Arts Education Policy Review最新文献_第10页

Is there a transnational trend of “nudging” away from the arts? How the selection device works in the European–Swedish context 是否有一种“轻推”远离艺术的跨国趋势?在欧洲-瑞典的背景下，选择机制是如何运作的

Arts Education Policy Review Pub Date : 2021-03-25 DOI: 10.1080/10632913.2021.1903639

Jonathan Lilliedahl

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引用次数: 4

Standards-based assessment for secondary choral ensembles: a framework to document student learning 中学合唱的标准评估:记录学生学习的框架

Arts Education Policy Review Pub Date : 2021-02-03 DOI: 10.1080/10632913.2021.1877229

M. Myers

{"title":"Standards-based assessment for secondary choral ensembles: a framework to document student learning","authors":"M. Myers","doi":"10.1080/10632913.2021.1877229","DOIUrl":"https://doi.org/10.1080/10632913.2021.1877229","url":null,"abstract":"Abstract Though one of the first disciplines to incorporate national standards in its curricula, the field of music education has not traditionally shown much consistency in its assessments, with disparities in priorities on both local and national levels. Schools often allow teachers the freedom to cover whichever content standards they choose, whether those benchmarks come from the district, state, or national level. Though secondary choral teachers may express freedom and creativity through the repertoire they program for their choirs, they can ensure that all students gain similar skills and training by incorporating a variety of standards-based assessment strategies in their performance ensembles. As choral music educators seek to improve the level of musical artistry and growth in their classrooms, they should incorporate structured individualized assessments which address all eleven of the National Core Arts Standards in order to guide teaching and learning of a wide variety of musical and academic skills and improve documentation of learning for communication with students, families, and administration.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1877229","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47008236","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

When questions are our best answers: responding to the impact of COVID-19 on community-based arts education organizations: a special issue of Arts Education Policy Review 当问题是我们的最佳答案时：应对新冠肺炎对社区艺术教育组织的影响：艺术教育政策评论特刊

Arts Education Policy Review Pub Date : 2021-01-19 DOI: 10.1080/10632913.2020.1844833

D. Wolf, J. Poulin

{"title":"When questions are our best answers: responding to the impact of COVID-19 on community-based arts education organizations: a special issue of Arts Education Policy Review","authors":"D. Wolf, J. Poulin","doi":"10.1080/10632913.2020.1844833","DOIUrl":"https://doi.org/10.1080/10632913.2020.1844833","url":null,"abstract":"Abstract The details of the COVID-19 global pandemic were the lockdowns, face masks, and video conferences, but the full burden of the pandemic included facing the profound inequities in civic, health, education, and other policies that multiplied the effects of the disease. Between March and September 2020, these effects hit the world of community-based arts organizations broadside, stifling the creative activity for young people across the world. Even as youth-centered arts organizations sought to sustain programs of creative skill building, inquiry, and expression with positive youth development principles, they became food pantries, hot spots, and curbside sources of legal advice and financial aid for struggling families. In making that transition, old habits and assumptions have given way to fundamental questions about the definitions of art, arts education, community, leadership, funding, and policy. This introduction summarizes articles that redefine policy as spanning from individual teaching artist practice to municipal and national procedures. Together, they raise basic questions about the new kinds of organizations and practices that could emerge from the crises of early 2020 – given the will to seize the insights of the pandemic.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2020.1844833","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45195206","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

In the face of the unprecedented: creative youth development guides organizations to adapt, support, and thrive 面对前所未有的挑战：创造性青年发展引导组织适应、支持和发展

Arts Education Policy Review Pub Date : 2021-01-19 DOI: 10.1080/10632913.2020.1844835

Rodrigo Guerrero

引用次数: 2

Did consequential accountability policies decrease the share of visual and performing arts education in U.S. public secondary schools during the No Child Left Behind era? 在“不让一个孩子掉队”时代，相应的问责政策是否减少了美国公立中学视觉和表演艺术教育的份额?

Arts Education Policy Review Pub Date : 2020-12-13 DOI: 10.1080/10632913.2020.1854911

Taylor V. Gara, G. Farkas, Liane Brouillette

{"title":"Did consequential accountability policies decrease the share of visual and performing arts education in U.S. public secondary schools during the No Child Left Behind era?","authors":"Taylor V. Gara, G. Farkas, Liane Brouillette","doi":"10.1080/10632913.2020.1854911","DOIUrl":"https://doi.org/10.1080/10632913.2020.1854911","url":null,"abstract":"Abstract It has been asserted that the test-based accountability of No Child Left Behind (NCLB) increased instruction in tested subject areas reading and math, leading to reductions in arts education. We tested this using two waves of data, before and after NCLB implementation, in a difference-in-differences design. The analyses indicated that the total teacher workforce increased substantially during this time period, while the percentage of reading and math educators remained constant, leading to an overall increase in the teacher corps for these subjects. In contrast, the percentage of music and visual arts educators decreased during this period, leading to a decrease in their numbers. Average subject-specific teaching loads increased across all of these subjects. The result was substantial increases in the number of reading and math courses taught, combined with overall stability in the number of arts courses. However, comparisons across states with varying implementation of test-based school accountability prior to NCLB failed to show a relationship between such accountability and changes in the percentages and teaching loads of reading, math, and arts educators. Thus, at least in terms of cross-state comparisons, changes in these outcomes cannot be attributed to state-specific changes in accountability brought on by the introduction of NCLB.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2020.1854911","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49116491","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

Dancing toward the light in the dark: COVID-19 changes and reflections on normal from Australia, Ireland and Mexico 在黑暗中向光明跳舞:来自澳大利亚、爱尔兰和墨西哥的新冠肺炎变化和对正常的思考

Arts Education Policy Review Pub Date : 2020-12-09 DOI: 10.1080/10632913.2020.1844836

R. Jacobs, Michael Finneran, Tere Quintanilla D’Acosta

{"title":"Dancing toward the light in the dark: COVID-19 changes and reflections on normal from Australia, Ireland and Mexico","authors":"R. Jacobs, Michael Finneran, Tere Quintanilla D’Acosta","doi":"10.1080/10632913.2020.1844836","DOIUrl":"https://doi.org/10.1080/10632913.2020.1844836","url":null,"abstract":"Abstract 2020 has been marked by disruption on a global scale due to a range of compounding crises including the ongoing COVID-19 pandemic. Many community arts responses to the pandemic originated from individuals rather than by means of concerted or sustained sectoral responses. This paper uses reflections from Ireland, Australia, and Mexico to discuss the precariousness and vulnerability of the community arts sector and the artists and educators within it at this profoundly difficult time. We reflect upon some of the artistic and educational innovations and experimentations that have come about. We simultaneously examine the work of artists and arts organizations on a paradigmatic level by reflecting upon the role we play in perhaps involuntarily sustaining inequalities despite articulating a desire for change in the work that we do. We argue for the community arts sector to draw upon its imagination and bravery to reflect, assume responsibility, and recast the world into what we want it to be, rather than rebuilding the old, broken one in an attempt to return to what is perceived to be normal. Finally, in turning to arts education policy, we interrogate the barriers and enablers of change in the arts in a post-COVID world, discussing the influencing policy factors of sectoral weaknesses; individual resourcefulness and resilience; the desire for revolution; and the importance of love.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2020.1844836","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46814380","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: 5

Promising practices in music teaching and learning: practical recommendations and policies across cultures 音乐教学中有前途的实践:跨文化的实用建议和政策

Arts Education Policy Review Pub Date : 2020-12-02 DOI: 10.1080/10632913.2020.1844831

M. Susino

引用次数: 1

Responding to crises: constructing a response through organizational change 应对危机:通过组织变革构建应对措施

Arts Education Policy Review Pub Date : 2020-11-19 DOI: 10.1080/10632913.2020.1844832

J. Poulin

引用次数: 4

Re-imagining personal and organizational policies as sources of radical change: perspectives from a teaching artist, organization, and city 重新想象个人和组织政策作为激进变革的来源:来自教学艺术家、组织和城市的视角

Arts Education Policy Review Pub Date : 2020-11-17 DOI: 10.1080/10632913.2020.1844834

T. LaPadula, J. Miles, Olisa “Spyc-E” Enrico

引用次数: 2

Gaps in the training of arts teachers: old challenges and problems in Brazilian education 艺术教师培训的差距：巴西教育中的旧挑战和问题

Arts Education Policy Review Pub Date : 2020-11-09 DOI: 10.1080/10632913.2020.1844830

Gustavo Cunha de Araújo, Irany Ferreira Lima

引用次数: 0