Journal for Learning through the Arts最新文献

{"title":"The Scientific Method and the Creative Process: Implications for the K-6 Classroom.","authors":"A. J. Nichols, April Stephens","doi":"10.21977/D99112599","DOIUrl":"https://doi.org/10.21977/D99112599","url":null,"abstract":"Science and the arts might seem very different, but the processes that both fields use are very similar. The scientific method is a way to explore a problem, form and test a hypothesis, and answer questions. The creative process creates, interprets, and expresses art. Inquiry is at the heart of both of these methods. The purpose of this article is to show how the arts and sciences can be taught together by using their similar processes which might improve student engagement. Arts-integration research from the literature is discussed. Both the scientific method and the creative process are described through examples of scientists and artists in different areas. Detailed learning activities are presented that demonstrate how both the scientific method and the creative process can be implemented into the classroom. Two activities are appropriate for elementary-aged children, grades K-3, while the other activities are geared for intermediate school-aged students, grades 4-6. All activities are written where either a science educator or arts educator could utilize the lessons.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D99112599","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510588","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}

{"title":"Can We Use Creativity to Improve Generic Skills in Our Higher Education Students? A Proposal Based on Non-Verbal Communication and Creative Movement.","authors":"R. Rodriquez, G. Castilla","doi":"10.21977/D9912639","DOIUrl":"https://doi.org/10.21977/D9912639","url":null,"abstract":"Traditionally, general skills and personal growth have been developed through cognitive processes within academic contexts. Development based on experience may be an alternative route to achieve cognitive knowledge. Enact-learning is based on the biunivocal relationship between knowledge and action. Action is movement. Participants interact with their environment through movement. When participants are aware of this interaction, knowledge is created. First interactions in personal development with the environment are non-verbal. Returning to this concept, we propose work based on creative movement and non- verbal communication. This approach takes into account the multiple intelligences paradigm in order to generate knowledge. This paper seeks to explain a movement development program that has been applied to freshman students studying in different academic areas. The program design is explained in detail. The article demonstrates how the program has helped to develop the participants' body consciousness. The students' reflections are analyzed using a qualitative methodology. A questionnaire focused on the students' perceptions of the connections between general skills and the program rounds out the research results.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D9912639","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510961","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}

{"title":"Can Architects Help Transform Public Education? What the Sarasota County Civic School Building Program (1955-1960) Teaches Us.","authors":"N. Paley","doi":"10.21977/D9912643","DOIUrl":"https://doi.org/10.21977/D9912643","url":null,"abstract":"The Sarasota County School Building Program 1955-1960 is revisited through a detailed examination of how architects and educators collaborated to design an innovative group of public schools that provided opportunities for the transformation of learning space. This multi-dimensioned examination is grounded in an historical contextualization of the school building program; in visual and discursive archival analysis related to four of the schools considered especially notable; and in the integration of contemporary voices of some of the teachers, students, and educational employees who worked in these schools. A concluding section discusses four key lessons of this artistic-educational collaboration that might be fruitful for educators to ponder as they seek to create the kinds of learning environments that optimize students’ educational experience.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68511006","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}

{"title":"Critical Thinking and School Music Education: Literature Review, Research Findings, and Perspectives.","authors":"May Kokkidou","doi":"10.21977/D9912644","DOIUrl":"https://doi.org/10.21977/D9912644","url":null,"abstract":"The most up-to-date validations of educational praxis propose that teachers and learners should engage together in a process of understanding life and the world, should share their anxieties and their problematic issues, look for solutions, make plans for action, express themselves creatively and take a critical stance toward every new datum before accepting it as knowledge. For many years, the dominant view was that the study of certain subject areas--and nothing else--was sufficient to promote students’ critical thinking skills. This conviction was overturned by John Dewey, who pointed out that any school subject may promote critical thinking if teachers base their teaching on challenges and issues presented for investigation, as well as encouraging reflection. As music offers the repeated challenge of situations in which there is no standard or approved answer, it can promote critical thinking. This article presents a review of the literature on the definition of critical thinking, points out the importance of the promotion of critical thinking in general education as well as in art and music education, and, finally, proposes for the teaching and learning of music a framework of applications within which critical thinking skills may be developed.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68511082","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}

{"title":"The Mindful Physician and Pooh","authors":"R. Winter","doi":"10.21977/D99116252","DOIUrl":"https://doi.org/10.21977/D99116252","url":null,"abstract":"Author(s): Winter, Robin O | Abstract: Resident physicians are particularly susceptible to burnout due to the stresses of residency training. They also experience the added pressures of multitasking because of the increased use of computers and mobile devices while delivering patient care. Our Family Medicine residency program addresses these problems by teaching residents about the mindful practice of medicine. We utilize A. A. Milne’s classic children’s books, Winnie-the-Pooh and The House at Pooh Corner, along with Benjamin Hoff’s The Tao of Pooh to explain Dr. Ron Epstein’s four habits of mindfulness: attentive observation, critical curiosity, beginner’s mind, and presence. We also use video clips from two Disney movies, The Many Adventures of Winnie-the-Pooh and A Day for Eeyore as well as Kenny Loggins’ song, House at Pooh Corner. With Winnie-the-Pooh’s help, residents learn how to become more mindful physicians by incorporating Epstein’s four habits of mindfulness into their daily practice.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D99116252","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68511371","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}

{"title":"Using Theater of the Oppressed in Nursing Education: Rehearsing to Be Change Agents.","authors":"K. Love","doi":"10.21977/D9812650","DOIUrl":"https://doi.org/10.21977/D9812650","url":null,"abstract":"Author(s): Love, Katie I. | Abstract: Theater of the Oppressed (TO) is used in a variety of setting and communities to explore ways of recognizing and overcoming oppressions. The main purposes of TO is to become more critically aware of oppressions and power relationships, to rehearse alternative solutions for real life, and to ultimately to be able to make change for social justice. This article describes the use of TO in a baccalaureate nursing education classroom as a way to rehearse for real life situations, confronting the status quo, experience positive communication techniques for empowered thinking, and practice their role as change agents within the healthcare arena. The methods of \"cops in the head,\" \"forum theater,\" and \"image theater\" will be described along with a discussion of how these methods were used in a community health nursing course. Although the examples provided here are specifically for a nursing class, they could be used in any health related field with potential to transform healthcare and ultimately to improve the care experience of patients from the most vulnerable populations.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510237","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}

{"title":"Using Theater to Increase Empathy Training in Medical Students","authors":"J. Reilly, Janet L. Trial, Debra E. Piver, P. Schaff","doi":"10.21977/D9812646","DOIUrl":"https://doi.org/10.21977/D9812646","url":null,"abstract":"Author(s): Reilly, Jo Marie; Trial, Janet; Piver, Debra E.; Schaff, Pamela B. | Abstract: Abstract: Developing and nurturing empathy in medical trainees has been recognized as an essential element of medical education. Theater may be a unique instructional modality to increase empathy training.Methods: A multi-disciplinary team developed a theater workshop for first year medical students. Through the use of theater games, art images and reflective writing, the workshop was designed to enable students to: 1) consider the concept of empathy within the context of theater; 2) experience art, theater and narrative as reflective tools to build empathy /self-reflection. The workshop was evaluated by students through a written questionnaire. It was evaluated by faculty and actors though narrative dialogue. The faculty and actors shared their perceptions about 1) students’ ability to demonstrate empathy through a written narrative based on an art image; 2) students’ use of reflection as part of empathy awareness; 3) students’ ability to demonstrate awareness of body language and emotion as diagnostic and clinical tools. The student questionnaire surveyed the 1) overall quality of the session; 2) ability of the session to help students understand the importance of body language in the doctor-patient relationship; 3) the effectiveness of actors in stimulating discussion about empathy, body language and communication in the doctor-patient relationship.Results: A description of the workshop’s content is described at length. Medical faculty and actors’ narrative comments reflect their positive perceptions of the workshop’s ability to promote empathy through the use of theater /narrative. Medical students evaluated, with less enthusiasm, the effectiveness of the actors in stimulating discussion on the role of empathy, body language and communication.Discussion: The workshop provided an innovative method to foster empathy in medical students. Faculty and actors’ narrative comments were positive overall, as they commented on the importance of helping learners build skills in self-reflection and empathic communication. Mixed student feedback indicates the challenges in teaching clinical empathy and the diversity of students’ personalities and learning styles. Inadequate faculty development and the number of activities included in the session may have contributed to the discrepancy between faculty and student perceptions of the workshop.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D9812646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510313","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}

{"title":"Generation to Generation: The Heart of Family Medicine.","authors":"R. Winter","doi":"10.21977/D9812652","DOIUrl":"https://doi.org/10.21977/D9812652","url":null,"abstract":"According to the American Board of Family Medicine, “The scope of family medicine encompasses all ages, both sexes, each organ system and every disease entity.” What makes the seemingly daunting task of practicing family medicine possible is that family physicians learn to utilize similar clinical reasoning for all of their patients regardless of age, and that they care for patients in the context of their families. In our work with residents, we utilize a multimedia presentation that incorporates poetry by Shel Silverstein, the song, He Was Walking Her Home, by Mark Schultz, and the Pixar/Disney movie, Up, to help teach these concepts and demonstrate how caring for multiple generations simultaneously enriches the care of each generation.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510361","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}

{"title":"Teaching Softly in Hard Environments: Meanings of Small-Group Reflective Teaching to Clinical Faculty.","authors":"Ellen Whiting, D. Wear, J. Aultman, L. Zupp","doi":"10.21977/D9812654","DOIUrl":"https://doi.org/10.21977/D9812654","url":null,"abstract":"A vast literature exists on teaching reflection and reflective practice to trainees in small groups, yet with few exceptions the literature does not address the benefits of these interactions to faculty. Like multiculturalism or cultural competency, the literature assumes that faculty have themselves “achieved” these propensities and that trainees are the only recipients of the benefits of such inquiry. One of the noticeable exceptions is Arno Kumagai and colleagues’ article, “The Impact of Facilitation of Small Group Discussions on Psychosocial Topics in Medicine on Faculty Growth and Development,” which found that small group teaching stimulated not only students’ personal and professional growth, but also that of the faculty themselves. Our intent is to continue and enlarge the questions posed in this important article. Specifically, this inquiry focuses on the meanings that clinical faculty derive from teaching medical students in discussion- and reflection-driven small group formats. Why do faculty leave the comfort zone of clinical teaching and take time away from income-generating patient care activities? What is it about this teaching experience that calls them back each year? In answering these questions, we conducted a qualitative study consisting of interviews and focus groups with 11 clinical faculty participants who teach in Reflections on Doctoring, a required, longitudinal course for medical students. The data of our study provides insight into the thoughts, attitudes, and motives of our faculty who not only view themselves as teachers and mentors, but also as co-learners who engage personally with the medical humanities content being taught. They confront, reveal and resolve challenges presented by literary perspectives and find enjoyment and sense of purpose in teaching non-jaded medical students. Furthermore, what emerged from our study was a deeper understanding of what inspires our faculty to sacrifice their time and effort to facilitate medical humanities discussions with young medical students and how this experience contributes to the ongoing development of their own professional identities.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510441","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}

{"title":"Beyond Comfort Zones: An Experiment in Medical and Art Education.","authors":"K. Auerbach, Jay M. Baruch","doi":"10.21977/D9812653","DOIUrl":"https://doi.org/10.21977/D9812653","url":null,"abstract":"Practicing medicine and creating art are both informed by observation and perception, yet how artists and doctors view the world and their place in it might be quite different. By bringing two populations together – RISD students and Warren Alpert Medical School students – into one experimental course, “No Innocent Eye: Knowledge and Interpretation in Art and Medicine,” art and medical students were asked to engage in topics and work with skills and processes that might not be considered typical fare in art and medical school curriculums, but which we hope gave doctors-in-training creative ways of rethinking medical practice and patient care, and presented art students with new conceptual and material tools to push their art-making.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510799","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}