Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities最新文献_第3页

Lab Reports and Horror Stories: Leveraging Chemistry Majors’ Writing Interests for Student Engagement and Retention 实验报告和恐怖故事:利用化学专业学生的写作兴趣来提高学生的参与度和记忆力

Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2021-01-11 DOI: 10.21977/D916140988

J. Nicholes

引用次数: 0

Connecting Arts Integration to Social-Emotional Learning among Special Education Students 特殊教育学生艺术融入与社会情感学习的关系

Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2019-09-07 DOI: 10.21977/d915139672

Rebecca Casciano, L. Cherfas, Lauren Jobson-Ahmed

{"title":"Connecting Arts Integration to Social-Emotional Learning among Special Education Students","authors":"Rebecca Casciano, L. Cherfas, Lauren Jobson-Ahmed","doi":"10.21977/d915139672","DOIUrl":"https://doi.org/10.21977/d915139672","url":null,"abstract":"Author(s): Casciano, Rebecca; Cherfas, Lina; Jobson-Ahmed, Lauren | Abstract: Little is known about the connection between arts-integrated education and social-emotional learning, particularly for students with disabilities. This paper draws on data from a case study of a federally-funded arts integration program called Everyday Arts for Special Education (EASE) to identify the mechanisms by which arts-integrated teaching promotes engagement, self-control, interpersonal skills, and leadership among special education students. We draw on observational and interview data to present a conceptual model for understanding the impact of arts-integrated education on student social-emotional outcomes. The data suggest that arts integration impacts students' social-emotional outcomes in two ways: by providing teachers with simple, easy-to-implement activities that explicitly encourage growth on one or more social-emotional competencies; and by providing teachers with a methodology that encourages student engagement, which in turn encourages social-emotional growth. We conclude with a discussion of some of the factors required in order for arts integration to be adopted and implemented effectively within classrooms.","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":"2019-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134158313","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: 2

Using the Arts to Develop a Pedagogy of Creativity, Innovation, and Risk-Taking (CIRT) 利用艺术发展创造、创新和冒险的教学法(CIRT)

Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2019-09-07 DOI: 10.21977/d915130132

C. Cho, J. Vitale

引用次数: 1

Stakeholder Perceptions of the Effects of a Public School-Based Theatre Program for Children with ASD 利益相关者对ASD儿童公立学校戏剧项目效果的看法

Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2019-09-07 DOI: 10.21977/d915136948

T. Goldstein, M. Lerner, Sarah J Paterson, L. Jaeggi, Tamara Spiewak Toub, K. Hirsh-Pasek, R. Golinkoff

{"title":"Stakeholder Perceptions of the Effects of a Public School-Based Theatre Program for Children with ASD","authors":"T. Goldstein, M. Lerner, Sarah J Paterson, L. Jaeggi, Tamara Spiewak Toub, K. Hirsh-Pasek, R. Golinkoff","doi":"10.21977/d915136948","DOIUrl":"https://doi.org/10.21977/d915136948","url":null,"abstract":"Author(s): Goldstein, Thalia R.; Lerner, Matthew D; Paterson, Sarah; Jaeggi, Lena; Toub, Tamara Spiewak; Hirsh-Pasek, Kathy; Golinkoff, Roberta | Abstract: Arts programs are often credited with helping children with autism spectrum disorders (ASD) gain cognitive and social skills. As with all claims of transfer from experience in the arts to abilities in non-arts domains, empirical evidence is mixed, and often criticized for both imprecise methodologies and a lack of connection back to the art form itself. Exact measurement of programs’ mechanisms and effects are rare. To investigate the effect of theatre experiences for children with ASD, we completed a systematic study of adult stakeholders of a large, school-based, successful musical theatre program. We found stakeholders emphasized modeling, routines, and relaxation as useful strategies, endorsing that the program built imitation, motor abilities and turn-taking skills. These observations raise questions for standard theories of the effects of arts that focus and accentuate only higher order social and emotional or academic skills, and emphasize the importance of including stakeholders in theorizing and measuring the effects of arts programs for all populations.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124462020","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: 3

Csikszentmihaliyi’s Concept of Flow and Theories of Motivation Connection to the Arts in an Urban Public High School 奇克森特米哈里伊的流动概念与城市公立高中艺术动机关联理论

Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2019-09-07 DOI: 10.21977/d915135480

Jane Beese, Jennifer L. Martin

{"title":"Csikszentmihaliyi’s Concept of Flow and Theories of Motivation Connection to the Arts in an Urban Public High School","authors":"Jane Beese, Jennifer L. Martin","doi":"10.21977/d915135480","DOIUrl":"https://doi.org/10.21977/d915135480","url":null,"abstract":"Author(s): Beese, Jane A.; Martin, Jennifer L. | Abstract: The concept of flow, or being so immersed in an activity that awareness of self becomes inextricable from the action, and motivational theory can work collectively to help us better understand how fine arts curricula can impact student motivation and learning. In this article, we use Csikszentmihaliyi’s concept of flow as a way to explore high school students’ experiences when completing challenging learning activities within a fine arts education program. In this study, focus groups were conducted to explore 19 high school age performing arts students' experiences of flow and how those experiences affected their engagement, motivation, and academic outcomes. From the researchers' perspectives, participants, who did not know the concept of flow, described rich, descriptions of flow experiences revealing aspects of growth mindset, emotional intelligence, and self-actualization. There were also connections to academic subjects that included the desire to stay in the program and the requirements of maintaining good grades, using art as a platform for assignments in other classes and applying the skills developed through arts education to do well.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130243189","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

Challenges and Supports to Elementary Teacher Education: Case Study of Preservice Teachers’ Perspectives on Arts Integration 小学教师教育的挑战与支持:职前教师艺术整合观之个案研究

Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2019-09-07 DOI: 10.21977/d915144538

J. Hipp, Margaret-Mary Sulentic Dowell

{"title":"Challenges and Supports to Elementary Teacher Education: Case Study of Preservice Teachers’ Perspectives on Arts Integration","authors":"J. Hipp, Margaret-Mary Sulentic Dowell","doi":"10.21977/d915144538","DOIUrl":"https://doi.org/10.21977/d915144538","url":null,"abstract":"Author(s): Hipp, Jamie; Sulentic Dowell, Margaret-Mary | Abstract: This case study investigates the factors that challenge and support preservice teachers’ (PST) arts integration beliefs and practices. The participants include a total of 74 PSTs enrolled in a mandatory university arts course at a large Southern university across three consecutive semesters. Concurrent with arts class enrollment, PSTs are also enrolled in their capstone, semester-long, student teaching experience. The authors used PSTs’ end-of-semester reflections and the primary data source. Findings illustrate that PSTs can be creative through arts integration within teaching and learning, while still acknowledging challenges at the school level. The authors detail how they revamped existing elementary preservice arts classes to focus on arts-integrated instructional practices. In addition, findings illustrate the need for strategic inservice training for mentor teachers on the efficacy of arts integration in elementary settings and for administrative support for the arts at the school level.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130869480","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: 7

Reconsidering the Value 重新思考价值

Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2019-09-07 DOI: 10.21977/d915144629

C. Willard

引用次数: 1

BOOK REVIEW of "Arts Integration in Diverse K-5 Classrooms: Cultivating Literacy Skills and Conceptual Understanding" 《多元K-5课堂的艺术整合:培养读写能力与概念理解》书评

Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2019-09-07 DOI: 10.21977/d915146450

B. Cohen

引用次数: 2

Making Content Relevant (Or Not): Exploring the Outcomes of a Project-Based Curriculum in Post-Secondary Art Appreciation 使内容相关(或不相关):探索基于项目的中学后艺术欣赏课程的成果

Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2019-09-07 DOI: 10.21977/d915142844

C. Blatt-Gross

{"title":"Making Content Relevant (Or Not): Exploring the Outcomes of a Project-Based Curriculum in Post-Secondary Art Appreciation","authors":"C. Blatt-Gross","doi":"10.21977/d915142844","DOIUrl":"https://doi.org/10.21977/d915142844","url":null,"abstract":"Author(s): Blatt-Gross, Carolina Eve | Abstract: Because college students often struggle to understand the relevance of isolated and abstract art content to their programs of study and daily lives, this study explores the potential to generate meaningful education through a project-based curriculum in a college Art Appreciation course. Informed by research from educational psychology and neuroscience, this curriculum design was intended to help students (all non-art majors) connect course content to their social, emotional and physical realities and offer the potential to improve them. In class, students explored forms of visual communication, various media, and the relationship between art and culture before applying their findings to the design of a public artwork for their nearly art-free campus. Based on a constructivist epistemology and a phenomenological methodology, this study utilized participant observation, student projects and illustrated reflections as data sources. The results suggest positive outcomes, such as demonstrable understanding and application of course content as well as shortcomings, specifically the potential to fortify and actualize these connections.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114585876","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

Turning Theory into Practice: A Case Study in the Arts 将理论转化为实践:艺术案例研究

Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Pub Date : 2019-09-07 DOI: 10.21977/d915142042

Ilene D. Lieberman, Mara E. Parker

引用次数: 0