Author(s): Walton, Calvin Wesley | Abstract: This case study examines the relationship between school-based performing arts participation and academic identity development for African American male high school students. Participants addressed how their engagement in a school-based performing arts program influenced their academic achievement and school experiences. The researcher used African American Male Academic Identity Development theory, a proposed framework, to address the following questions: What are the experiences of African American males who participate in school-based performing arts programs? How do performing arts education experiences influence the academic identity development of African American male high school students? Based upon the data derived from this study the author argues that school-based performing arts participation may improve academic performance, engender positive school experiences and encourage affirmative racial identity development for African American male high school students. Findings from this study contribute to the body of literature on the relationship between arts education and academic achievement among African American males.
{"title":"Taking it to the stage: Performing arts education and African American male academic identity development","authors":"C. Walton","doi":"10.21977/d914136352","DOIUrl":"https://doi.org/10.21977/d914136352","url":null,"abstract":"Author(s): Walton, Calvin Wesley | Abstract: This case study examines the relationship between school-based performing arts participation and academic identity development for African American male high school students. Participants addressed how their engagement in a school-based performing arts program influenced their academic achievement and school experiences. The researcher used African American Male Academic Identity Development theory, a proposed framework, to address the following questions: What are the experiences of African American males who participate in school-based performing arts programs? How do performing arts education experiences influence the academic identity development of African American male high school students? Based upon the data derived from this study the author argues that school-based performing arts participation may improve academic performance, engender positive school experiences and encourage affirmative racial identity development for African American male high school students. Findings from this study contribute to the body of literature on the relationship between arts education and academic achievement among African American males.","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":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115492360","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): Shaw, Louise J.; Valerie, Lynda M. | Abstract: In this article, the authors consider the role that arts-integrated writing might play in shaping student learning opportunities. It explores the topic of using photos, drawings, and other images in the classroom as visual texts to mediate personal expression, thinking, and learning with language-based texts. Existing literature on multimodal curricula is briefly reviewed and ideas are provided for teachers who would like to explore this approach to writing instruction. Issues of equitable access to learning opportunities that are centered on students’ multiple ways of knowing and the funds of knowledge they bring to school, as well as shifting cultural definitions of literacy and multimodality, are also explored. Specific examples of how teachers can maximize the potential of multimodal, arts-integrated teaching and learning in their classrooms are shared. The article concludes with implications for teachers, their teaching practices, and student learning.
作者:Shaw, Louise J.;摘要:在本文中，作者考虑了艺术整合写作在塑造学生学习机会方面可能发挥的作用。它探讨了在课堂上使用照片、绘画和其他图像作为视觉文本的主题，通过基于语言的文本来调解个人表达、思考和学习。本文简要回顾了现有的关于多模式课程的文献，并为想要探索这种写作教学方法的教师提供了一些思路。本文还探讨了以学生的多种学习方式和他们带到学校的知识储备为中心的公平获得学习机会的问题，以及文化对扫盲和多模态的定义的转变。教师如何在课堂上最大限度地发挥多模式、艺术一体化教学的潜力的具体例子得到了分享。文章总结了对教师、他们的教学实践和学生学习的启示。
{"title":"Re-Imaging Student Learning Through Arts and Literacy","authors":"Louise Shaw, L. Valerie","doi":"10.21977/d914136720","DOIUrl":"https://doi.org/10.21977/d914136720","url":null,"abstract":"Author(s): Shaw, Louise J.; Valerie, Lynda M. | Abstract: In this article, the authors consider the role that arts-integrated writing might play in shaping student learning opportunities. It explores the topic of using photos, drawings, and other images in the classroom as visual texts to mediate personal expression, thinking, and learning with language-based texts. Existing literature on multimodal curricula is briefly reviewed and ideas are provided for teachers who would like to explore this approach to writing instruction. Issues of equitable access to learning opportunities that are centered on students’ multiple ways of knowing and the funds of knowledge they bring to school, as well as shifting cultural definitions of literacy and multimodality, are also explored. Specific examples of how teachers can maximize the potential of multimodal, arts-integrated teaching and learning in their classrooms are shared. The article concludes with implications for teachers, their teaching practices, and student learning.","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":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130231230","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): O'Rourke, Susan; Spencer, Kevin; Kelley, Frances | Abstract: The development and initial psychometric investigation of the Hocus Focus Analytics (HFA) scale, an instrument to measure student growth and outcomes using an arts-integrated teaching approach, is reported. A 15-item instrument consisting of five subscales (cognitive, motor, communication, social skills and creativity) was developed to measure the outcomes of students (n = 31) with disabilities through the performance of four different magic tricks. The performance of each trick was assessed by the students’ teachers (n = 4) at four different times for a total of 124 completed assessments using the HFA scale. Results of the present study offer initial support for the psychometric properties of the HFA scale. The authors discuss the importance of using an instrument to measure student progress through a multidisciplinary, arts-integrated curriculum and future research implications.
{"title":"Development and Psychometric Investigation of an Arts Integrated Assessment Instrument for Educators","authors":"Susan O’Rourke, Kevin Spencer, Frances A. Kelley","doi":"10.21977/D914137309","DOIUrl":"https://doi.org/10.21977/D914137309","url":null,"abstract":"Author(s): O'Rourke, Susan; Spencer, Kevin; Kelley, Frances | Abstract: The development and initial psychometric investigation of the Hocus Focus Analytics (HFA) scale, an instrument to measure student growth and outcomes using an arts-integrated teaching approach, is reported. A 15-item instrument consisting of five subscales (cognitive, motor, communication, social skills and creativity) was developed to measure the outcomes of students (n = 31) with disabilities through the performance of four different magic tricks. The performance of each trick was assessed by the students’ teachers (n = 4) at four different times for a total of 124 completed assessments using the HFA scale. Results of the present study offer initial support for the psychometric properties of the HFA scale. The authors discuss the importance of using an instrument to measure student progress through a multidisciplinary, arts-integrated curriculum and future research implications.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133958591","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}
K. McDermott, Carmel Hinchion, Alicia McGivern, D. Meade
Author(s): McDermott, Kevin; Hinchion, Carmel; McGivern, Alicia; Meade, Della | Abstract: This article looks back on the professional development offered to teachers of English to support them in their teaching of film since the introduction of film into the English syllabus in Ireland in 1998. It focuses on three inter-related elements: the interpretation or reading of film; the pedagogy that supports this interpretation; the potential of exploring issues of social justice and the self-other relation through narrative films. The article outlines four distinct phases in the professional development offered to teachers and shares the emerging findings. The first phase involved the introduction of film and its use in opening up discussion and creating interpretative communities in teacher education workshops for teachers of Leaving Certificate English. The second involved an exploration of film genre in workshops designed for teachers of Transition Year. The third involved the development of a dialogic form of pedagogy in interpreting film in a series of workshops directed at teachers of Junior Cycle English. The fourth involved the use of film in exploring education for justice in a series of workshops for pre-service teachers on Bachelor of Education and Master of Education programmes. The article explores the link among narrative film texts, generative questions, thoughtful interpretation, and the value given to dialog and the movement of question and answer in professional development workshops where narrative films are viewed and interpreted. The article is autoethnographic in character (Holman Jones 2005; Ellis et al. 2010). It involves self-reporting, descriptions of practice and reflection on that practice.
作者:麦克德莫特，凯文;Hinchion迦密;麦克基维,艾丽西亚;摘要:本文回顾了自1998年爱尔兰将电影纳入英语教学大纲以来，为支持英语教师进行电影教学而提供的专业发展。它关注三个相互关联的要素:对电影的解读或阅读;支持这种解释的教育学;通过叙事电影探索社会正义和自我-他者关系问题的潜力。本文概述了教师专业发展的四个不同阶段，并分享了新发现。第一阶段是介绍电影，并在教师教育讲习班中为离校证书英语教师开放讨论和创建解释性社区。第二个是在为过渡年教师设计的工作坊中探索电影类型。第三项研究涉及在一系列针对初中英语教师的研讨会中，发展对话形式的教学法来解释电影。第四项是在一系列为职前教师举办的教育学士和教育硕士课程讲习班上，利用电影探讨教育促进正义。本文探讨了叙事电影文本、生成性问题、深思熟虑的解释之间的联系，以及在观看和解释叙事电影的专业发展研讨会中给予对话和问答运动的价值。这篇文章本身就是民族志(Holman Jones 2005;Ellis et al. 2010)。它包括自我报告、对实践的描述和对实践的反思。
{"title":"Learning through Film: Lessons from Workshops for Teachers and Pre-service Teachers of English","authors":"K. McDermott, Carmel Hinchion, Alicia McGivern, D. Meade","doi":"10.21977/D914132957","DOIUrl":"https://doi.org/10.21977/D914132957","url":null,"abstract":"Author(s): McDermott, Kevin; Hinchion, Carmel; McGivern, Alicia; Meade, Della | Abstract: This article looks back on the professional development offered to teachers of English to support them in their teaching of film since the introduction of film into the English syllabus in Ireland in 1998. It focuses on three inter-related elements: the interpretation or reading of film; the pedagogy that supports this interpretation; the potential of exploring issues of social justice and the self-other relation through narrative films. The article outlines four distinct phases in the professional development offered to teachers and shares the emerging findings. The first phase involved the introduction of film and its use in opening up discussion and creating interpretative communities in teacher education workshops for teachers of Leaving Certificate English. The second involved an exploration of film genre in workshops designed for teachers of Transition Year. The third involved the development of a dialogic form of pedagogy in interpreting film in a series of workshops directed at teachers of Junior Cycle English. The fourth involved the use of film in exploring education for justice in a series of workshops for pre-service teachers on Bachelor of Education and Master of Education programmes. The article explores the link among narrative film texts, generative questions, thoughtful interpretation, and the value given to dialog and the movement of question and answer in professional development workshops where narrative films are viewed and interpreted. The article is autoethnographic in character (Holman Jones 2005; Ellis et al. 2010). It involves self-reporting, descriptions of practice and reflection on that practice.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123567321","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":"Foreword vol. 14 2018","authors":"I. V. Missakian","doi":"10.21977/D914142860","DOIUrl":"https://doi.org/10.21977/D914142860","url":null,"abstract":"","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"202 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116861492","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): Davidson, Skylar | Abstract: Research suggests that incorporating diverse active learning approaches, including creative and entertaining activities, into a class helps sustain students' attention and improve their ability to engage with the complex problems of the modern world. This study investigates how two different artistic classroom activities, one based in performing art and one based in visual art, compare to conventional classroom activities with the same broad educational goals. This study finds that artistic classroom activities and conventional activities generally encourage similar understanding of course content, attention, and interest in students. A performing art activity (in the form of a roleplay) encourages more improvement in communication skills than a similar conventional activity. Some students view a disconnect between learning content and learning communication skills, however, so instructors must ensure that students recognize the value of artistic teaching techniques. Suggestions for helping students adapt to new artistic activities are presented.
{"title":"Artistic Classroom Activities: What Skills Can Students Learn?","authors":"Skylar Davidson","doi":"10.21977/D914136830","DOIUrl":"https://doi.org/10.21977/D914136830","url":null,"abstract":"Author(s): Davidson, Skylar | Abstract: Research suggests that incorporating diverse active learning approaches, including creative and entertaining activities, into a class helps sustain students' attention and improve their ability to engage with the complex problems of the modern world. This study investigates how two different artistic classroom activities, one based in performing art and one based in visual art, compare to conventional classroom activities with the same broad educational goals. This study finds that artistic classroom activities and conventional activities generally encourage similar understanding of course content, attention, and interest in students. A performing art activity (in the form of a roleplay) encourages more improvement in communication skills than a similar conventional activity. Some students view a disconnect between learning content and learning communication skills, however, so instructors must ensure that students recognize the value of artistic teaching techniques. Suggestions for helping students adapt to new artistic activities are presented.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130257643","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}
Robyne Garrett, Katie Dawson, Jeff Meiners, Alison Wrench
Author(s): Garrett, Robyne; Dawson, Katie; Meiners, Jeff; Wrench, Alison | Abstract: Contemporary schooling produces unequal educational outcomes in Australia and across the globe. While mandated high-stakes tests supposedly place all students on a common scale, they can limit pedagogic practices and often fail to recognize the “abilities” or embodied knowledge of many children. In addressing these challenges, particularly as they relate to the teaching of mathematics, this article reports on a qualitative study that investigated an arts integrated professional learning model, Creative Body-based Learning (CBL), at two Australian primary schools. CBL uses active and creative strategies from a range of art forms to increase student engagement and expand pedagogic possibilities across the curriculum. In this pilot study, five teachers formed action research teams with four artists to integrate CBL into mathematics. Findings drawn from interviews with teachers include higher engagement and improvement of student dispositions in mathematics and, more significantly, a broadening of teachers’ pedagogical practices to engage students and provide them with multiple opportunities to present their learning.
{"title":"Creative and Body-based Learning: Redesigning Pedagogies in Mathematics","authors":"Robyne Garrett, Katie Dawson, Jeff Meiners, Alison Wrench","doi":"10.21977/D914136982","DOIUrl":"https://doi.org/10.21977/D914136982","url":null,"abstract":"Author(s): Garrett, Robyne; Dawson, Katie; Meiners, Jeff; Wrench, Alison | Abstract: Contemporary schooling produces unequal educational outcomes in Australia and across the globe. While mandated high-stakes tests supposedly place all students on a common scale, they can limit pedagogic practices and often fail to recognize the “abilities” or embodied knowledge of many children. In addressing these challenges, particularly as they relate to the teaching of mathematics, this article reports on a qualitative study that investigated an arts integrated professional learning model, Creative Body-based Learning (CBL), at two Australian primary schools. CBL uses active and creative strategies from a range of art forms to increase student engagement and expand pedagogic possibilities across the curriculum. In this pilot study, five teachers formed action research teams with four artists to integrate CBL into mathematics. Findings drawn from interviews with teachers include higher engagement and improvement of student dispositions in mathematics and, more significantly, a broadening of teachers’ pedagogical practices to engage students and provide them with multiple opportunities to present their learning.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132133429","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): Miller, Joyce Ann; Bogatova, Tania | Abstract: Erie Arts a Culture (formerly ArtsErie), in partnership with the Union City Area School District, Crawford Central School District, Penncrest School District and Edinboro University in Pennsylvania received Arts in Education Model Development and Dissemination Grant from the U.S. Department of Education in 2010. This grant provided the opportunity to design and implement Arts Integration: From Vision to Implementation,a four-year project that integrated dance, music, visual arts, and drama into existing curriculum. Arts Integrationprovided professional development for classroom teachers and teaching artists and established avenues for their collaboration to design and implement arts-integrated classroom-based learning through an artist-in-residence experience. The purpose of the project was to improve lesson planning and the quality of teaching; student engagement in the learning process and their learning habits associated with the arts; and ultimately, students’ achievement in math and reading. This project reached approximately 900 students annually in participating schools. Student data presented were collected only for students in participating and control classrooms, whose teachers agreed to be included in the evaluation. Included participating, or treatment, classrooms were selected from three schools that experienced arts-integrated learning. Included control classrooms were selected from two schools of similar demographic composition, where the project was not implemented. The data were collected from 54 treatment and 50 control classrooms. The total number of students in treatment classrooms was 969, and, in control classrooms, 962 students. The total of 35 participating classroom teachers, 32 control classroom teachers, and 16 teaching artists participated in the evaluation part of the project. Arts Integrationproduced a number of positive outcomes for the participating students, as well as teachers and teaching artists, who participated in the program. This evaluation documented a number of positive outcomes related to quality of teaching, student engagement and learning habits. At the same time, because the program was time-limited and the level of exposure for individual students was not long-term, the impact of arts-integration on student achievement in math and reading could not be definitively determined. This article provides a number of recommendations that would enhance the design and implementation of similar arts-integration programs, as well as offers lessons learned with respect to its evaluation.
作者:米勒，乔伊斯·安;摘要:2010年，Erie Arts a Culture(原ArtsErie)与美国宾夕法尼亚州联合城市地区学区、克劳福德中心学区、Penncrest学区和爱丁堡大学合作，获得了美国教育部教育艺术模式发展和传播资助。这项奖助金提供了设计和实施艺术整合:从愿景到实施的机会，这是一个为期四年的项目，将舞蹈、音乐、视觉艺术和戏剧整合到现有课程中。艺术整合为课堂教师和教学艺术家提供专业发展，并建立了他们合作的途径，通过艺术家驻场体验来设计和实施艺术整合的课堂学习。该项目的目的是改善课程规划和教学质量;学生在学习过程中的参与度及其与艺术相关的学习习惯;最后是学生在数学和阅读方面的成绩。该项目每年惠及参与学校的约900名学生。所展示的学生数据只收集了参与和控制教室的学生，他们的老师同意将其纳入评估。包括参与或治疗，从三所经历过艺术整合学习的学校中选择教室。包括对照教室是从两所人口组成相似的学校中选择的，这两所学校没有实施该项目。数据来自54个实验组和50个对照组教室。实验组的学生总数为969人，对照组的学生总数为962人。共有35名参与课堂教师，32名对照课堂教师，16名教学艺术家参与了该项目的评估部分。艺术整合项目为参与项目的学生、教师和教学艺术家带来了许多积极的成果。这次评估记录了一些与教学质量、学生参与度和学习习惯有关的积极成果。与此同时，由于该项目是有时间限制的，而且个别学生的接触水平也不是长期的，所以艺术融合对学生数学和阅读成绩的影响还不能确定。本文提供了一些建议，可以加强类似艺术整合项目的设计和实施，并提供了有关其评估的经验教训。
{"title":"Arts in Education: The Impact of the Arts Integration Program and Lessons Learned","authors":"J. Miller, T. Bogatova","doi":"10.21977/D914128357","DOIUrl":"https://doi.org/10.21977/D914128357","url":null,"abstract":"Author(s): Miller, Joyce Ann; Bogatova, Tania | Abstract: Erie Arts a Culture (formerly ArtsErie), in partnership with the Union City Area School District, Crawford Central School District, Penncrest School District and Edinboro University in Pennsylvania received Arts in Education Model Development and Dissemination Grant from the U.S. Department of Education in 2010. This grant provided the opportunity to design and implement Arts Integration: From Vision to Implementation,a four-year project that integrated dance, music, visual arts, and drama into existing curriculum. Arts Integrationprovided professional development for classroom teachers and teaching artists and established avenues for their collaboration to design and implement arts-integrated classroom-based learning through an artist-in-residence experience. The purpose of the project was to improve lesson planning and the quality of teaching; student engagement in the learning process and their learning habits associated with the arts; and ultimately, students’ achievement in math and reading. This project reached approximately 900 students annually in participating schools. Student data presented were collected only for students in participating and control classrooms, whose teachers agreed to be included in the evaluation. Included participating, or treatment, classrooms were selected from three schools that experienced arts-integrated learning. Included control classrooms were selected from two schools of similar demographic composition, where the project was not implemented. The data were collected from 54 treatment and 50 control classrooms. The total number of students in treatment classrooms was 969, and, in control classrooms, 962 students. The total of 35 participating classroom teachers, 32 control classroom teachers, and 16 teaching artists participated in the evaluation part of the project. Arts Integrationproduced a number of positive outcomes for the participating students, as well as teachers and teaching artists, who participated in the program. This evaluation documented a number of positive outcomes related to quality of teaching, student engagement and learning habits. At the same time, because the program was time-limited and the level of exposure for individual students was not long-term, the impact of arts-integration on student achievement in math and reading could not be definitively determined. This article provides a number of recommendations that would enhance the design and implementation of similar arts-integration programs, as well as offers lessons learned with respect to its evaluation.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124460574","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): Lakind, Alexandra | Abstract: In recent years, the concept “making” has been claimed by “The Maker Movement.” While making offers great potential (and resources) for art integration in informal learning sites, maker discourse is often intertwined with a neoliberal mission. For example, movement leaders glorify Steve Jobs and hark on the myth that hobbies can be transformed into wealth-generating endeavors. As art-making activities in informal learning setting across the U.S. intersect with the maker movement, prominent learning theories that contradict this neoliberal philosophy may be repurposed or disremembered. Constructionist learning will require a continued commitment to a notion of learning by doing, “rather than acquiring theoretical precepts for subsequent application” (Ingold, 2013, p. 52). This article examines research from a multi-year empirical study of a Public Library system’s arts-based maker program. It provides a rich example of how discourse around making fits into learning in arts education, showcasing instances when neoliberal ideology collides with contradictory theories regarding how and why people learn and make. First, this paper will introduce the reader to the maker movement in education and review literature on making, learning, and neoliberalism. Secondly, I analyze the discourse of public librarians who implement the arts programming and suggest possible implications for how learning through the arts can be undermined by neoliberalism. And, finally, this article proposes a view of making that does align with arts education that embraces dispositional, constructionist, and post-modern/new materialist approaches to learning: Making as the reciprocal relationship between maker, material, tools, skill, and intention.
摘要:近年来，“创客运动”(the Maker Movement)提出了“制造”的概念。虽然制作为非正式学习场所的艺术整合提供了巨大的潜力(和资源)，但创客话语往往与新自由主义使命交织在一起。例如，运动领袖赞美史蒂夫•乔布斯(Steve Jobs)，并宣扬爱好可以转化为创造财富的努力这一神话。随着美国非正式学习环境中的艺术创作活动与创客运动相交，与这种新自由主义哲学相矛盾的杰出学习理论可能会被重新利用或被遗忘。建构主义学习将需要持续致力于通过实践来学习的概念，“而不是获取后续应用的理论戒律”(Ingold, 2013, p. 52)。本文对公共图书馆系统的艺术创客计划进行了多年的实证研究。它提供了一个丰富的例子，说明围绕制作的话语如何适应艺术教育中的学习，展示了新自由主义意识形态与关于人们如何以及为什么学习和制作的矛盾理论发生冲突的实例。首先，本文将向读者介绍教育中的创客运动，并回顾有关制作、学习和新自由主义的文献。其次，我分析了公共图书馆员实施艺术规划的话语，并提出了通过艺术学习如何被新自由主义破坏的可能含义。最后，本文提出了一种与艺术教育相一致的制作观，它包含了性格、建构主义和后现代/新唯物主义的学习方法:制作是制造者、材料、工具、技能和意图之间的相互关系。
{"title":"Public Libraries as Sites of Collision for Arts Education, the Maker Movement, and Neoliberal Agendas in Education","authors":"Alexandra Lakind","doi":"10.21977/D913133234","DOIUrl":"https://doi.org/10.21977/D913133234","url":null,"abstract":"Author(s): Lakind, Alexandra | Abstract: In recent years, the concept “making” has been claimed by “The Maker Movement.” While making offers great potential (and resources) for art integration in informal learning sites, maker discourse is often intertwined with a neoliberal mission. For example, movement leaders glorify Steve Jobs and hark on the myth that hobbies can be transformed into wealth-generating endeavors. As art-making activities in informal learning setting across the U.S. intersect with the maker movement, prominent learning theories that contradict this neoliberal philosophy may be repurposed or disremembered. Constructionist learning will require a continued commitment to a notion of learning by doing, “rather than acquiring theoretical precepts for subsequent application” (Ingold, 2013, p. 52). This article examines research from a multi-year empirical study of a Public Library system’s arts-based maker program. It provides a rich example of how discourse around making fits into learning in arts education, showcasing instances when neoliberal ideology collides with contradictory theories regarding how and why people learn and make. First, this paper will introduce the reader to the maker movement in education and review literature on making, learning, and neoliberalism. Secondly, I analyze the discourse of public librarians who implement the arts programming and suggest possible implications for how learning through the arts can be undermined by neoliberalism. And, finally, this article proposes a view of making that does align with arts education that embraces dispositional, constructionist, and post-modern/new materialist approaches to learning: Making as the reciprocal relationship between maker, material, tools, skill, and intention.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117275762","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): Whitmore, Kathryn F | Abstract: This article reports findings from a qualitative study of a 10-week interactive drama residency in a large Headstart preschool in a southeastern state. The goal of the study was to learn about what happened when three to five-year old children and their teachers experienced interactive drama, with particular questions about how the young children’s academic and social development might be supported with dramatic arts. Findings from a qualitative analysis of observations, interviews and children's drawings indicated how important movement was for engaging young children, how rituals supported self-efficacy and risktaking, and how traveling in and out of a story world supported the imagination necessary for early literacy development. Findings also suggested the importance of involving classroom teachers in professional development about dramatic arts. These findings provoked new questions and plans for future research.
{"title":"Investigating the Influence of Dramatic Arts on Young Children’s Social and Academic Development in the World of \"Jack and the Beanstalk\"","authors":"K. Whitmore","doi":"10.21977/D913119751","DOIUrl":"https://doi.org/10.21977/D913119751","url":null,"abstract":"Author(s): Whitmore, Kathryn F | Abstract: This article reports findings from a qualitative study of a 10-week interactive drama residency in a large Headstart preschool in a southeastern state. The goal of the study was to learn about what happened when three to five-year old children and their teachers experienced interactive drama, with particular questions about how the young children’s academic and social development might be supported with dramatic arts. Findings from a qualitative analysis of observations, interviews and children's drawings indicated how important movement was for engaging young children, how rituals supported self-efficacy and risktaking, and how traveling in and out of a story world supported the imagination necessary for early literacy development. Findings also suggested the importance of involving classroom teachers in professional development about dramatic arts. These findings provoked new questions and plans for future research.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127861316","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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