Arts Education Policy Review最新文献_第9页

Jumping into the virtual environment implications and possibilities for arts education 进入虚拟环境对艺术教育的启示与可能性

Arts Education Policy Review Pub Date : 2021-06-21 DOI: 10.1080/10632913.2021.1931602

C. Feindler, Whitney Mayo, Ryan D. Shaw, F. R. Sabol, Lynn Tuttle, James Weaver

引用次数: 3

Music education and distance learning during COVID-19: a survey 新冠肺炎期间的音乐教育与远程教育：一项调查

Arts Education Policy Review Pub Date : 2021-06-18 DOI: 10.1080/10632913.2021.1931597

Ryan D. Shaw, Whitney Mayo

{"title":"Music education and distance learning during COVID-19: a survey","authors":"Ryan D. Shaw, Whitney Mayo","doi":"10.1080/10632913.2021.1931597","DOIUrl":"https://doi.org/10.1080/10632913.2021.1931597","url":null,"abstract":"Abstract In the spring of 2020, the COVID-19 pandemic moved American schools to a distance learning modality for the duration of the school year. In an effort to document, examine, and learn from the various “stages” of this pandemic, the purpose of this paper was to describe the spring 2020 move to distance learning and how the policies put in place affected music educators. We focus on describing district/school policies, teacher response, and stakeholder perceptions of success and associated challenges. The study employed a survey of a broad sample of music educators (N = 1,368), which featured questions on music education-related policies during the spring 2020 distance learning period. Findings suggested a variety of policies were in place governing instructional modality, frequency of instruction, and teacher-student contact. Disparities especially existed between elementary and secondary music educators, with elementary teachers discussing greater frustration at their relative prioritization within the distance learning setup. The findings have important implications for policymakers and music educators.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"123 1","pages":"143 - 152"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1931597","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43240874","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: 22

Building the dance community virtually during COVID-19 在新冠肺炎期间建立虚拟舞蹈社区

Arts Education Policy Review Pub Date : 2021-06-04 DOI: 10.1080/10632913.2021.1931598

Dale Schmid, Susan McGreevy-Nichols

{"title":"Building the dance community virtually during COVID-19","authors":"Dale Schmid, Susan McGreevy-Nichols","doi":"10.1080/10632913.2021.1931598","DOIUrl":"https://doi.org/10.1080/10632913.2021.1931598","url":null,"abstract":"Abstract With the advent of the global pandemic wrought by COVID-19, much of the world’s citizenry was forced to immediately pivot to new ways of doing business. This included shifting instructional delivery systems around the globe to online platforms. In the US and elsewhere, the dance education community displayed remarkable resiliency and perhaps more importantly – an amazing affinity for communal problem solving. As the nation’s leading, nonprofit, membership organization dedicated to advancing dance education centered in the arts, the National Dance Education Organization (NDEO), “Identifies and acts in constructive and strategic ways to positively shape public, social and education policy about and for dance in education…” Accordingly, NDEO played a major role as a convener of dance educators throughout the US to problem solve how to provide equitable access to quality opportunities for learning in dance, delivered in a responsibly socially distanced manner as dictated by the latest science. This article highlights salient aspects of the shared journey of the dance education community during the pandemic. What is chronicled here is a demonstration of ways in which dance education is better due to collective impact of a cross-section of the nations’ dance educators, acting as stewards of the art of dance.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"123 1","pages":"135 - 142"},"PeriodicalIF":0.0,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1931598","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41454104","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: 6

Arts education in a virtual learning environment: an introduction to the lessons, policies, budgets and practices from the COVID-19 era 虚拟学习环境中的艺术教育:介绍COVID-19时代的课程、政策、预算和实践

Arts Education Policy Review Pub Date : 2021-06-03 DOI: 10.1080/10632913.2021.1931600

Lynn Tuttle, D. Hansen

引用次数: 6

Looking beyond COVID-19: arts education policy implications and opportunities 超越COVID-19:艺术教育政策的影响和机遇

Arts Education Policy Review Pub Date : 2021-06-01 DOI: 10.1080/10632913.2021.1931603

David A. Dik, Rob Morrison, F. R. Sabol, Lynn Tuttle

引用次数: 6

Art education during the COVID-19 pandemic: the journey across a changing landscape 2019冠状病毒病大流行期间的艺术教育:穿越变化景观的旅程

Arts Education Policy Review Pub Date : 2021-05-31 DOI: 10.1080/10632913.2021.1931599

F. R. Sabol

{"title":"Art education during the COVID-19 pandemic: the journey across a changing landscape","authors":"F. R. Sabol","doi":"10.1080/10632913.2021.1931599","DOIUrl":"https://doi.org/10.1080/10632913.2021.1931599","url":null,"abstract":"Abstract The field of art education has been impacted by the COVID-19 pandemic in complex ways. Art educators have been challenged with teaching visual arts skills, practices, and concepts, to students in virtual classrooms using non-conventional means. Their principal goal has been to provide quality education in the visual arts for all students. They recognize that having a visual arts education impacts the quality of life of everyone and their ability to understand and communicate in our complex world. In their efforts to provide meaningful and effective education, art educators have had to manage new instructional delivery systems and to ensure the health and safety and social emotional learning of their students and themselves in their educational spaces. They responded by using social media, video conferencing, and other digital technology to deliver instruction. The National Art Education Association provided a wealth of digital resources to support virtual instruction during this time. These resources enabled art educators to successfully address the educational needs of their students. The long-term impact of the pandemic will require research to understand the nature of the impact of the pandemic on education and how educational policy needs to be adjusted to reflect the new post-pandemic educational landscape","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"123 1","pages":"127 - 134"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1931599","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47733361","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: 13

Artifact-oriented learning: a theoretical review of the impact of the arts on learning 面向工件的学习:艺术对学习影响的理论回顾

Arts Education Policy Review Pub Date : 2021-05-26 DOI: 10.1080/10632913.2021.1925609

K. Peppler, Heidi J. Davis-Soylu, M. Dahn

{"title":"Artifact-oriented learning: a theoretical review of the impact of the arts on learning","authors":"K. Peppler, Heidi J. Davis-Soylu, M. Dahn","doi":"10.1080/10632913.2021.1925609","DOIUrl":"https://doi.org/10.1080/10632913.2021.1925609","url":null,"abstract":"Abstract Traditional reviews of arts education have focused on why the arts are valuable for learning, but the arts’ contributions to cross-disciplinary discourse remain undertheorized. In this article, we provide a theoretical review of the arts and learning to suggest a new way of thinking about how the arts contribute to learning across disciplines through a focus on the production of artifacts. Guided by a sociocultural constructionist view on learning, this review brings together research from across the field of arts education to demonstrate the benefit of policies that support the production and engagement of shareable artifacts. Findings are synthesized through what we name an artifact-oriented learning model, which merges constructionism with ecological systems theory. Our review points to two key pathways of learning through the arts (i.e., making and engaging) and suggests the arts support learning that is multimodal and transactive across settings. Thus, we consider arts education policy as part of a sociocultural process that has rippling effects across disciplines for all layers of a social ecology. Given this orientation, implications for researchers and policymakers are discussed to support decision-making and continued inquiry across arts education research and policy.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"61 - 77"},"PeriodicalIF":0.0,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1925609","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45853770","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

Hunter, M. A., Aprill, A., Hill, A., and Emery, S. 2018. Education, Arts and Sustainability: Emerging Practice for a Changing World Hunter，M.A.、Aprill，A.、Hill，A.和Emery，S.，2018。教育、艺术和可持续发展：一个不断变化的世界的新兴实践

Arts Education Policy Review Pub Date : 2021-04-13 DOI: 10.1080/10632913.2021.1904074

K. Khuda

引用次数: 1

“I don’t want to be helpless”: learning policymaking with teachers “我不想无助”:与老师一起学习决策

Arts Education Policy Review Pub Date : 2021-03-30 DOI: 10.1080/10632913.2021.1900005

Eric Shieh

{"title":"“I don’t want to be helpless”: learning policymaking with teachers","authors":"Eric Shieh","doi":"10.1080/10632913.2021.1900005","DOIUrl":"https://doi.org/10.1080/10632913.2021.1900005","url":null,"abstract":"Abstract This article explores the relationship between teachers and policymaking, and in particular a contradiction at its center: Teachers are needed to “people” policy, yet are conventionally named as its objects. As part of a two-year participatory study, fourteen teachers in three schools, including the author, sought to investigate policy problems and transform our relationships to policymaking in the context of our schools. Over the course of this work, we repeatedly confronted a sense of helplessness, originating not simply from the ways we were positioned in discourses of policymaking, but also from difficulties we faced locating ourselves in complex policy systems. At the same time, teachers contested these feelings of helplessness, and this article details the kinds of strategies we drew upon to persist in our policy investigations and call ourselves into new roles. At a time when arts policy researchers, in particular, are calling for greater work and analysis at the local level, this study—which includes the participation of two music teachers working alongside colleagues in their schools—offers implications for the ways arts teachers and researchers can build and support policymaking in our schools.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"13 - 26"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1900005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44408575","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

The benefits of music workshop participation for pupils’ wellbeing and social capital: the In2 music project evaluation 参与音乐工作坊对学生的福利和社会资本的好处:In2音乐项目评估

Arts Education Policy Review Pub Date : 2021-03-25 DOI: 10.1080/10632913.2021.1903640

S. Ward, Simon J. James, Katelyn E. James, Chris Brown, D. Kokotsaki, J. Wigham

{"title":"The benefits of music workshop participation for pupils’ wellbeing and social capital: the In2 music project evaluation","authors":"S. Ward, Simon J. James, Katelyn E. James, Chris Brown, D. Kokotsaki, J. Wigham","doi":"10.1080/10632913.2021.1903640","DOIUrl":"https://doi.org/10.1080/10632913.2021.1903640","url":null,"abstract":"Abstract This paper reports on the evaluation of the In2 music project in Darlington, England. The project ran for seven weeks from January – March 2020 and involved Year 6 pupils from four primary schools (n = 103) and Year 7 pupils from one secondary school (n = 90), working with Back Chat Brass, a professional brass ensemble. The aim of the In2 music project was to enable pupils to work with professional musicians to enjoy the benefits of group-based music, which include happiness and optimism. These emotions are strongly associated with social capital, which this study defines as the benefits that individuals and communities derive from positive interpersonal relationships. This evaluation asks if the In2 music project resulted in non-quantifiable changes that are associated with positive outcomes for pupil wellbeing and social capital. We explore our findings in relation to a policy climate of cuts to arts education, as shown by the stories in a special issue of Arts Education Policy Review. We argue that while political disregard threatens the development of social capital in economically deprived communities, funded interventions such as In2 can benefit some of the most vulnerable members of such communities.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"37 - 47"},"PeriodicalIF":0.0,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1903640","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45620826","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