI: 10.21977/D916142462
Bawa Alhassan, M. Osei
{"title":"Integrating Drawing in Teaching English Language at Yumba Special School for Children with Intellectual Disabilities","authors":"Bawa Alhassan, M. Osei","doi":"10.21977/D916142462","DOIUrl":"https://doi.org/10.21977/D916142462","url":null,"abstract":"Author(s): Alhassan, Bawa; Osei (PhD), Mavis | Abstract: Pupils with intellectual disabilities have personal, social and communication challenges as stated in DSM-5 (APA, 2013) and ICD-10 (WHO, 1992). As such, their cognition in general and language acquisition in particular are difficulties they struggle with in school. As a result, teaching them becomes cumbersome for teachers and caregivers. However, theories in the literature aver that art can be used as a tool to enhance teaching and learning of English language to pupils in the general population and pupils with intellectual disabilities in particular. The purpose of this study was to integrate drawing in teaching and learning of English Language at Yumba Special School for children with intellectual disabilities. The special school is situated in Tamale, the capital of Northern Region of Ghana. The study employed action research method where topics in English Language were taught by making pupils draw in the classroom. The researchers used six weeks to conduct the action research. Researchers observed that integrating drawing in teaching English Language do not only make learning enjoyable and interesting but also drawing gained and sustained pupils attention as they were actively involved in the learning process, even though children with intellectual disabilities are symptomatic of Attention Deficit Hyperactive Disorder (ADHD). Therefore educators should adopt drawing integration in teaching English Language in intellectual disability learning environment.n","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125170399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
History of science meets history of art on Galileo's telescope: An integrated approach for science education 科学史与艺术史在伽利略望远镜上的相遇:科学教育的综合方法
Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2021-01-11 DOI: 10.21977/D916141548
Margarita-Ana Vázquez-Manassero, María-Antonia Manassero-Mas, Ángel Vázquez-Alonso
{"title":"History of science meets history of art on Galileo's telescope: An integrated approach for science education","authors":"Margarita-Ana Vázquez-Manassero, María-Antonia Manassero-Mas, Ángel Vázquez-Alonso","doi":"10.21977/D916141548","DOIUrl":"https://doi.org/10.21977/D916141548","url":null,"abstract":"Author(s): Vazquez-Manassero, Margarita-Ana; Manassero-Mas, Maria-Antonia; Vazquez-Alonso, Angel | Abstract: An interdisciplinary approach to science education through history of art is proposed. The approach is innovative, as the artworks complement the history, philosophy and sociology of science contents to increase students’ interest and motivation. The approach integrates humanities and science education through history of art, which request interdisciplinary cooperation of the teachers of the school subjects involved with historical curriculum contents. The approach is elaborated through the case of Galileo's telescope, which provides specific features on the relationships between science and technology (scientific instrumentation applied to generate knowledge), nature of science, and science-technology-society relationships, where history and art meet each other. Further, history of art contributes some contemporary artworks on Galileo case that highlight all those relationships. The explicitness, perception, beauty and accessibility of the paintings may also be a key element to develop teachers’ and students’ interest and motivation in teaching and learning science through its integration with history of art. Finally, the interdisciplinary educational approach develops a teaching-learning sequence on the basis of Galileo's telescope to guide teaching the issue in science education through history of art. This didactic exemplification elaborates some aims, contents, resources and activities throughout the human, social, philosophical, artistic, scientific and historical aspects involved in the case of Galileo that teachers must adapt to specific subjects, degree and students.n","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"144 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131654117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pedagogical Discoveries through Participation in a Devised Ethnodrama about Depression 通过参与设计的关于抑郁症的民族戏剧的教学发现
Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2021-01-11 DOI: 10.21977/D916145217
Matthew J. Omasta, Alyssa Landroche
{"title":"Pedagogical Discoveries through Participation in a Devised Ethnodrama about Depression","authors":"Matthew J. Omasta, Alyssa Landroche","doi":"10.21977/D916145217","DOIUrl":"https://doi.org/10.21977/D916145217","url":null,"abstract":"Author(s): Omasta, Matt; Landroche, Alyssa; Project Team, The Facing Depression | Abstract: This study employs interpretative phenomenological analysis to investigate theatre artists' perceptions and experiences of the phenomenon of devising and performing an ethnodramatic play about depression. Specifically, it explores reflective journal entries the artists wrote after each rehearsal and performance. The analytic process included identifying, coding, and categorizing significant statements in order to develop warranted assertions about the phenomenon. The data suggest that the phenomenon was pedagogical in nature. As such, this article explores seven emergent themes / beliefs participants apperceived throughout the process and discusses the variable veracity of those beliefs.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123428957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Executive Function Improvement of Students With Adverse Childhood Experiences After an Art-Integration Program. 不良童年经历学童执行功能之改善。
Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2021-01-11 DOI: 10.21977/D916145418
Mason Kuhn, Marine Pepanyan, Denise A. Tallakson
{"title":"Executive Function Improvement of Students With Adverse Childhood Experiences After an Art-Integration Program.","authors":"Mason Kuhn, Marine Pepanyan, Denise A. Tallakson","doi":"10.21977/D916145418","DOIUrl":"https://doi.org/10.21977/D916145418","url":null,"abstract":"Author(s): Kuhn, Mason; Pepanyan, Marine; Tallakson, Denise | Abstract: This paper shares the results of an exploratory study that measured the change in Executive Function (EF) skills of At-Risk third-grade students with varying Adverse Childhood Experiences (ACEs) before and after an Arts-Integration (AI) program. Student EF skills were measured using the Minnesota Executive Function Scale (MEFS) and a statistically significant increase in EF skills was observed in the post-test. In addition, a regression analysis was conducted to determine if students with a high level of ACEs improved at a different rate than students with a low level of ACEs and it was found that the number of ACEs was a significant predictor of improvement on the MEFS.n The article describes why students with high ACEs would likely have EF skill deficiencies, why EF skills are important for success in school, and how using the arts in curricula can help develop EF skills in students.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127496799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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