{"title":"Case Study Involving Art Integration Supports Social Studies Content Learning and Creativity","authors":"Ksenia Zhbanova, Audrey C. Rule","doi":"10.21977/d917149457","DOIUrl":"https://doi.org/10.21977/d917149457","url":null,"abstract":"","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117098220","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":"Language Through Music: Bridging the Opportunity Gap in the ELD Classroom","authors":"Benita Scheckel, Stacy M. Kula","doi":"10.21977/d917149418","DOIUrl":"https://doi.org/10.21977/d917149418","url":null,"abstract":"","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117113246","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":"Arts-Embedded Education: Experiential Learning in a Waldorf First-Grade Classroom","authors":"Kimberly Telfer-Radzat, Liane Brouillette","doi":"10.21977/d917157963","DOIUrl":"https://doi.org/10.21977/d917157963","url":null,"abstract":"","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128735919","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}
M. Jay, Syeda Shanza Hashmi, Luke Joseph Fraccaro, Chirayu Bhatt, Sana Gill, Serina Khater, Susan R. Lamb, Doug Archibald
{"title":"WITHDRAWN: Medical Students using Theatre to Engage Seniors in Long-Term Care Facilities: Fostering Empathy Through a Humanities Pilot Project","authors":"M. Jay, Syeda Shanza Hashmi, Luke Joseph Fraccaro, Chirayu Bhatt, Sana Gill, Serina Khater, Susan R. Lamb, Doug Archibald","doi":"10.21977/d917147387","DOIUrl":"https://doi.org/10.21977/d917147387","url":null,"abstract":"","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129221350","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":"Statewide Arts Integration Programming: A closer look at successes and challenges for elementary students, classroom teachers, and arts educators.","authors":"Rebecca J. Penerosa, Andrea Pischnotte","doi":"10.21977/d917151495","DOIUrl":"https://doi.org/10.21977/d917151495","url":null,"abstract":"","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"200 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123018696","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}
Tomás Motos Teruel, Vicente Alfonso-Benlliure, D. Fields
Author(s): Teruel, Tomas Motos; Alfonso-Benlliure, Vicente; Fields, Donna Lee | Abstract: This paper examines the understanding of the use of dramatic activities and conventions in the field of education and social action, differentiating between the constructs of theatre and drama in education. In order to help reflect on the practices of teachers and educators who use these didactic strategies in their profession, three diagrams are used as models to illustrate mapping techniques. The first is sketched from the process/product, play/performance and participation/non-participation variable; the second is based on the variables of verbal/non-verbal, open/closed and small scale/large scale; and the third diagram represents drama/theatre, collective/individual and change-centered/not change-centered practices. All theatrical forms in the three diagrams are concisely, but not wholly, characterized.
{"title":"Mapping out Dramatic Forms","authors":"Tomás Motos Teruel, Vicente Alfonso-Benlliure, D. Fields","doi":"10.21977/D916143264","DOIUrl":"https://doi.org/10.21977/D916143264","url":null,"abstract":"Author(s): Teruel, Tomas Motos; Alfonso-Benlliure, Vicente; Fields, Donna Lee | Abstract: This paper examines the understanding of the use of dramatic activities and conventions in the field of education and social action, differentiating between the constructs of theatre and drama in education. In order to help reflect on the practices of teachers and educators who use these didactic strategies in their profession, three diagrams are used as models to illustrate mapping techniques. The first is sketched from the process/product, play/performance and participation/non-participation variable; the second is based on the variables of verbal/non-verbal, open/closed and small scale/large scale; and the third diagram represents drama/theatre, collective/individual and change-centered/not change-centered practices. All theatrical forms in the three diagrams are concisely, but not wholly, characterized.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115593276","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}
Author(s): Alhassan, Bawa; Osei (PhD), Mavis | Abstract: Pupils with intellectual disabilities have personal, social and communication challenges as stated in DSM-5 (APA, 2013) and ICD-10 (WHO, 1992). As such, their cognition in general and language acquisition in particular are difficulties they struggle with in school. As a result, teaching them becomes cumbersome for teachers and caregivers. However, theories in the literature aver that art can be used as a tool to enhance teaching and learning of English language to pupils in the general population and pupils with intellectual disabilities in particular. The purpose of this study was to integrate drawing in teaching and learning of English Language at Yumba Special School for children with intellectual disabilities. The special school is situated in Tamale, the capital of Northern Region of Ghana. The study employed action research method where topics in English Language were taught by making pupils draw in the classroom. The researchers used six weeks to conduct the action research. Researchers observed that integrating drawing in teaching English Language do not only make learning enjoyable and interesting but also drawing gained and sustained pupils attention as they were actively involved in the learning process, even though children with intellectual disabilities are symptomatic of Attention Deficit Hyperactive Disorder (ADHD). Therefore educators should adopt drawing integration in teaching English Language in intellectual disability learning environment.n
{"title":"Integrating Drawing in Teaching English Language at Yumba Special School for Children with Intellectual Disabilities","authors":"Bawa Alhassan, M. Osei","doi":"10.21977/D916142462","DOIUrl":"https://doi.org/10.21977/D916142462","url":null,"abstract":"Author(s): Alhassan, Bawa; Osei (PhD), Mavis | Abstract: Pupils with intellectual disabilities have personal, social and communication challenges as stated in DSM-5 (APA, 2013) and ICD-10 (WHO, 1992). As such, their cognition in general and language acquisition in particular are difficulties they struggle with in school. As a result, teaching them becomes cumbersome for teachers and caregivers. However, theories in the literature aver that art can be used as a tool to enhance teaching and learning of English language to pupils in the general population and pupils with intellectual disabilities in particular. The purpose of this study was to integrate drawing in teaching and learning of English Language at Yumba Special School for children with intellectual disabilities. The special school is situated in Tamale, the capital of Northern Region of Ghana. The study employed action research method where topics in English Language were taught by making pupils draw in the classroom. The researchers used six weeks to conduct the action research. Researchers observed that integrating drawing in teaching English Language do not only make learning enjoyable and interesting but also drawing gained and sustained pupils attention as they were actively involved in the learning process, even though children with intellectual disabilities are symptomatic of Attention Deficit Hyperactive Disorder (ADHD). Therefore educators should adopt drawing integration in teaching English Language in intellectual disability learning environment.n","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125170399","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}
Author(s): Vazquez-Manassero, Margarita-Ana; Manassero-Mas, Maria-Antonia; Vazquez-Alonso, Angel | Abstract: An interdisciplinary approach to science education through history of art is proposed. The approach is innovative, as the artworks complement the history, philosophy and sociology of science contents to increase students’ interest and motivation. The approach integrates humanities and science education through history of art, which request interdisciplinary cooperation of the teachers of the school subjects involved with historical curriculum contents. The approach is elaborated through the case of Galileo's telescope, which provides specific features on the relationships between science and technology (scientific instrumentation applied to generate knowledge), nature of science, and science-technology-society relationships, where history and art meet each other. Further, history of art contributes some contemporary artworks on Galileo case that highlight all those relationships. The explicitness, perception, beauty and accessibility of the paintings may also be a key element to develop teachers’ and students’ interest and motivation in teaching and learning science through its integration with history of art. Finally, the interdisciplinary educational approach develops a teaching-learning sequence on the basis of Galileo's telescope to guide teaching the issue in science education through history of art. This didactic exemplification elaborates some aims, contents, resources and activities throughout the human, social, philosophical, artistic, scientific and historical aspects involved in the case of Galileo that teachers must adapt to specific subjects, degree and students.n
{"title":"History of science meets history of art on Galileo's telescope: An integrated approach for science education","authors":"Margarita-Ana Vázquez-Manassero, María-Antonia Manassero-Mas, Ángel Vázquez-Alonso","doi":"10.21977/D916141548","DOIUrl":"https://doi.org/10.21977/D916141548","url":null,"abstract":"Author(s): Vazquez-Manassero, Margarita-Ana; Manassero-Mas, Maria-Antonia; Vazquez-Alonso, Angel | Abstract: An interdisciplinary approach to science education through history of art is proposed. The approach is innovative, as the artworks complement the history, philosophy and sociology of science contents to increase students’ interest and motivation. The approach integrates humanities and science education through history of art, which request interdisciplinary cooperation of the teachers of the school subjects involved with historical curriculum contents. The approach is elaborated through the case of Galileo's telescope, which provides specific features on the relationships between science and technology (scientific instrumentation applied to generate knowledge), nature of science, and science-technology-society relationships, where history and art meet each other. Further, history of art contributes some contemporary artworks on Galileo case that highlight all those relationships. The explicitness, perception, beauty and accessibility of the paintings may also be a key element to develop teachers’ and students’ interest and motivation in teaching and learning science through its integration with history of art. Finally, the interdisciplinary educational approach develops a teaching-learning sequence on the basis of Galileo's telescope to guide teaching the issue in science education through history of art. This didactic exemplification elaborates some aims, contents, resources and activities throughout the human, social, philosophical, artistic, scientific and historical aspects involved in the case of Galileo that teachers must adapt to specific subjects, degree and students.n","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"144 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131654117","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}
Author(s): Omasta, Matt; Landroche, Alyssa; Project Team, The Facing Depression | Abstract: This study employs interpretative phenomenological analysis to investigate theatre artists' perceptions and experiences of the phenomenon of devising and performing an ethnodramatic play about depression. Specifically, it explores reflective journal entries the artists wrote after each rehearsal and performance. The analytic process included identifying, coding, and categorizing significant statements in order to develop warranted assertions about the phenomenon. The data suggest that the phenomenon was pedagogical in nature. As such, this article explores seven emergent themes / beliefs participants apperceived throughout the process and discusses the variable veracity of those beliefs.
{"title":"Pedagogical Discoveries through Participation in a Devised Ethnodrama about Depression","authors":"Matthew J. Omasta, Alyssa Landroche","doi":"10.21977/D916145217","DOIUrl":"https://doi.org/10.21977/D916145217","url":null,"abstract":"Author(s): Omasta, Matt; Landroche, Alyssa; Project Team, The Facing Depression | Abstract: This study employs interpretative phenomenological analysis to investigate theatre artists' perceptions and experiences of the phenomenon of devising and performing an ethnodramatic play about depression. Specifically, it explores reflective journal entries the artists wrote after each rehearsal and performance. The analytic process included identifying, coding, and categorizing significant statements in order to develop warranted assertions about the phenomenon. The data suggest that the phenomenon was pedagogical in nature. As such, this article explores seven emergent themes / beliefs participants apperceived throughout the process and discusses the variable veracity of those beliefs.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123428957","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}
Author(s): Kuhn, Mason; Pepanyan, Marine; Tallakson, Denise | Abstract: This paper shares the results of an exploratory study that measured the change in Executive Function (EF) skills of At-Risk third-grade students with varying Adverse Childhood Experiences (ACEs) before and after an Arts-Integration (AI) program. Student EF skills were measured using the Minnesota Executive Function Scale (MEFS) and a statistically significant increase in EF skills was observed in the post-test. In addition, a regression analysis was conducted to determine if students with a high level of ACEs improved at a different rate than students with a low level of ACEs and it was found that the number of ACEs was a significant predictor of improvement on the MEFS.n The article describes why students with high ACEs would likely have EF skill deficiencies, why EF skills are important for success in school, and how using the arts in curricula can help develop EF skills in students.
{"title":"Executive Function Improvement of Students With Adverse Childhood Experiences After an Art-Integration Program.","authors":"Mason Kuhn, Marine Pepanyan, Denise A. Tallakson","doi":"10.21977/D916145418","DOIUrl":"https://doi.org/10.21977/D916145418","url":null,"abstract":"Author(s): Kuhn, Mason; Pepanyan, Marine; Tallakson, Denise | Abstract: This paper shares the results of an exploratory study that measured the change in Executive Function (EF) skills of At-Risk third-grade students with varying Adverse Childhood Experiences (ACEs) before and after an Arts-Integration (AI) program. Student EF skills were measured using the Minnesota Executive Function Scale (MEFS) and a statistically significant increase in EF skills was observed in the post-test. In addition, a regression analysis was conducted to determine if students with a high level of ACEs improved at a different rate than students with a low level of ACEs and it was found that the number of ACEs was a significant predictor of improvement on the MEFS.n The article describes why students with high ACEs would likely have EF skill deficiencies, why EF skills are important for success in school, and how using the arts in curricula can help develop EF skills in students.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127496799","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}
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