This essay discusses two sets of creative teaching methods: live singing and dancing. The performance by an instructor can set a mode for students to achieve intellectual transformation by exploring issues of identity. The role of music, especially folk singing and dancing, is specifically examined within the intercultural context of communication. Performative dialogue can be used as an effective, novel technique to initiate and develop cultural connections and discussions of culture and identity in the classroom. The author shares her experience of performing folk dancing and singing as examples of Russian cultural musical heritage to illustrate how singing and dancing can help students to learn about themselves and others, about culture, identity, and communication at large.
{"title":"Performing Thyself: Sparking Imagination and Exploring Ethnic Identity through Singing and Dancing.","authors":"K. Tsetsura","doi":"10.21977/d96110019","DOIUrl":"https://doi.org/10.21977/d96110019","url":null,"abstract":"This essay discusses two sets of creative teaching methods: live singing and dancing. The performance by an instructor can set a mode for students to achieve intellectual transformation by exploring issues of identity. The role of music, especially folk singing and dancing, is specifically examined within the intercultural context of communication. Performative dialogue can be used as an effective, novel technique to initiate and develop cultural connections and discussions of culture and identity in the classroom. The author shares her experience of performing folk dancing and singing as examples of Russian cultural musical heritage to illustrate how singing and dancing can help students to learn about themselves and others, about culture, identity, and communication at large.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/d96110019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68508722","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}
One strategy used by Project CREATES to enhance the fusion of social studies with the arts was to provide various forms of professional development to artists and teachers (Montgomery, Otto, & Hull, 2007), including seminars, book clubs, and on-site Arts Resource Coaches. The purpose of this study was to describe the role of the coaches as they worked with teachers, arts educators, and community artists to infuse the arts in elementary school curricula, specifically social studies for fifth graders. Using qualitative methods over a seven-year period, data included interviews,
{"title":"The Role of Coaching by Teaching Artists for Arts-Infused Social Studies: What Project CREATES Has to Offer","authors":"R. A. Wilcox, Stacey L. Bridges, D. Montgomery","doi":"10.21977/D96110018","DOIUrl":"https://doi.org/10.21977/D96110018","url":null,"abstract":"One strategy used by Project CREATES to enhance the fusion of social studies with the arts was to provide various forms of professional development to artists and teachers (Montgomery, Otto, & Hull, 2007), including seminars, book clubs, and on-site Arts Resource Coaches. The purpose of this study was to describe the role of the coaches as they worked with teachers, arts educators, and community artists to infuse the arts in elementary school curricula, specifically social studies for fifth graders. Using qualitative methods over a seven-year period, data included interviews,","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D96110018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68508613","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":"Introduction to Opinion","authors":"Liane Brouillette","doi":"10.21977/d96110025","DOIUrl":"https://doi.org/10.21977/d96110025","url":null,"abstract":"Author(s): Brouillette, Liane | Abstract: Brouillette provides overview of new Opinion section.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/d96110025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68509100","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}
As the editor of the Teaching and Learning through the Arts section of this issue, McKean provides an introduction to the articles included.
作为本期《艺术教学》栏目的编辑，麦基恩为文章提供了介绍。
{"title":"Teaching and Learning through the Arts Introduction","authors":"Bobbi McKean","doi":"10.21977/D95110032","DOIUrl":"https://doi.org/10.21977/D95110032","url":null,"abstract":"As the editor of the Teaching and Learning through the Arts section of this issue, McKean provides an introduction to the articles included.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D95110032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68508168","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}
Helping pre-service teachers to feel competent and courageous about the mathematics they will find themselves teaching as elementary school teachers is a critical component of any math methods course. This paper addresses this aim by highlighting a process that involves pre-service teachers in creating original mathematics literature books. This process assumes a social practice theory of learning based on a relationship among one’s own thinking, the activity, and the thinking of other interested persons (Rogers, 1974). My stance is that creating such books offers ways for pre-service teachers to gain new mathematical understandings, connect the math they will be teaching to other life situations, identify pedagogical practices that support student thinking, integrate artistry into the teaching of content, and understand more deeply the multidisciplinary nature of mathematics.
{"title":"Artistry in Teaching: Writing Children’s Mathematics Literature Books as Teacher Education","authors":"J. Mcvarish","doi":"10.21977/D95110034","DOIUrl":"https://doi.org/10.21977/D95110034","url":null,"abstract":"Helping pre-service teachers to feel competent and courageous about the mathematics they will find themselves teaching as elementary school teachers is a critical component of any math methods course. This paper addresses this aim by highlighting a process that involves pre-service teachers in creating original mathematics literature books. This process assumes a social practice theory of learning based on a relationship among one’s own thinking, the activity, and the thinking of other interested persons (Rogers, 1974). My stance is that creating such books offers ways for pre-service teachers to gain new mathematical understandings, connect the math they will be teaching to other life situations, identify pedagogical practices that support student thinking, integrate artistry into the teaching of content, and understand more deeply the multidisciplinary nature of mathematics.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D95110034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68508009","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}
For arts departments in many institutions, technology education entails prohibitive equipment costs, maintenance requirements and administrative demands. There are also inherent pedagogical challenges: for example, recording studio classes where, due to space and time constraints, only a few students in what might be a large class can properly observe and try out the procedures. These and other practical and pedagogical considerations when teaching using hardware may suggest that conventional studios may not provide the best learning environment. In this paper I suggest that desktop simulation may not only help to solve the aforementioned problems, but can contribute to the creation of a cooperative learning environment.
{"title":"Desktop Simulation: Towards a New Strategy for Arts Technology Education","authors":"N. Eidsheim","doi":"10.21977/D95110030","DOIUrl":"https://doi.org/10.21977/D95110030","url":null,"abstract":"For arts departments in many institutions, technology education entails prohibitive equipment costs, maintenance requirements and administrative demands. There are also inherent pedagogical challenges: for example, recording studio classes where, due to space and time constraints, only a few students in what might be a large class can properly observe and try out the procedures. These and other practical and pedagogical considerations when teaching using hardware may suggest that conventional studios may not provide the best learning environment. In this paper I suggest that desktop simulation may not only help to solve the aforementioned problems, but can contribute to the creation of a cooperative learning environment.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D95110030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68508113","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}
This review of Doing WELL and Doing GOOD by Doing ART by James Catterall summarizes the author’s seminal work on arts involvement and human development, then looks at the extension of his earlier research into a 12-year longitudinal study that follows 12,000 students from high school to age 26. Findings from this study show that intensive involvement in the arts during middle and high school associates with higher levels of achievement and college attainment, as well as with indications of pro-social behavior such as volunteerism and political participation. Of particular interest are those sections of the book that go beyond statistical analysis to provide insight into the mechanisms through which learning in the arts transfers to other disciplines.
{"title":"Significant New Study Affirms Life-Changing Impact of Intensive, Long-term Arts Involvement","authors":"Liane Brouillette","doi":"10.21977/D95110040","DOIUrl":"https://doi.org/10.21977/D95110040","url":null,"abstract":"This review of Doing WELL and Doing GOOD by Doing ART by James Catterall summarizes the author’s seminal work on arts involvement and human development, then looks at the extension of his earlier research into a 12-year longitudinal study that follows 12,000 students from high school to age 26. Findings from this study show that intensive involvement in the arts during middle and high school associates with higher levels of achievement and college attainment, as well as with indications of pro-social behavior such as volunteerism and political participation. Of particular interest are those sections of the book that go beyond statistical analysis to provide insight into the mechanisms through which learning in the arts transfers to other disciplines.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D95110040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68508814","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}
This article reports the findings of a study exploring the effects of using videoconferencing (VC) to deliver dance instruction to rural communities. The context of the study is a university community partnership run through blended live and VC instruction with elementary and middle school students in Eloy, Arizona. This research is part of a larger, ongoing study of iDance, aimed at defining instructional methods and creating dance curriculum to meet the needs of students in rural communities. VC presents unique opportunities for teaching students in rural settings. Considering the relative accessibility of VC centers makes it possible to educate rural students in a broad spectrum of dance contexts: composition, performance, technique, and analysis. Regardless of geographical limitations, community partnerships can flourish through VC technology. Addressing the literature on the use of VC in other disciplines, methods of data collection include interviews, short answer questionnaires and journaling were employed to gather participant views regarding the viability of VC dance instruction. Data revealed that students benefited from the instruction. This paper describes the discoveries of VC as a tool for supporting the teaching and learning of iDance Arizona in rural settings. The discussion section addresses the need for additional research in this area and determines the application of videoconferencing dance instruction. The use of videoconferencing in dance education has not yet been the subject of large-scale research endeavors so this research study aims to make a contribution to the field.
{"title":"Reaching Rural Communities: Videoconferencing in K-12 Dance Education.","authors":"M. Parrish","doi":"10.21977/D95110031","DOIUrl":"https://doi.org/10.21977/D95110031","url":null,"abstract":"This article reports the findings of a study exploring the effects of using videoconferencing (VC) to deliver dance instruction to rural communities. The context of the study is a university community partnership run through blended live and VC instruction with elementary and middle school students in Eloy, Arizona. This research is part of a larger, ongoing study of iDance, aimed at defining instructional methods and creating dance curriculum to meet the needs of students in rural communities. VC presents unique opportunities for teaching students in rural settings. Considering the relative accessibility of VC centers makes it possible to educate rural students in a broad spectrum of dance contexts: composition, performance, technique, and analysis. Regardless of geographical limitations, community partnerships can flourish through VC technology. Addressing the literature on the use of VC in other disciplines, methods of data collection include interviews, short answer questionnaires and journaling were employed to gather participant views regarding the viability of VC dance instruction. Data revealed that students benefited from the instruction. This paper describes the discoveries of VC as a tool for supporting the teaching and learning of iDance Arizona in rural settings. The discussion section addresses the need for additional research in this area and determines the application of videoconferencing dance instruction. The use of videoconferencing in dance education has not yet been the subject of large-scale research endeavors so this research study aims to make a contribution to the field.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D95110031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68508157","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}
We physicians get so focused, so specialized, we become organ doctors not people doctors. We deal with the disease the patient has rather than the patient who happens to have a disease. This is true for any illness and I suspect for the majority of specialists--though I believe family doctors and pediatricians are more aware of the social implications of a disease than we cardiac surgeons who have had ninety years of training and can only do our work in a hospital surrounded by a staff of fourteen and equipment that monitors everything including fingernail growth.
{"title":"What's the Problem?.","authors":"Larry Zaroff","doi":"10.21977/D95110038","DOIUrl":"https://doi.org/10.21977/D95110038","url":null,"abstract":"We physicians get so focused, so specialized, we become organ doctors not people doctors. We deal with the disease the patient has rather than the patient who happens to have a disease. This is true for any illness and I suspect for the majority of specialists--though I believe family doctors and pediatricians are more aware of the social implications of a disease than we cardiac surgeons who have had ninety years of training and can only do our work in a hospital surrounded by a staff of fourteen and equipment that monitors everything including fingernail growth.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D95110038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68508510","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): Dhurandhar, Anjali | Abstract: From the first days of medical school, students are socialized into the medical environment. They are trained to view patients as the “other.” The medical humanities have been introduced into the curriculum of most medical schools as a means to counteract the possible effects of this “othering.” In particular, writing exercises have been adopted to help students understand the perspectives of their patients and to consider their own responses to experiences during medical training. A writing seminar was offered to first and second year medical students that employed imaginative writing, specifically point of view narratives. Each week the students considered different perspectives of many individuals involved in patient care and then wrote stories from these perspectives. Students shared and discussed these stories. The students’ feedback indicated that these exercises helped them to empathize with the subjects of their stories and to feel more connected to other members of the class.
{"title":"Writing the Other: An Exercise in Empathy","authors":"A. Dhurandhar","doi":"10.21977/D95110039","DOIUrl":"https://doi.org/10.21977/D95110039","url":null,"abstract":"Author(s): Dhurandhar, Anjali | Abstract: From the first days of medical school, students are socialized into the medical environment. They are trained to view patients as the “other.” The medical humanities have been introduced into the curriculum of most medical schools as a means to counteract the possible effects of this “othering.” In particular, writing exercises have been adopted to help students understand the perspectives of their patients and to consider their own responses to experiences during medical training. A writing seminar was offered to first and second year medical students that employed imaginative writing, specifically point of view narratives. Each week the students considered different perspectives of many individuals involved in patient care and then wrote stories from these perspectives. Students shared and discussed these stories. The students’ feedback indicated that these exercises helped them to empathize with the subjects of their stories and to feel more connected to other members of the class.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D95110039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68508661","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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