International Journal of Education and the Arts最新文献

{"title":"“It’s Not For Real”: The Tablet as Palette in Early Childhood Education","authors":"Margareta Borg","doi":"10.26209/IJEA20N14","DOIUrl":"https://doi.org/10.26209/IJEA20N14","url":null,"abstract":"This qualitative study investigated how a group of three-year-old preschool children use the drawing application Doodlecast on iPads. The smoothness, rapid response, and distinctive digital visual ...","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2019-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43406218","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":"To Offer Dance as Aesthetic Experience and Communication Among Elderly People: An Art-Based Study","authors":"Cecilia Ferm Almqvist, Ninnie Andersson","doi":"10.26209/ijea20n12","DOIUrl":"https://doi.org/10.26209/ijea20n12","url":null,"abstract":"As a contribution to the field of community dance, this article explores the teacher role in a setting where elderly people are offered to take part in a dance workshop. The aim of the study is to ...","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2019-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44276950","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":"I Feel Very Fortunate to Still be Doing What I Love: Later Career Performing Arts Teachers Still Keen and Committed","authors":"Christina Gray, Geoffrey M Lowe, Peter F. Prout, Sarah Jefferson","doi":"10.26209/IJEA20N7","DOIUrl":"https://doi.org/10.26209/IJEA20N7","url":null,"abstract":"The problem of attrition among early-career teachers has generated a substantial body of research. However, less research has been devoted to later-career teachers who survive and thrive. This article explores the career experiences of four later-career performing arts teachers who remain keen and committed to teaching. Informed by IJEA Vol. 20 No. 7 http://www.ijea.org/v20n7/ 2 seminal studies by Huberman (1989, 1993) and Day and Gu (2007, 2009) into teacher career trajectories, and using a phenomenological ‘lens’ of portraiture methodology, members of the research team undertook a series of in-depth interviews to gain insight into how these teachers maintain their positivity and commitment to teaching. Four key themes emerged: the fundamental influence of social networks, the ability to recognise and embrace one’s strengths, the importance of being adaptable in maintaining relevance and social responsibility, and understanding the difference one makes to the lives of students. Findings highlight the key mechanisms by which these later-career teachers rationalise and maintain their enthusiasm. Given they are not fixed, articulating these mechanisms as attributes to be encouraged, practiced, nurtured, and developed among all teachers may be the overall key finding of this study.","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2019-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44070561","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":"Weaving Forgotten Pieces of Place and the Personal: Using Collaborative Auto-ethnography and Aesthetic Modes of Reflection to Explore Teacher Identity Development","authors":"Leanne Lavina, F. Lawson","doi":"10.18113/P8IJEA20N6","DOIUrl":"https://doi.org/10.18113/P8IJEA20N6","url":null,"abstract":"How do we develop understanding of our teacher identities and what can aesthetic modes offer to assist reflection and learning about shifting images of identity? These questions provoked our auto-ethnographic project. As two experienced early childhood teachers, we found ourselves transitioning into new professional terrain as teacher-researcher and teacher-director. This progression represented a significant shift in how we conceptualised, enacted, and located our respective identities. Using a new aesthetic framework, we explored what was known about our professional lives at key moments of “self and the other in practice” (Pinnegar & Hamilton, 2009, p. 12). We IJEA Vol. 20 No. 6 http://www.ijea.org/v20n6/ 2 discovered that our histories matter, place matters, as do relationships made within these social spaces. This work opens opportunity for collaborative dialogue and critical reflection on self-as-teacher. Situating selfunderstandings within social systems of learning recognises forces influencing identity development (Hickey & Austin, 2007) and expands pedagogical frameworks for navigating sociopolitical complexities of educational realities. Introduction: Picturing Teacher Identity Teaching and developing concepts of self-as-teacher involves interactions that are inherently relational. As our professional understandings of teacher self develop, we are guided and shaped in social contexts of learning that influence both our thinking and practice (Flores & Day, 2006). Sachs (2005, p. 15) describes teacher identity through developing expectations of “’how to be’, ‘how to act’ and ‘how to understand’ their work and their place in society.” Accessing and sharing teachers’ insights from these socialised processes of becoming ‘teacher’ opens multiple sites of ambiguity as we struggle to identify the meaning of sociopolitical discourses that underpin lenses of viewing, negotiating and adopting images and experiences shaping our teaching lives (Marsh, 2002). As part of a larger project, this article presents the identity journeys of Leanne and Fiona; two Australian-based early childhood teachers. Adopting aesthetic processes of thinking, drawing, speaking and writing identity, we seek to untangle and unify borders of meaning across intersections of past and present images of teacher self-in-place (Marsh, 2002). Using a newly developed aesthetic framework (see Lavina, Fleet, & Niland, 2017), seven linked components provided us with multi-modal forms of representation to reflect on our teacher identity development. These included: early memories of teacher (photo), professional image of teacher self (photo), place of personal significance (photo), early image of teacher self (drawing), present image of teacher self (drawing), expression of self-as-teacher/teaching experience (narrative), and an artifact with identity meaning. Inquiring through these artistic forms of expression, we explore contexts and experiences influencing constructions of our tea","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2019-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44567736","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":"Literacy Events in Writing Play Workshops with Children Aged Three to Five: A Study of Agential Cuts with the Artographic Triple Dimensions as a Lens.","authors":"Solveig Åsgard Bendiksen, A. Østern, G. Belliveau","doi":"10.18113/P8ijea20n3","DOIUrl":"https://doi.org/10.18113/P8ijea20n3","url":null,"abstract":"","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2019-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45114910","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":"Beauty Bubbles, Subtle Meetings, and Frames for Play: Aesthetic Processes in Danish Kindergartens.","authors":"Henriette Blomgren","doi":"10.18113/P8IJEA20N1","DOIUrl":"https://doi.org/10.18113/P8IJEA20N1","url":null,"abstract":"This article contributes to the knowledge about artist-teacher collaboration by focusing on aesthetic processes in a partnership between pedagogues and artists in two Danish kindergartens over a period of 18 months. The research is within the framework of action research and links to the development project, European Children of Culture, which involved several European/Baltic/Nordic countries in 2015-2017. The article rests on empirical material (interviews, photos, video recordings and field notes from actions and reflections) and investigates how the involved adults understand, facilitate and frame aesthetic processes and how this leads the researcher to expand perspectives on aesthetics in early childhood services. The aim of the article is to rethink aesthetic processes – to explore the many layers of aesthetics, not to reduce them. Hence, aesthetic processes in kindergartens become profound aesthetic-sensitive experiences involving hands-on processes with intensified meaning, subtle meetings and intermediate worlds, and ultimately termed “beauty bubbles”. IJEA Vol. 20 No. 1 http://www.ijea.org/v20n1/ 2 Introduction and Focus Teacher-artist collaboration is considered to be valuable in educational settings and is in International Journal of Education & the Arts mainly connected to school settings. The articles here highlight the teacher-artist collaboration and its impact on school employees (Ansio, Seppälä, & Houni, 2017), pupils’ learning outcomes and the benefits of the arts in young peoples’ lives (Upitis, 2005) and the organisation of collaboration and reflection on results (Nevanen, Juvonen, & Ruismäki, 2012). In Denmark, the focus on collaboration and partnership between teachers and artists has developed significantly since the school reform of 2014 and the vision of “the open school” making schools responsible for organizing partnerships with the local community. The open school vision and its partnerships with the arts draws on the research by Anne Bamford about quality in arts education and how teaching in the arts improves learning skills in, for example, mathematics and reading (Bamford, 2006; Bamford & Qvortrup, 2006). This article, however, does not address the school area, pupils or teachers, but turns to artist collaboration in early childhood services. The collaboration between artists and pedagogues is, as it is in schools, a growing field, and expressed in a new law as a part of “The open day care service”. This article focuses on kindergartens, pedagogues (pædagoger, in Danish) and artists, and examines a less explored topic in the collaboration – the attention to and concrete unpacking of aesthetic processes. The aim of the article is to broaden understandings of aesthetics in early childhood services as more than art and symbolic mediated forms, but as intermediate worlds, subtle meetings, apprehension and delight in the material world that leads to something more. Kindergartens in Denmark (as in other Scandinavian coun","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2019-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49386681","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":"Across the Bridge: A Story of Community, Sociality, and Art Education","authors":"R. Bourgault","doi":"10.18113/P8IJEA1918","DOIUrl":"https://doi.org/10.18113/P8IJEA1918","url":null,"abstract":"The article examines the planning, development, and outcome of an experiential learning project that brought together undergraduate studio art students and the workers of a power plant about to shut down. As one of the instructors for the project, I reflect on how our emergent pedagogical methods interfaced or conflicted with students interests, and plant employees. Principles of phenomenological research inspired my early steps to the study. However, its operative conceptual framework follows the thoughts of socially engaged artists Suzanne Lacy (2010) and Pablo Helguera (2011), guiding an analysis of the relationships between students and workers with instructors as observer-participants. I investigate how these roles and relations developed through different modalities that ranged from familial sentiments to memorializing impulses, including the industrial conditions that inspired various sensual and aesthetic student responses. I argue that the production of artwork as autonomous objects, which constituted the self-evident outcome of this community-focused experience, contributed only a transactional IJEA Vol. 19 No. 18 http://www.ijea.org/v19n18/ 2 materiality to the project, and that the relational exchanges from which transformative experiences originated, offered unrivaled creative possibilities.","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41679601","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":"Developing Global Citizenship in Tertiary Performing Arts StudentsThrough Short-term Mobility Programs","authors":"C. Grant","doi":"10.18113/P8IJEA1915","DOIUrl":"https://doi.org/10.18113/P8IJEA1915","url":null,"abstract":"This article examines how short-term overseas mobility (study abroad) programs in the performing arts can foster global citizenship among undergraduate university students. It assesses outcomes from two programs led by different Australian universities: the first in 2015, involving six music and drama students for three weeks; and the second in 2016, involving five music students for ten days. Both cohorts travelled with the author to Cambodia, collaborating with local artists and non-government arts organisations on a range of musical and cultural activities. Drawing primarily on student focus group transcripts and student reflective journal entries, here I examine the extent to which these mobility programs may have contributed to fostering a sense of global citizenship in students. Analysis centres on three broad themes: students’ development of global awareness and understanding, including intercultural awareness and empathy; their growing awareness and understanding of themselves and their societies; and the cultivation of their sense of social responsibility, including an aspiration to contribute to local and global society in a meaningful way. I also raise some challenges and risks of mobility programs with respect to the goal of building global citizenship in students, such as reinforcement of stereotypes and power differentials.","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2018-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42332560","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":"“I felt that I could be whatever I wanted”: Pre-service drama teachers’ prior experiences and beliefs about teaching drama","authors":"Christina Gray, R. Pascoe, P. Wright","doi":"10.18113/P8IJEA1910","DOIUrl":"https://doi.org/10.18113/P8IJEA1910","url":null,"abstract":"Pre-service drama teachers enter teacher training with established ideas and beliefs about teaching. These beliefs, based on experience, are informed by many hours spent in schools, and the pedagogies – both effective and ineffective – utilised by their teachers. This research explores the influence of some of these prior experiences on pre-service drama teachers’ beliefs about teaching drama, this being important in the way that not only shapes their practicum experiences, but also what will then influence their own teaching of drama. Individual interviews with four pre-service drama teachers revealed the complexity and dynamics of these participants’ lived experience with narrative portraits constructed as part of the process of inquiry. This process not only built on the ways that knowledge is constructed, and the beliefs and values that underscore these, but also how these are shared and made known. Three key beliefs emerged. First, drama both provides and creates a sense of belonging: belonging being key for students and integral to the work of drama teachers. Second, drama education can promote self-discovery and personal development, having therefore the potential to transform lives. Third, effective drama teachers are valued as hardworking, highly skilled professionals dedicated to bringing out their students’ potential. This paper emphasises the importance for pre-service drama teachers to be aware of how their beliefs and subjectivities both influence their own experiences, and consequently have influence over the ways they work with students in the drama space.","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2018-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46798456","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":"ImproStory: Social Improvisation and Storytelling in Arts and Skills Subjects in Teacher Education","authors":"Seija Karppinen, Ari Poutiainen, Seija Kairavuori, S. Rusanen, Kauko Komulainen","doi":"10.18113/P8IJEA1909","DOIUrl":"https://doi.org/10.18113/P8IJEA1909","url":null,"abstract":"Our pedagogic developing project, ImproStory, addresses improvisation and storytelling. We study how these two concepts could be applied in arts and crafts education for both primary and Kindergarten (daycare) teachers. The majority of our data consists of digital questionnaires in basic arts and crafts studies of primary preservice teachers (N=323). Additional data (portfolios) contain a group of Kindergarten and primary pre-service teachers with a focus in visual arts (N=8). All data were collected at the University of Helsinki (Finland) during the academic year 2014–2015. According to our study, pre-service teachers consider improvisation and storytelling to be beneficial skills. They see developing them as necessary and useful. Experimenting and learning the approach appear to strengthen pre-service teachers’ collaboration and allow them to build independence, trust, and self-confidence within arts and crafts education. In addition, improvisation and storytelling helps them to recognize their individual creative potential.","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2018-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41635981","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}