进入虚拟环境对艺术教育的启示与可能性

Q1 Arts and Humanities

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

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引用次数: 3

摘要

摘要为了开始这期关于新冠肺炎和K-12艺术教育的特刊，本文将新冠肺炎对公共教育的影响置于背景中，并深入探讨疫情如何影响艺术教育的实施。文章首先概述了新冠肺炎在我国公共教育系统中揭示的不平等现象。虽然其中许多以前已经被揭示和研究过，但这场疫情以一种早期宣传和研究工作所没有的方式引起了公众的日常关注。然后，文章阐述了这些不平等现象如何影响疫情期间提供的艺术教育的可用性和质量，展示了艺术教育在公共教育规划和实施中持续的“二等”地位。最后，文章以疫情一年后艺术教育的一些积极成果结尾，提出了疫情后未来的可能性，以及对未来24年的影响和潜在警告信号未来几个月。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Jumping into the virtual environment implications and possibilities for arts education

Abstract To start off this special issue on COVID-19 and K-12 arts education, this article places the impact of COVID-19 on public education into context, and drills down to how the pandemic affected the delivery of arts education. The article begins with an overview of the inequities revealed in our public education system by COVID-19. While many of these have been revealed and studied before, the pandemic brought them to the routine attention of the public in a way that earlier advocacy and research efforts have not. The article then addresses how these inequities have influenced the availability and quality of arts education offered during the pandemic, showcasing the continued “second class” status of arts education in public education planning and delivery. Finally, the article ends with some positive outcomes one year into the pandemic for arts education, suggesting possibilities for the future post pandemic, as well as implications and potential warning signs for the next 24 months to come.

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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.