特刊简介：教授艺术家与艺术教育政策

Q1 Arts and Humanities

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

Colleen Conway, Sarah Inendino, Mike Vecchio

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引用次数: 0

摘要

摘要本期《艺术教育政策评论》特别关注的是不同学者的工作，他们认为地方和组织层面的政策会影响P-12学校和社区青年发展环境中舞蹈、音乐和戏剧教学艺术家的准备和工作。Doug Risner和我（Colleen）是本期的客座编辑，很高兴能推出这项奖学金。我们（Colleen，Sarah，Mike）在开始介绍时讨论了“教学艺术家”一词的出现。中间部分介绍了教学艺术家的准备和专业发展，以及使用教学艺术家的各种类型的节目。引言最后将本期特刊中的六篇文章置于艺术教育政策和所讨论的概念中。

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Introduction to special focus issue: teaching artists and arts education policy

Abstract This Special Focus issue of Arts Education Policy Review highlights the work of diverse scholars who consider policies at the local and organizational levels that impact the preparation and work of dance, music, and theater teaching artists in P-12 school and community youth development settings. Doug Risner and I (Colleen) were Guest Editors for this issue and are excited to bring this scholarship forth. We (Colleen, Sarah, Mike) begin this introduction discussing the emergence of the term teaching artist. The middle section addresses the preparation and professional development of teaching artists as well as the varied types of programs employing teaching artists. The introduction ends by situating the six articles in this Special Focus issue within arts education policy and the concepts discussed.

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来源期刊

Arts Education Policy Review Arts and Humanities-Visual Arts and Performing Arts

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Arts Education Policy Review ( AEPR) presents discussion of major policy issues in arts education in the United States and throughout the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes critical analysis. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education policy. Policy examinations from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences—all those involved in the arts and concerned about their role in education. AEPR focuses on analyses and recommendations focused on policy. The goal of any article should not be description or celebration (although reports of successful programs could be part of an article). Any article focused on a program (or programs) should address why something works or does not work, how it works, how it could work better, and most important, what various policy stakeholders (from teachers to legislators) can do about it. AEPR does not promote individuals, institutions, methods, or products. It does not aim to repeat commonplace ideas. Editors want articles that show originality, probe deeply, and take discussion beyond common wisdom and familiar rhetoric. Articles that merely restate the importance of arts education, call attention to the existence of issues long since addressed, or repeat standard solutions will not be accepted.