Arts Education Policy Review最新文献

{"title":"Impact evaluation of the turnaround arts pilot program: an interrupted time series analysis","authors":"Bri’Ann F. Wright","doi":"10.1080/10632913.2023.2285497","DOIUrl":"https://doi.org/10.1080/10632913.2023.2285497","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138609457","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":"Divisive concepts laws and music education: PK-20 music educators’ perceptions and discourses","authors":"K. Salvador, Andrew Bohn, Anne Martin","doi":"10.1080/10632913.2023.2286598","DOIUrl":"https://doi.org/10.1080/10632913.2023.2286598","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138619781","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":"Art education en las nubes (in the clouds): pandemic programming and a legacy of learning at the Emma S. Barrientos Mexican American Cultural Center","authors":"Cassie Lynn Smith","doi":"10.1080/10632913.2023.2281385","DOIUrl":"https://doi.org/10.1080/10632913.2023.2281385","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139257998","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":"Appraising metropolitan arts education partnerships: a policy analysis","authors":"Ryan D. Shaw, Cara Faith Bernard","doi":"10.1080/10632913.2023.2277941","DOIUrl":"https://doi.org/10.1080/10632913.2023.2277941","url":null,"abstract":"AbstractOver the past 20 years, some of the most notable arts education policy initiatives have taken place in urban areas with the creation of metropolitan arts education partnerships. Aside from a few impact studies and isolated reports, little research exists that specifically analyzes their policy implications. Therefore, the purpose of this study was to describe the formation of high-profile metropolitan arts education partnerships. Research questions were: 1) What stakeholders are involved and how do they interact? 2) How are the metropolitan arts partnerships framed?, and 3) What are the goals and metrics associated with the partnerships? Using a policy-focused multiple case study approach, data collection included document analysis and interviews with key stakeholders from five partnerships. There were a variety of structures behind the partnerships, and stakeholders described interactions in terms of collective impact and negotiations over agendas. Partnerships were framed around equitable access to arts education alongside more sentimentalized rhetoric about the power of the arts. Finally, partnerships collected data on both arts-specific and non-arts-specific metrics to track progress.Keywords: Arts partnershipsthird space policymakingaccessequityurban education Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 As we discuss later, the resulting policy effort is sometimes a named initiative (“Creative Advantage”) or results in a new formation of an entity that manages the effort (“Ingenuity”). We discuss the variation later in the paper, but for the sake of simplicity, we use the terms “partnership” and “initiative” interchangeably.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869045","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":"An entertainment-education policy approach to teach campus literacy, safety, and social norms","authors":"Jacob D. Holster, Bryan E. Nichols, Fouz Aljameel, Austin Norrid","doi":"10.1080/10632913.2023.2262110","DOIUrl":"https://doi.org/10.1080/10632913.2023.2262110","url":null,"abstract":"AbstractThis study represents an application of the entertainment education approach utilizing aspects of arts education to deliver campus policy and protocols to a population of incoming first year students at new student orientation. Consistent with previous applications in research, these theatrical entertainment messages were combined with a post-show discussion followed by a post-show survey. Data for this study consisted of those three elements (the show, the discussion, and the survey) and we describe these data using AI-based content analyses and network modeling. We report on the recall of campus information including emergency phone numbers and on questions of campus policy regarding student behavior. For this population, we recommend a dual-pronged approach where the meaning related to the information is provided during the heightened period of audience involvement during NSO, and recall is supported through targeted resource communication in the following months and/or through first-year seminar courses. The prevalence and specificity of student responses lends toward the consideration of policies for new students related to the limitation of logistical obstacles, and multifaceted approaches to the dissemination of health-related information, and crisis response formats.Keywords: Arts entertainmentaudience engagementaudience recallcampus policycampus safetyentertainment educationpolicytopic modeling Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135695951","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 place of the arts within integrated education","authors":"Raquel Sanz-Camarero, Jairo Ortiz-Revilla, Ileana M. Greca","doi":"10.1080/10632913.2023.2260917","DOIUrl":"https://doi.org/10.1080/10632913.2023.2260917","url":null,"abstract":"AbstractIf we are to address the complex needs of contemporary education, then reflection on the arts when talking about integrated education is somewhat logical and should be considered as one principal objective of Arts Education. Current educational policies at the international level point toward a more integrated education, however, there is no consensus over a real arts integration, nor significant reflection within the classroom. This situation has worsened over recent years, even when the arts are being incorporated in some models of integrated education in full expansion. In this study, we present a state of the question of the place of the arts in integrated education. To do so, we place arts integration within its historical context, and define and explain four major problems (instrumentalization of the arts, undervaluation of the arts, poor teacher training, neglecting evaluation). We then go on to present the significance of the arts within integration as the basic axis of the existing theoretical discourse in the literature, defining five styles of integration according to their significance (subordinated or service-based, peripheral, collaborative, leading role, artistic). Finally, we compile and discuss the main approaches to have arisen in the context of arts integration. This study may be added to the contributions in defense of arts integration, rescuing and clarifying the currently submerged and confused debate, in order to restore its full potential in accordance with the new social and political demands.Keywords: Integrated educationdisciplinary integrationarts integrationstate of the question Disclosure statementThe authors report there are no competing interests to declare.Notes1 ‘The arts’, a less restrictive term widely used in the literature, is employed when discussing integration. Nevertheless, the term ‘art’ is retained whenever used in the original source material. In addition, due to the authors’ training and artistic backgrounds, some examples and references included throughout the manuscript belong to the field of visual arts.2 This contextualization is mainly based on the context of the United States, a representative country of the integrated education discourse later expanded worldwide.Additional informationFundingThis research was funded by the Ministry of Science and Innovation (Spain) who financed the research project PCI2S [PDC2021-121498-I00].","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136016709","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":"Reimagining antiracist possibilities of single-visit art museum field trips after the COVID-19 pause","authors":"Amanda Tobin Ripley, Hannah Heller","doi":"10.1080/10632913.2023.2251637","DOIUrl":"https://doi.org/10.1080/10632913.2023.2251637","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48877153","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":"Informalities in the art museum: mobilizing educators’ professional learning for policy renewal","authors":"Emily Keenlyside","doi":"10.1080/10632913.2023.2247114","DOIUrl":"https://doi.org/10.1080/10632913.2023.2247114","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45543820","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":"Policy influences on the inclusion of popular music in music teacher education programs","authors":"V. Davis, Candice Davenport Mattio, Bryan Powell","doi":"10.1080/10632913.2023.2247113","DOIUrl":"https://doi.org/10.1080/10632913.2023.2247113","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46137165","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":"Framing arts education in school improvement policy","authors":"Rachael E. Gabriel","doi":"10.1080/10632913.2023.2213452","DOIUrl":"https://doi.org/10.1080/10632913.2023.2213452","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59641441","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}