Arts Education Policy Review最新文献_第5页

Networker and intermediary: the role of the culture coordinator in schools 网络者与中介：学校文化协调者的角色

Arts Education Policy Review Pub Date : 2022-05-19 DOI: 10.1080/10632913.2022.2076270

Edwin van Meerkerk

引用次数: 0

Creating an inclusive community in your school through Barrier-Free Theatre 通过无障碍剧院在你的学校创建一个包容的社区

Arts Education Policy Review Pub Date : 2022-05-15 DOI: 10.1080/10632913.2022.2070888

Tracena Marie, Sally Bailey

{"title":"Creating an inclusive community in your school through Barrier-Free Theatre","authors":"Tracena Marie, Sally Bailey","doi":"10.1080/10632913.2022.2070888","DOIUrl":"https://doi.org/10.1080/10632913.2022.2070888","url":null,"abstract":"Abstract The COVID-19 pandemic raised concerns that academic skills would wither away during the lockdown and with it, social-emotional skills. This is assumed to be as true for neurotypical students as for neurodiverse ones. When students return to their schools, how will they function again in their social environment? The key to addressing the transition back to the “new normal” is the arts, which encompass the whole child: cognition, emotions, social, and physical aspects. This article highlights how creating Barrier-Free Theater programs that include drama, music, dance, art, and creative writing could help all students regain the academic progress they have lost, and with the support of creative arts therapists, could lead to the blossoming of a welcoming and inclusive school community in which everyone, regardless of difference, is valued for their innate creativity and human spirit. Barrier-Free Theater can be integrated in classroom curricula, after-school programs, or with community-school partnerships. Creative arts therapists approach students from a strengths-based perspective. We share processes and strategies to incorporate Barrier-Free Theater, where participants are provided the opportunity to make choices, be respected, and learn through solving problems together. This holistic group process allows the arts to heal trauma and disconnection, while enhancing executive functioning and social-emotional connections.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"251 - 258"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59641388","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

Global mindset and music education: a comparison of curriculum documents in the United States and Spain 全球心态与音乐教育：美国和西班牙课程文件的比较

Arts Education Policy Review Pub Date : 2022-05-09 DOI: 10.1080/10632913.2022.2070887

Jennifer M. Mellizo, Alberto Cabedo-Mas

引用次数: 2

Barriers and bridges with digital tools in visual arts for students with disabilities: a snapshot of a year challenged by COVID-19 为残疾学生提供视觉艺术数字工具的障碍和桥梁:受COVID-19挑战的一年快照

Arts Education Policy Review Pub Date : 2022-04-27 DOI: 10.1080/10632913.2022.2065653

Elizabeth Stuart Whitehead, Lauren Elizabeth Duewer

{"title":"Barriers and bridges with digital tools in visual arts for students with disabilities: a snapshot of a year challenged by COVID-19","authors":"Elizabeth Stuart Whitehead, Lauren Elizabeth Duewer","doi":"10.1080/10632913.2022.2065653","DOIUrl":"https://doi.org/10.1080/10632913.2022.2065653","url":null,"abstract":"Abstract Due to the pandemic, teachers across the nation were thrown into a digital educational environment where they had to rely on technology (and the good graces of parents) to convey instruction across the virtual learning landscape. For teachers of the visual arts, the shift to virtual learning created the opportunity and challenge to create engaging, fun, and relevant lessons, especially when teaching students with disabilities. The impetus for accessibility to visual arts learning for all students comes from the importance of visual arts to culture, community, and further life skill engagement. The basis for the need for accessible instruction is in the policies and procedures developed at a county, state, and federal level supporting the access to the educational environment for students with disabilities. In this article, we move from the macro level of policy and procedure to the micro level of real teachers implementing appropriate strategies to engage students directly in their visual arts instruction. We, in collaboration with visual arts instructors, dive into the barriers that came with the shift to a virtual learning environment during the pandemic for students with disabilities, and how they identified strategies to bridge the gaps. Teachers identified how their “teaching toolbox” was stretched and expanded through the use of new digital tools. We also identify supports and strategies lacking in the digital learning environment and how the teachers attempted to overcome them. The teachers also share how they implemented specially designed instructional strategies to meet the students’ needs while engaging the students with the visual arts content. We explore teacher perspectives on the implementation of digital strategies during distance learning and gain insights on lessons learned, strategies to carry forward, and digital divides that continue, even into the varied learning modes following the COVID-19 pandemic.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"240 - 250"},"PeriodicalIF":0.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43130814","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

Post COVID-19: access to an arts education for all students COVID-19后:所有学生都能接受艺术教育

Arts Education Policy Review Pub Date : 2022-04-09 DOI: 10.1080/10632913.2022.2059730

Ryan M. Hourigan

引用次数: 0

Poverty, race, disability, and intersectionality and participation in the arts: needed policy changes for the future 贫困、种族、残疾、交叉性和艺术参与：未来需要的政策变化

Arts Education Policy Review Pub Date : 2022-04-04 DOI: 10.1080/10632913.2022.2059731

Alice M. Hammel, Ryan M. Hourigan

引用次数: 0

Drama integration across subjects, grades, and learners: insights from new teachers as inquiring reflective practitioners 跨学科、年级和学习者的戏剧整合:新教师作为探究性反思实践者的见解

Arts Education Policy Review Pub Date : 2022-04-01 DOI: 10.1080/10632913.2022.2053920

Sergio L. Sanchez, Steven Z. Athanases, Ofir L. Cahalan, Julia G. Houk

{"title":"Drama integration across subjects, grades, and learners: insights from new teachers as inquiring reflective practitioners","authors":"Sergio L. Sanchez, Steven Z. Athanases, Ofir L. Cahalan, Julia G. Houk","doi":"10.1080/10632913.2022.2053920","DOIUrl":"https://doi.org/10.1080/10632913.2022.2053920","url":null,"abstract":"Abstract Promoting equitable access to the arts may depend on structures that support teachers in integrating arts into core curricula. We describe an arts-integration design that spotlights attention within and beyond one teacher credential program to one arts field–drama–engaging 24 new non-arts teachers across grades and subjects who participated in a drama academy. Our project shines the light on contributions of early-career teachers to generating conceptions derived from immersion in drama and inquiry into classroom practice. We focus on teachers’ developing repertoires of drama-based pedagogy (DBP) practices for use among wwdiverse learners, and on engagements in ongoing inquiry and reflective cycles. Drawing upon teachers’ reflections and classroom inquiry projects from a multiyear experience, we mapped teachers’ drama conceptions and practices in three interactive tiers: foundational, core, and critical literacies. We illustrate themes with teachers’ reflections and reports of practice, including a vignette of a Mexican-American/Chicana teacher with children ages 9–10, a number of them native-Spanish speaking emergent bilinguals. The study informs teacher efforts in diverse classrooms to integrate and sustain classroom drama. Drawing upon insights and themes from results, we offer policy implications and recommendations for others wishing to design for and learn from innovative drama integration efforts.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"201 - 219"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44347405","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

Teacher collaboration and elementary arts integration: policy and possibility 教师合作与小学艺术整合:政策与可能性

Arts Education Policy Review Pub Date : 2022-03-29 DOI: 10.1080/10632913.2022.2037482

Tara Carpenter Estrada, M. Graham, C. Peterken, Mikaela Cannon, Anna D. Harris

{"title":"Teacher collaboration and elementary arts integration: policy and possibility","authors":"Tara Carpenter Estrada, M. Graham, C. Peterken, Mikaela Cannon, Anna D. Harris","doi":"10.1080/10632913.2022.2037482","DOIUrl":"https://doi.org/10.1080/10632913.2022.2037482","url":null,"abstract":"Abstract Arts education can be an important part of the elementary child’s experience. However, keeping the arts in schools is often a challenge because of funding concerns and competing academic priorities. An important strategy in arts education advocacy and policy is arts integration. Arts integration creates a rationale for the arts based on the enhancement of the educational experience for all students and the potential to engage underserved or less engaged students with academic disciplines through the arts. This article examines teacher experiences within a statewide program that funds arts specialists in elementary schools with the requirement that they integrate the arts with other subjects. The researchers describe how the program works with particular focus on collaboration between arts specialists and classroom teachers. This is a multifaceted study across four school districts with 640 participants including classroom teachers and arts specialists. An understanding of both arts integration and how collaboration happens between elementary teachers and arts specialists was gained through interviews, classroom visits, and surveys. The data suggest that effective integration and collaboration can enhance teachers’ professional growth but require structural and policy support as well as the creativity and energy of individual teachers. The professional life of arts specialists, teacher knowledge, and professional development emerged as important issues for teachers, school leaders, and arts advocates.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"187 - 200"},"PeriodicalIF":0.0,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45567639","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

Introduction to special focus issue: teaching artists and arts education policy 特刊简介：教授艺术家与艺术教育政策

Arts Education Policy Review Pub Date : 2022-03-28 DOI: 10.1080/10632913.2022.2056277

Colleen Conway, Sarah Inendino, Mike Vecchio

引用次数: 0

The lost art: teachers’ perceptions of the connections between the arts and social-emotional learning 失落的艺术：教师对艺术与社会情感学习之间联系的看法

Arts Education Policy Review Pub Date : 2022-03-23 DOI: 10.1080/10632913.2022.2053919

Tom Rizzuto, Kelley Cordeiro, Allison Roda

引用次数: 0