Author(s): Trent, Allen; Moran, Pete | Abstract: This article describes using art criticism, a process the authors define as “viewing, thinking, talking, and writing about art,” to engage students in writing. The authors provide theoretical support for art criticism in education, describe the process, and share ways it can be used to address Common Core writing and other content area standards. They also share a sample art criticism lesson taught to fourth graders and include a summary of student learning data documenting student engagement and learning aligned with targeted standards. The article ends with suggestions for using art criticism, finding and using accessible art criticism resources, and integrating art criticism writing with other content areas.
{"title":"Using Art Criticism to Engage Students in Writing","authors":"A. Trent, Peter Moran","doi":"10.21977/d913136241","DOIUrl":"https://doi.org/10.21977/d913136241","url":null,"abstract":"Author(s): Trent, Allen; Moran, Pete | Abstract: This article describes using art criticism, a process the authors define as “viewing, thinking, talking, and writing about art,” to engage students in writing. The authors provide theoretical support for art criticism in education, describe the process, and share ways it can be used to address Common Core writing and other content area standards. They also share a sample art criticism lesson taught to fourth graders and include a summary of student learning data documenting student engagement and learning aligned with targeted standards. The article ends with suggestions for using art criticism, finding and using accessible art criticism resources, and integrating art criticism writing with other content areas.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"43 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":"126100433","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): Levin, Scott R.; Cai, Fei; Noronha, Nicole; Wald, Hedy S.; Daniel, Michelle M. | Abstract: Objectives: The humanities, including narrative arts, are a valuable tool to foster reflection for professionally competent clinical practice. Integrating such study into traditional medical school curricula can prove challenging. A preclinical elective on opera and medicine was developed and piloted at the Warren Alpert Medical School of Brown University for pre-medical and medical students to foster reflective capacity supporting professional identity formation.Methods: Interdisciplinary faculty from the departments of arts and sciences conducted nine facilitated discussion sessions. A field trip to the Metropolitan Opera, NY complemented students’ operatic studies. Students were asked reflection-inviting questions concerning their emotional response to operatic scenes, characters, and physician-patient interactions throughout the course and given opportunities to discuss how opera reflects and reinforces stereotypes and societal stigma of patients, diseases, and physicians. A final reflective paper prompted analysis of more and less successful patient-provider interactions, exploring how students felt about these relationships, and drawing conclusions about how they would like to ideally act in the future. Formative feedback was provided using a reflection rubric.Results: Course evaluations demonstrated that sessions were well received. Students’ qualitative comments described the influence of the course on the development of their professional identities, as well as the potential impact on their future careers as physicians. Lessons learned and future directions are suggested.Conclusions: This novel curriculum can serve as a model for using opera to enhance reflection and foster professional identity formation at other health profession and liberal arts institutions.
作者:Levin, Scott R.;Cai,范;诺罗尼亚,妮可;海蒂·s·沃尔德;摘要:目的:人文学科，包括叙事艺术，是培养临床专业能力反思的宝贵工具。将这类研究纳入传统医学院的课程可能具有挑战性。布朗大学沃伦·阿尔珀特医学院为医学预科和医科学生开发并试行了一门关于歌剧和医学的临床前选修课，以培养支持职业身份形成的反思能力。方法:来自文学系和理学系的跨学科教师进行了九次促进讨论。对纽约大都会歌剧院的实地考察补充了学生们的歌剧学习。在整个课程中，学生们被问及关于他们对歌剧场景、人物和医患互动的情感反应的反思问题，并有机会讨论歌剧如何反映和强化对病人、疾病和医生的刻板印象和社会耻辱。最后一篇反思性的论文促使人们分析了更多和更少成功的医患互动，探讨了学生们对这些关系的感受，并得出了他们未来理想行为的结论。形成性的反馈是使用一个反射标题提供的。结果:课程评估表明课程得到了很好的接受。学生的定性评论描述了课程对他们职业认同发展的影响，以及对他们未来医生职业生涯的潜在影响。提出了经验教训和未来的方向。结论:该课程可作为其他卫生专业院校和文理院校利用歌剧促进反思和职业认同形成的典范。
{"title":"Diseases, Doctors, and Divas: Cultivating Reflective Capacity in Preclinical Medical Students through a Critical Examination of Opera","authors":"S. Levin, Fei Cai, N. Noronha, H. Wald, M. Daniel","doi":"10.21977/d913128321","DOIUrl":"https://doi.org/10.21977/d913128321","url":null,"abstract":"Author(s): Levin, Scott R.; Cai, Fei; Noronha, Nicole; Wald, Hedy S.; Daniel, Michelle M. | Abstract: Objectives: The humanities, including narrative arts, are a valuable tool to foster reflection for professionally competent clinical practice. Integrating such study into traditional medical school curricula can prove challenging. A preclinical elective on opera and medicine was developed and piloted at the Warren Alpert Medical School of Brown University for pre-medical and medical students to foster reflective capacity supporting professional identity formation.Methods: Interdisciplinary faculty from the departments of arts and sciences conducted nine facilitated discussion sessions. A field trip to the Metropolitan Opera, NY complemented students’ operatic studies. Students were asked reflection-inviting questions concerning their emotional response to operatic scenes, characters, and physician-patient interactions throughout the course and given opportunities to discuss how opera reflects and reinforces stereotypes and societal stigma of patients, diseases, and physicians. A final reflective paper prompted analysis of more and less successful patient-provider interactions, exploring how students felt about these relationships, and drawing conclusions about how they would like to ideally act in the future. Formative feedback was provided using a reflection rubric.Results: Course evaluations demonstrated that sessions were well received. Students’ qualitative comments described the influence of the course on the development of their professional identities, as well as the potential impact on their future careers as physicians. Lessons learned and future directions are suggested.Conclusions: This novel curriculum can serve as a model for using opera to enhance reflection and foster professional identity formation at other health profession and liberal arts institutions.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"39 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":"123315265","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}
Kathryn M. Dawson, S. Cawthon, Shasta Ihorn, Laura Judd-Glossy
Author(s): Dawson, Kathryn M; Cawthon, Stephanie W; Ihorn, Shasta; Judd-Glossy, Laura | Abstract: This article tells the story of Jenny Harrison, a visual arts middle school teacher who became an Action Research Teacher (ART) fellow in Drama for Schools, a professional development program in drama-based instruction. Through an action research model of teacher training and her own line of inquiry, Jenny investigated how drama-based instruction impacted her teaching and her students’ articulation of visual arts concepts. Artifacts from this project include interview transcripts, teacher reflections, student work-products, and lesson plans. The integration of drama-based instruction into Jenny’s visual arts curriculum paved the way for in-depth, intentional learning for students, for herself, and for the Drama for Schools program.
{"title":"Drama-based instruction in the visual arts: A teacher’s action research journey","authors":"Kathryn M. Dawson, S. Cawthon, Shasta Ihorn, Laura Judd-Glossy","doi":"10.21977/d913118860","DOIUrl":"https://doi.org/10.21977/d913118860","url":null,"abstract":"Author(s): Dawson, Kathryn M; Cawthon, Stephanie W; Ihorn, Shasta; Judd-Glossy, Laura | Abstract: This article tells the story of Jenny Harrison, a visual arts middle school teacher who became an Action Research Teacher (ART) fellow in Drama for Schools, a professional development program in drama-based instruction. Through an action research model of teacher training and her own line of inquiry, Jenny investigated how drama-based instruction impacted her teaching and her students’ articulation of visual arts concepts. Artifacts from this project include interview transcripts, teacher reflections, student work-products, and lesson plans. The integration of drama-based instruction into Jenny’s visual arts curriculum paved the way for in-depth, intentional learning for students, for herself, and for the Drama for Schools program.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"77 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":"131110301","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): Chen, Vicky | Abstract: This paper is a self-study that uses the lens of Vygotsky’s four phases of sign acquisition to examine one student writer’s development of voice through writing produced from 5th grade through her second year of graduate school (17 years). Growing up as a twin—and as a visually impaired individual—the author learned how to use the written word to help her imagine those aspects of the world that she could not physically see. Through excerpts from journal entries, planning documents, short stories, long fiction, poetry, school assignments, and fanfiction she traces her growth as a writer within the shifting context of experiences within and outside of school. Her sensitive exploration of varied sources of motivation and inspiration, along with her own changing attitudes towards and beliefs about writing, provide the reader with fresh insight into all that goes into one’s development as a writer.
{"title":"Seeing the World Through Words: A Student Writer’s Journey toward Developing Her Own Voice","authors":"Vicky Chen","doi":"10.21977/D913135150","DOIUrl":"https://doi.org/10.21977/D913135150","url":null,"abstract":"Author(s): Chen, Vicky | Abstract: This paper is a self-study that uses the lens of Vygotsky’s four phases of sign acquisition to examine one student writer’s development of voice through writing produced from 5th grade through her second year of graduate school (17 years). Growing up as a twin—and as a visually impaired individual—the author learned how to use the written word to help her imagine those aspects of the world that she could not physically see. Through excerpts from journal entries, planning documents, short stories, long fiction, poetry, school assignments, and fanfiction she traces her growth as a writer within the shifting context of experiences within and outside of school. Her sensitive exploration of varied sources of motivation and inspiration, along with her own changing attitudes towards and beliefs about writing, provide the reader with fresh insight into all that goes into one’s development as a writer.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"459 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":"127321443","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): LeMire, Steven D.; Achtenberg, Lindsay; Opp, Dean | Abstract: The purpose of this study was to evaluate a summer performing arts (SPA) program using elements of a servant leadership model to assess potential impacts of a SPA program on leadership skills development. High school students enrolled in a SPA program were given both a pre- and post-survey that included leadership questions. There was a growth in all five servant leadership factors with an overall standardized effect size of d = 0.48. The largest growth was for enabling others to take action through cooperation. Summer performing arts programs can positively impact student servant leadership abilities. The idea of youth leadership education may resonate with community business leaders when it comes to funding support for summer arts activities.
作者:LeMire, Steven D.;林赛Achtenberg;摘要:本研究的目的是运用仆人式领导模型的要素来评估暑期表演艺术(SPA)项目对领导技能发展的潜在影响。参加SPA项目的高中生分别接受了包括领导力问题在内的事前和事后调查。所有五个仆人式领导因素都有增长，总体标准化效应量为d = 0.48。最大的增长是使其他国家能够通过合作采取行动。暑期表演艺术课程对学生的仆人领导能力有积极的影响。在为夏季艺术活动提供资金支持方面，青年领导力教育的理念可能会引起社区商业领袖的共鸣。
{"title":"Leadership Development for High School Students in a Summer Performing Arts Program","authors":"S. Lemire, Lindsay Achtenberg, Dean Opp","doi":"10.21977/D913121595","DOIUrl":"https://doi.org/10.21977/D913121595","url":null,"abstract":"Author(s): LeMire, Steven D.; Achtenberg, Lindsay; Opp, Dean | Abstract: The purpose of this study was to evaluate a summer performing arts (SPA) program using elements of a servant leadership model to assess potential impacts of a SPA program on leadership skills development. High school students enrolled in a SPA program were given both a pre- and post-survey that included leadership questions. There was a growth in all five servant leadership factors with an overall standardized effect size of d = 0.48. The largest growth was for enabling others to take action through cooperation. Summer performing arts programs can positively impact student servant leadership abilities. The idea of youth leadership education may resonate with community business leaders when it comes to funding support for summer arts activities.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"19 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":"117206884","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): Robinson, A Helene | Abstract: In this mixed-method study the researcher sought to explore answers to the following research questions: What is the effect of an arts integration approach on diverse freshman students’ perceptions of learning, motivation/engagement, school attendance, and academic achievement?Are there changes that occur in the quality of classroom instructional processes, including emotional support, classroom organization, and instructional support when an arts integration approach is being utilized? As a quasi-experimental mixed-method study, the study utilized observations, focus groups, student questionnaires, field notes, and data obtained from the NYC IRB on student attendance, student demographics, and academic achievement data in a diverse high school in NYC public schools where 90% of the students were classified as non-white students. Among the 231 participating freshman students, 3% were part of the ELL program (n = 4); 22% of the students had some disability (n = 41); and the majority of the students were receiving a free or reduced lunch (n = 111, 61%). One of the 9th grade academies was selected as the control group and another as the treatment group. Teachers in the treatment group received a limited amount of professional development on arts integration using a small group project based implementation approach. Results indicate that the teachers in the treatment group increased levels of instructional support and differentiated learning formats in their classroom as compared to the teachers in the control group. Additionally, students in the treatment group outperformed the control group students in 3 out of the 4 subject area achievement outcomes that were compared. There was no significant difference found in student attendance between the control and treatment group students even though a snowstorm and a hurricane occurred during the semester this study was implemented. Data from the student questionnaires, the focus groups, field notes, and observations was triangulated and supported the quantitative data. The qualitative data provided a deeper understanding on how the experience had impacted student’s self-beliefs and emotional engagement. Additionally, there was a significant increase in their behavioral engagement that was both observed and self-reported by students. This study makes a significant contribution to research identifying which aspects of instructional support seem to increase when teachers implement arts integration. Additionally, it extends other arts integration research examining diverse/disadvantaged student engagement and achievement even when adversity is experienced in a school.
{"title":"Voices from Diverse Freshman Students: How Arts Integration Impacted their Learning","authors":"A. Robinson, Helene Robinson, Heidi Schroeder","doi":"10.21977/D913125528","DOIUrl":"https://doi.org/10.21977/D913125528","url":null,"abstract":"Author(s): Robinson, A Helene | Abstract: In this mixed-method study the researcher sought to explore answers to the following research questions: What is the effect of an arts integration approach on diverse freshman students’ perceptions of learning, motivation/engagement, school attendance, and academic achievement?Are there changes that occur in the quality of classroom instructional processes, including emotional support, classroom organization, and instructional support when an arts integration approach is being utilized? As a quasi-experimental mixed-method study, the study utilized observations, focus groups, student questionnaires, field notes, and data obtained from the NYC IRB on student attendance, student demographics, and academic achievement data in a diverse high school in NYC public schools where 90% of the students were classified as non-white students. Among the 231 participating freshman students, 3% were part of the ELL program (n = 4); 22% of the students had some disability (n = 41); and the majority of the students were receiving a free or reduced lunch (n = 111, 61%). One of the 9th grade academies was selected as the control group and another as the treatment group. Teachers in the treatment group received a limited amount of professional development on arts integration using a small group project based implementation approach. Results indicate that the teachers in the treatment group increased levels of instructional support and differentiated learning formats in their classroom as compared to the teachers in the control group. Additionally, students in the treatment group outperformed the control group students in 3 out of the 4 subject area achievement outcomes that were compared. There was no significant difference found in student attendance between the control and treatment group students even though a snowstorm and a hurricane occurred during the semester this study was implemented. Data from the student questionnaires, the focus groups, field notes, and observations was triangulated and supported the quantitative data. The qualitative data provided a deeper understanding on how the experience had impacted student’s self-beliefs and emotional engagement. Additionally, there was a significant increase in their behavioral engagement that was both observed and self-reported by students. This study makes a significant contribution to research identifying which aspects of instructional support seem to increase when teachers implement arts integration. Additionally, it extends other arts integration research examining diverse/disadvantaged student engagement and achievement even when adversity is experienced in a school.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"90 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":"127045330","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): Lorimer, Maureen R. | Abstract: Although preservice teacher education is considered an essential link for systemic change, key arts education initiatives in California do not effectively address the educational practices and policies for teacher preparation. To uncover existing and emerging practices for visual and performing arts education in postsecondary teacher education programs, this content analysis examined five national and international teacher education journals (1995 – 2015). Though a pressing need to increase publication in this area exists, findings indicate that arts integration in teacher education fosters self-reflection of personal beliefs, artistic growth, and epistemological understanding for candidates while inspiring collaborative partnerships for faculty.
{"title":"A Content Analysis of the Intersections between Art Education and Teacher Education","authors":"M. Lorimer","doi":"10.21977/d913132678","DOIUrl":"https://doi.org/10.21977/d913132678","url":null,"abstract":"Author(s): Lorimer, Maureen R. | Abstract: Although preservice teacher education is considered an essential link for systemic change, key arts education initiatives in California do not effectively address the educational practices and policies for teacher preparation. To uncover existing and emerging practices for visual and performing arts education in postsecondary teacher education programs, this content analysis examined five national and international teacher education journals (1995 – 2015). Though a pressing need to increase publication in this area exists, findings indicate that arts integration in teacher education fosters self-reflection of personal beliefs, artistic growth, and epistemological understanding for candidates while inspiring collaborative partnerships for faculty.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"24 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":"114240147","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): Nokes, Christopher | Abstract: ABSTRACT Students are embedded in a stochastic world. Postmodern practitioners of fragmentation accept this, however they dispute Jungian and Eriksonian wholeness. The existential representation ego as a two-dimensional thing, the Kantian-, Jungian- I-formation is questioned. Similarly, Gardnerian frames of mind and MI are questioned as functional pedagogical models within the context of a stochastic reality. Thus, the term literacy must be expanded to address this enduring reality of both the classroom, and the shape-shifting, kaleidoscopic, urban landscapes through which students move daily. Egosystem (Author, 2005) is a perfect model for this environmental kaleidoscope. This requires a new literacy, a true 'reading the world' (Freire, 1995). We understand that the classical ego is an extension of a system of influential forces of the embedding world that inform, shape and re-shape it. Egosystem is the new complex ego struggling for survival. Uncertainty is the undercurrent beneath volatile educational environments wherein visual arts achieves some measure of control by offering challenging design problems. Archaic and modern confrontation with challenges presented by this stochastic world is an impetus for intellectual development through increasing visualization, heightened awareness, self-healing and self-renewal. The search for wholeness extends the Jungian archetype of teleiosis to an enlightened version of the whole Self within an entropic field that tends towards fragmentation. It is the same ego-consciousness and environmental awareness the genus Homo used to negotiate survival within the original stochastic classroom of the African Rift Valley. We witness the same successive growth of modern students learning to solve challenging design problems, to adapt and to change within an uncertain world. As ego evolves into egosystem ― with its palpable links to a stochastic environmental milieu ― so students evolve through a consequential series of 'successive emancipations of the human will and intellect' (Malraux, 1956).
{"title":"Egosystem: A Visualization of Wholeness Amidst Environmental Uncertainty and Fragmentation","authors":"C. Nokes","doi":"10.21977/D913124073","DOIUrl":"https://doi.org/10.21977/D913124073","url":null,"abstract":"Author(s): Nokes, Christopher | Abstract: ABSTRACT Students are embedded in a stochastic world. Postmodern practitioners of fragmentation accept this, however they dispute Jungian and Eriksonian wholeness. The existential representation ego as a two-dimensional thing, the Kantian-, Jungian- I-formation is questioned. Similarly, Gardnerian frames of mind and MI are questioned as functional pedagogical models within the context of a stochastic reality. Thus, the term literacy must be expanded to address this enduring reality of both the classroom, and the shape-shifting, kaleidoscopic, urban landscapes through which students move daily. Egosystem (Author, 2005) is a perfect model for this environmental kaleidoscope. This requires a new literacy, a true 'reading the world' (Freire, 1995). We understand that the classical ego is an extension of a system of influential forces of the embedding world that inform, shape and re-shape it. Egosystem is the new complex ego struggling for survival. Uncertainty is the undercurrent beneath volatile educational environments wherein visual arts achieves some measure of control by offering challenging design problems. Archaic and modern confrontation with challenges presented by this stochastic world is an impetus for intellectual development through increasing visualization, heightened awareness, self-healing and self-renewal. The search for wholeness extends the Jungian archetype of teleiosis to an enlightened version of the whole Self within an entropic field that tends towards fragmentation. It is the same ego-consciousness and environmental awareness the genus Homo used to negotiate survival within the original stochastic classroom of the African Rift Valley. We witness the same successive growth of modern students learning to solve challenging design problems, to adapt and to change within an uncertain world. As ego evolves into egosystem ― with its palpable links to a stochastic environmental milieu ― so students evolve through a consequential series of 'successive emancipations of the human will and intellect' (Malraux, 1956).","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":"2018-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132048349","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): Hayes, Deborah LaChapelle; Clark, Pat | Abstract: The concept of arts integration is to incorporate connections to content while relating to the real world. If educators are to compete in a global economy, children deserve every advantage including the arts. Implementing an integrated arts curriculum is both exciting and intimidating to teachers. This study was designed to interview teachers who have undergone the process to determine their perceptions regarding the impact on professional development, student performance, student engagement, and school climate. It was essential to the study that the selected educators be employed at a school that included a fully integrated arts program. Mooreland Heights Elementary School (K-5) was selected because it was in its sixth year of implementation. A purposive sample of teachers from each grade level was selected by the principal to be interviewed. Collected data were coded and reviewed for emerging themes. The three themes that emerged were continuous staff development, connection between arts and content, and support. Upon further examination three areas of support were identified: administrative, parents and community, and corporate. The professional development opportunities provided the teachers participating in the study indicated a high level of involvement. The integrated arts program provided an interdisciplinary approach to curriculum planning. Administrative, community, and corporate support were essential for the success of an arts integrated program.
{"title":"Arts Integration: A Study of Teachers' Perceptions","authors":"D. Hayes, Pat Clark","doi":"10.21977/d913115683","DOIUrl":"https://doi.org/10.21977/d913115683","url":null,"abstract":"Author(s): Hayes, Deborah LaChapelle; Clark, Pat | Abstract: The concept of arts integration is to incorporate connections to content while relating to the real world. If educators are to compete in a global economy, children deserve every advantage including the arts. Implementing an integrated arts curriculum is both exciting and intimidating to teachers. This study was designed to interview teachers who have undergone the process to determine their perceptions regarding the impact on professional development, student performance, student engagement, and school climate. It was essential to the study that the selected educators be employed at a school that included a fully integrated arts program. Mooreland Heights Elementary School (K-5) was selected because it was in its sixth year of implementation. A purposive sample of teachers from each grade level was selected by the principal to be interviewed. Collected data were coded and reviewed for emerging themes. The three themes that emerged were continuous staff development, connection between arts and content, and support. Upon further examination three areas of support were identified: administrative, parents and community, and corporate. The professional development opportunities provided the teachers participating in the study indicated a high level of involvement. The integrated arts program provided an interdisciplinary approach to curriculum planning. Administrative, community, and corporate support were essential for the success of an arts integrated program.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"25 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":"115983498","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): Leigh, S. Rebecca | Abstract: In this three-month qualitative study, 36 pre and in-service teachers were invited to create and write poems from four idea bundles (e.g., the mixed bundle, the verbal bundle, the visual bundle, and the arranged bundle) in response to four picture book read alouds that address themes of abandonment (Wild, 2006), homelessness (Wild, 2007), togetherness (Woodson, 2015), and renewal (Tan, 2010). Bundles included a variety of visual and print media (e.g., photographs, art, magazines, newspapers, sheet music, books, greeting cards), used to enhance literacy experiences in writing poems. The purpose of the study was to investigate how different visual and verbal media support students in their efforts to write poems. Analysis of 136 idea bundles, poems, questionnaires, and class discussion on read alouds as they related to students’ writing suggest that idea bundles provided a meaningful pathway for supporting students’ efforts to write vivid and descriptive poems.
{"title":"Writing Poems from Idea Bundles","authors":"S. Leigh","doi":"10.21977/d913131781","DOIUrl":"https://doi.org/10.21977/d913131781","url":null,"abstract":"Author(s): Leigh, S. Rebecca | Abstract: In this three-month qualitative study, 36 pre and in-service teachers were invited to create and write poems from four idea bundles (e.g., the mixed bundle, the verbal bundle, the visual bundle, and the arranged bundle) in response to four picture book read alouds that address themes of abandonment (Wild, 2006), homelessness (Wild, 2007), togetherness (Woodson, 2015), and renewal (Tan, 2010). Bundles included a variety of visual and print media (e.g., photographs, art, magazines, newspapers, sheet music, books, greeting cards), used to enhance literacy experiences in writing poems. The purpose of the study was to investigate how different visual and verbal media support students in their efforts to write poems. Analysis of 136 idea bundles, poems, questionnaires, and class discussion on read alouds as they related to students’ writing suggest that idea bundles provided a meaningful pathway for supporting students’ efforts to write vivid and descriptive poems.","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":"2018-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124766208","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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