International Journal of Education and the Arts最新文献

{"title":"The Effect of Drama-based Pedagogies on K-12 Literacy-Related Outcomes: A Meta-Analysis of 30 Years of Research","authors":"B. Lee, P. Enciso, Megan Brown","doi":"10.26209/IJEA21N30","DOIUrl":"https://doi.org/10.26209/IJEA21N30","url":null,"abstract":"The effect of drama-based pedagogies on K-12 literacy-related outcomes: A meta-analysis of 30 years of research. International Journal of Education & the Arts , 21 (30). Retrieved from Abstract A recent national report heartily supported arts integration as an effective, innovative, and cost-efficient way to address teachers’ and students’ needs; however, the report called for a better understanding of when, for whom, and what content areas are best served by arts integration methods. The effectiveness of drama-based pedagogy (DBP), a type of arts integration, has been assessed in previous meta-analyses; however, an updated meta-analysis is warranted. In the present report, we review and meta-analyze thirty years of accumulated research of the effects of drama-based pedagogies on literacy related student outcomes. The findings show a significant positive effect of DBP on achievement, attitudes, 21 st century skills, drama skills, and motivation. In particular, effects are more positive when DBP is led by a classroom teacher over multiple hours of instruction. Limitations and implications are discussed. Megan R. is an Professor Education where she teaches pre-service teacher literacy and special education methods courses. She teaches about using drama-based pedagogies with students with disabilities. She received her Ph.D. in Teaching and Learning from The Ohio State University and an M.A. in Children’s Literature from Hollins University. Her past experiences include numerous teaching opportunities where she utilized drama-based pedagogies to support her students’ literacy learning. Currently, her research focuses on children’s literature, disability studies, and literacy education.","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46081327","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":"My rocket: Young children's identity construction through drawing","authors":"Emese Hall","doi":"10.26209/IJEA21N28","DOIUrl":"https://doi.org/10.26209/IJEA21N28","url":null,"abstract":"This is the final version. Available on open access from Penn State Libraries Open Publishing via the DOI in this record","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43077582","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":"Drama in Education for Sustainability: Becoming Connected through Embodiment.","authors":"Anna Lehtonen, Eva Österlind, Tuija Leena Viirret","doi":"10.26209/IJEA21N19","DOIUrl":"https://doi.org/10.26209/IJEA21N19","url":null,"abstract":"In this article, we argue that drama can serve as an interconnecting method for climate change education. In this study, we elaborate the practice of drama and participation experiences through three drama workshops: 1) process drama work on the global, social, and individual aspects of climate change, 2) outdoor drama practice on relations to nature, and 3) reflections through drama practice. The human dimension IJEA Vol. 21 No. 19 http://www.ijea.org/v21n19/ 2 of the sustainability issues, conditions of interdependence, and collaboration were explored and manifested through the drama practices, which created frames for embodied, creative and cognitive dialogues between people with different perspectives. Being differently—as experienced through the embodied, collective, and creative practices of drama—seemed to promote experiences of interconnectedness, widen perspectives of sustainability, and motivate acting differently.","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44915416","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 Tale of Red Riding Hood and the Wolf as a Multi-literacy Tool for Reflection and Embodied Learning","authors":"Margareta Aspán","doi":"10.26209/IJEA21N18","DOIUrl":"https://doi.org/10.26209/IJEA21N18","url":null,"abstract":"This article concerns how teaching artists, associated with the Swedish Royal Opera, provided aesthetic opportunities to students during a three-year school project. One intervention is scrutinized ...","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46091300","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 Skills and Knowledge Gap in Higher Music Education: An Exploratory Empirical Study","authors":"Ben Toscher","doi":"10.26209/IJEA21N10","DOIUrl":"https://doi.org/10.26209/IJEA21N10","url":null,"abstract":"Research claims that entrepreneurial skills and knowledge are important for the careers of musicians (Bennett, 2016; Breivik, Selvik, Bakke, Welde & Jermstad, 2015; Coulson, 2012). Alumni of higher music education (HME) report “a gap between the perceived importance of such [entrepreneurial] skills and their acquisition” (Miller, Dumford & Johnson 2017, p. 11). As a response, institutes of HME have integrated arts entrepreneurship education to help music students acquire these skills and knowledge to a greater extent (Beckman, 2005, 2007). Yet, specifically which entrepreneurial skills and knowledge (Lackeus, 2015) arts entrepreneurship education helps students acquire lacks empirical support and articulation. In this exploratory pilot study, I create, disseminate and use exploratory data analysis (Tukey, 1977) to understand the descriptive statistics of survey IJEA Vol. 21 No. 10 http://www.ijea.org/v21n10/ 2 responses from teachers and students of HME in Norway. Respondents rated the perceived importance and acquisition of a variety of skills and knowledge while considering students’ future careers. Students also reported to what extent they felt they learned entrepreneurship through their current study program. Consistent with previous research, the findings show a “gap between the perceived acquisition of skills and the importance of such skills” (Miller et al., 2017, p. 11) in HME. The largest gaps in this study are for the following specific skills and knowledge: sales/marketing, market/industry, financial, social media, and business planning. Additionally, as students report they felt they learned entrepreneurship to increasingly larger extents, this gap is closed and narrowed. This shared tendency between the increased extent of entrepreneurship learned by music students and the perceived increase in the acquisition of various skills and knowledge is new insight for the field. Implications for arts entrepreneurship practitioners are discussed in addition to some ideas for future in-depth research. Music Careers and Enforced Entrepreneurship Students in the performing arts will often have “portfolio” careers which consist of a neverending, self-managed series of simultaneous and overlapping employment engagements (Cawsey, 1995; Teague & Smith, 2015). These engagements vary according to the spectrum and diversity of employers, but also to the type of work undertaken. Musicians, for example, often maintain portfolio careers as music teachers, freelancers, and performers, in which they depend on a set of entrepreneurial skills to network, recognize opportunities, and maintain a livelihood (Bennett, 2016; Breivik et al., 2015; Coulson, 2012). Over 42 percent of surveyed musicians in Germany claim their career is made possible through self-employment (Dangel & Piorkowsky, 2006); musicians in Australia on average held more than one music industry role and often “don ́t know any musicians who do only one thing” (Bennett, 2007); over 90 percent of","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45892920","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":"Atmospheres: Shattering the Architecture to Generate Another Educational Discourse in Art Education","authors":"José María Mesías-Lema, Tiffany López-Ganet, Guillermo Calviño-Santos","doi":"10.26209/IJEA21N6","DOIUrl":"https://doi.org/10.26209/IJEA21N6","url":null,"abstract":"This article seeks to share the experience gained in the expository project Atmospheres for Educational Change, a curatorial proposal focused on education that took place at Normal, the cultural intervention space at the University of A Coruña, aimed at criticizing the position of contemporary art in education and society. Atmospheres reflected on the life and routines of individuals in collectivity. It invited IJEA Vol. 21 No. 6 http://www.ijea.org/v21n6/ 2 the spectator to an interaction between the aesthetic artificiality of the created environment and the naturalness of the sensations generated within. These were environments that invited discomfort, with artistic installations that functioned as social agitators—politically incorrect and educationally transformative.","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47762585","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":"Looking for Empathy in Visual Encounters","authors":"Rachel Sinquefield-Kangas","doi":"10.26209/IJEA20N21","DOIUrl":"https://doi.org/10.26209/IJEA20N21","url":null,"abstract":"","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2019-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45181888","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":"Young Children Drawing Together on the iPad Versus Paper: How Collaborative Creativity is Shaped by Different Semiotic Resources","authors":"M. Sakr","doi":"10.26209/IJEA20N20","DOIUrl":"https://doi.org/10.26209/IJEA20N20","url":null,"abstract":"Facilitating collaborative creativity among children involves offering material resources that support collaborative and creative interactions. Popular views of tablets, such as the iPad, suggest that they are better suited to solitary game-playing or video-watching than to collaborative open-ended tasks. I explore this further through a social semiotic lens, applying the concepts of ‘semiotic resources’ and ‘affordances’ to develop a more nuanced understanding of what tablets have to offer in relation to children’s collaborative creativity. Through this lens, I compare observations of six pairs of 5-6 year old children engaged in a collaborative drawing task completed either on paper or on the iPad. I apply a thematic analysis to the children’s dialogue across 25 episodes (15 iPad, 10 paper) and the visual dimensions of their 41 drawings (23 iPad, 18 paper), and develop three interwoven themes: 1) attitudes to space, 2) momentum of the line and 3) pathways to representation. For each of these themes, I explore how the affordances of the iPad and/or the particular app feed into these aspects of the drawing process and the implications of this for children’s collaborative creativity. The analysis suggests that drawing on the iPad can be more responsive and less subject to personal planning than drawing on paper. I suggest that this difference is shaped by physical properties such as the touch-screen interface, but also emerges as a result of the cultural investment in drawing on paper as a form of ‘self-expression’, a notion that works to limit exploratory and collaborative engagement with the resources. Since participants were noticeably open to exploring new ideas together while drawing on the iPad, I argue that we need to reassess the potentials of touch-screen tablets to support tasks of collaborative creativity in educational contexts.","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48387019","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":"Project-based Integration of Contemporary Art Forms into Teaching Visual Arts to Primary School Students in the After-School Art Clubs","authors":"N. Blagoeva","doi":"10.26209/IJEA20N18","DOIUrl":"https://doi.org/10.26209/IJEA20N18","url":null,"abstract":"","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45012625","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":"Free Music Improvisation in Brazil: an ethnography of Brazilian improvisers","authors":"F. Schroeder","doi":"10.26209/IJEA20N15","DOIUrl":"https://doi.org/10.26209/IJEA20N15","url":null,"abstract":", Abstract A four-month research period into the practice of free music improvisation in Brazil during February-June 2014 allowed intriguing insights into how musicians think about, play and teach the music practice that is referred to as ‘free improvisation.’ An overview of the term ‘free improvisation’ with some historical context on its development will be provided to aid the reader to better situate the ethnographic study of 50 Brazilian improvisers during 2014. The ethnography was carried out by the author who speaks fluent Portuguese, using a participatory action research (PAR) framework, with the main aim of enquiring whether or how the practice of free improvisation is taught in the Brazilian higher education system. The research was set at several higher education institutions in Brazil, which included the Federal University of Rio de Janeiro (UFRJ), The Universidade Federal do Estado do Rio de Janeiro (UNIRIO), The University of São Paulo (USP), The Federal University of Minas Gerais (UFMG), The Federal University of Bahia (UFBA), with two shorter, single day visits to The Federal University of Rio Grande do Norte in Natal (UFRN) and The Escola Livre de Música in Unicamp (ELM).","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2019-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44841575","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}