Author(s): Wyman, Sarah Mead; Waldo, Jennifer Turner; Doherty, Dennis | Abstract: Recent education policy designed to promote arts education tends to focus on how such curriculum supports “skills for innovation” required for success in the global economy. Emphasis on the transfer of arts-based learning to professional innovation and achievement, a dynamic that is difficult to determine, can undermine the value of teaching the arts for their own sake. Three professors at the State University of New York at New Paltz discuss curriculum they developed to take advantage of museum learning opportunities that promote critical thinking, foster innovation, support course content, and increase students’ sense of citizenship and belonging. Jennifer Waldo, a professor of Biology, Dennis Doherty, a professor of English and Creative Writing, and Sarah Wyman, a professor of 20th century Comparative Literature, use their campus museum as an applied learning environment where they facilitate interdisciplinary, experiential educational activities that develop student agency and encourage imaginative inquiry. The professors comment on their curriculum, their cross-disciplinary conversations, student reactions, and indicators of transfer. In addition, they present a strategy for assessing student-learning outcomes within a context that values the visual arts as fundamental to liberal arts and sciences education. Key words: museum, experiential learning, innovative models, citizenship, critical thinking.
作者:Wyman, Sarah Mead;沃尔多，詹妮弗·特纳;摘要:最近旨在促进艺术教育的教育政策倾向于关注这些课程如何支持在全球经济中取得成功所需的“创新技能”。强调以艺术为基础的学习向专业创新和成就的转变，这是一种难以确定的动态，可能会破坏为艺术本身而教授艺术的价值。纽约州立大学新帕尔茨分校的三位教授讨论了他们开发的课程，以利用博物馆的学习机会，促进批判性思维，促进创新，支持课程内容，增强学生的公民意识和归属感。生物学教授詹妮弗·沃尔多(Jennifer Waldo)、英语与创意写作教授丹尼斯·多尔蒂(Dennis Doherty)和20世纪比较文学教授萨拉·怀曼(Sarah Wyman)将校园博物馆作为一个应用学习环境，在这里，他们促进了跨学科的体验式教育活动，培养了学生的能动性，鼓励了富有想象力的探究。教授们对他们的课程、跨学科的对话、学生的反应和转学指标发表评论。此外，他们还提出了一种评估学生学习成果的策略，该策略将视觉艺术视为文科和理科教育的基础。关键词:博物馆，体验式学习，创新模式，公民意识，批判性思维
{"title":"Methods and Models for Museum Learning at the Samuel Dorsky Museum of Art.","authors":"S. Wyman, J. Waldo, Dennis C. Doherty","doi":"10.21977/D912127457","DOIUrl":"https://doi.org/10.21977/D912127457","url":null,"abstract":"Author(s): Wyman, Sarah Mead; Waldo, Jennifer Turner; Doherty, Dennis | Abstract: Recent education policy designed to promote arts education tends to focus on how such curriculum supports “skills for innovation” required for success in the global economy. Emphasis on the transfer of arts-based learning to professional innovation and achievement, a dynamic that is difficult to determine, can undermine the value of teaching the arts for their own sake. Three professors at the State University of New York at New Paltz discuss curriculum they developed to take advantage of museum learning opportunities that promote critical thinking, foster innovation, support course content, and increase students’ sense of citizenship and belonging. Jennifer Waldo, a professor of Biology, Dennis Doherty, a professor of English and Creative Writing, and Sarah Wyman, a professor of 20th century Comparative Literature, use their campus museum as an applied learning environment where they facilitate interdisciplinary, experiential educational activities that develop student agency and encourage imaginative inquiry. The professors comment on their curriculum, their cross-disciplinary conversations, student reactions, and indicators of transfer. In addition, they present a strategy for assessing student-learning outcomes within a context that values the visual arts as fundamental to liberal arts and sciences education. Key words: museum, experiential learning, innovative models, citizenship, critical thinking.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D912127457","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505871","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): Windsor-Liscombe, Suzanne Gloria | Abstract: This paper, derived from a larger case study, presents new perspectives on arts-integrated elementary schools. It focusses on several issues including teacher understandings of arts-integrated pedagogy, willingness to collaborate, arts credentials, and teacher perceptions of those students enrolling from outside catchment area. Hence it raises the question as to whether school districts should consider new policies specific to arts-integrated schools for both students enrolling, and teaching staff. As a teacher-administrator at Mosaic for several years, the researcher became interested in the motivations for student enrollments from outside of Mosaic's catchment area. Through interviews with educators and parents, the case study investigates perceptions and motivations for student enrollments. This paper's focus is the analysis of interviews with Mosaic educators: their understandings and perspectives on arts-integrated pedagogy, student profiles, and their own valuing of the arts.
{"title":"Off the wall. Teacher perceptions of an arts integrated school and its student population. A case study","authors":"S. Windsor-Liscombe","doi":"10.21977/D912123286","DOIUrl":"https://doi.org/10.21977/D912123286","url":null,"abstract":"Author(s): Windsor-Liscombe, Suzanne Gloria | Abstract: This paper, derived from a larger case study, presents new perspectives on arts-integrated elementary schools. It focusses on several issues including teacher understandings of arts-integrated pedagogy, willingness to collaborate, arts credentials, and teacher perceptions of those students enrolling from outside catchment area. Hence it raises the question as to whether school districts should consider new policies specific to arts-integrated schools for both students enrolling, and teaching staff. As a teacher-administrator at Mosaic for several years, the researcher became interested in the motivations for student enrollments from outside of Mosaic's catchment area. Through interviews with educators and parents, the case study investigates perceptions and motivations for student enrollments. This paper's focus is the analysis of interviews with Mosaic educators: their understandings and perspectives on arts-integrated pedagogy, student profiles, and their own valuing of the arts.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D912123286","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505521","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): Saeed, Sheryl Raffat | Abstract: Author suggests incorporation of brief, informal, yet content-rich classroom history skits as a way to motivate students, generate interest, and ease them into the more "academic" content found in textbooks and primary source documents.
{"title":"US History Skits: Just a Spoonful of Sugar","authors":"Sheryl Raffat Saeed","doi":"10.21977/D912123385","DOIUrl":"https://doi.org/10.21977/D912123385","url":null,"abstract":"Author(s): Saeed, Sheryl Raffat | Abstract: Author suggests incorporation of brief, informal, yet content-rich classroom history skits as a way to motivate students, generate interest, and ease them into the more \"academic\" content found in textbooks and primary source documents.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D912123385","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505632","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}
The Next Generation Science Standards (NGSS) have brought a stronger emphasis on engineering into K-12 STEM (science, technology, engineering and mathematics) instruction. Introducing the design process used in engineering into science classrooms simulated a dialogue among some educators about adding the arts to the mix. This led to proposals for a STEAM (STEM + arts) curriculum, as well as warnings that integrating the arts would weaken STEM instruction. The study summarized in this article tested the hypothesis that the arts might provide upper-elementary students, who were still concrete thinkers, with a powerful means of envisioning phenomena that they could not directly observe. This study investigated the impact of STEAM lessons on physical science learning in grades 3 to 5. Ten out of the 55 high-poverty (Title 1) elementary schools in a large urban district were randomly chosen as treatment schools and divided into two cohorts. Using a quasi-experimental design that holds general student scientific achievement constant, the study found that students exposed to the STEAM lessons demonstrated greater improvement on physical science benchmark assessments than students exposed to a STEM-only physical science curriculum.
{"title":"Using Arts Integration to Make Science Learning Memorable in the Upper Elementary Grades: A Quasi-Experimental Study","authors":"N. Graham, Liane Brouillette","doi":"10.21977/D912133442","DOIUrl":"https://doi.org/10.21977/D912133442","url":null,"abstract":"The Next Generation Science Standards (NGSS) have brought a stronger emphasis on engineering into K-12 STEM (science, technology, engineering and mathematics) instruction. Introducing the design process used in engineering into science classrooms simulated a dialogue among some educators about adding the arts to the mix. This led to proposals for a STEAM (STEM + arts) curriculum, as well as warnings that integrating the arts would weaken STEM instruction. The study summarized in this article tested the hypothesis that the arts might provide upper-elementary students, who were still concrete thinkers, with a powerful means of envisioning phenomena that they could not directly observe. This study investigated the impact of STEAM lessons on physical science learning in grades 3 to 5. Ten out of the 55 high-poverty (Title 1) elementary schools in a large urban district were randomly chosen as treatment schools and divided into two cohorts. Using a quasi-experimental design that holds general student scientific achievement constant, the study found that students exposed to the STEAM lessons demonstrated greater improvement on physical science benchmark assessments than students exposed to a STEM-only physical science curriculum.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D912133442","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68506311","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): Ifeta, Chris Funke | Abstract: ABSTRACT The introduction of Western education to Nigeria has brought in its wake great strides toward development. Changes in Benin dates far back to the dawn of the 20th century. This paper investigates the critical role of education in development. The paper integrates interview data collected from bronze casters in Benin. The first section of the paper discusses sustainable development in Nigeria involving an infrastructure that supports accessible educational system and Benin social values. The second part of the paper discusses the present dispensation of bronze casting by Olotan casters of Benin. The paper identifies education as being critical to sustainable development. Some characteristics connected to development in the practice of bronze casting in Benin include visioning, relaxing of age old practices and acceptance of western influences.
{"title":"Exposition and Synthesis of Benin Bronze Casting: Emphasis on the Olotan Casters of Benin.","authors":"Chris Funke Ifeta","doi":"10.21977/D912115869","DOIUrl":"https://doi.org/10.21977/D912115869","url":null,"abstract":"Author(s): Ifeta, Chris Funke | Abstract: ABSTRACT The introduction of Western education to Nigeria has brought in its wake great strides toward development. Changes in Benin dates far back to the dawn of the 20th century. This paper investigates the critical role of education in development. The paper integrates interview data collected from bronze casters in Benin. The first section of the paper discusses sustainable development in Nigeria involving an infrastructure that supports accessible educational system and Benin social values. The second part of the paper discusses the present dispensation of bronze casting by Olotan casters of Benin. The paper identifies education as being critical to sustainable development. Some characteristics connected to development in the practice of bronze casting in Benin include visioning, relaxing of age old practices and acceptance of western influences.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D912115869","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505464","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): Hofmann, Fabian | Abstract: Social phenomenological analysis is presented as a research method for musem and art education. After explaining its methodological background, it is shown how this method has been applied in a study of gallery talks or guided tours in art museums: Analyzing the situation by description and interpretation, a model for understanding gallery talks is developed: "Pedagogical Art Communication". Results: The interplay among the recipient group, the aesthetic object, and educator is characterized by the participants acquiring (i.e. by aesthetic experience) and the educator imparting (especially) knowledge. In the future, art education and museum education need to focus less on dissolving this difference (in the sense of "methods that work") and spend more time on finding ways of sensibly dealing with the difference between imparting and acquirement of art. So the practice would be a pedagogical art communication in which art educators impart what can be imparted (to the extent that it is "impartable"), while at the same time stimulating and enabling the acquirement of knowledge – and, at a broader level, coordinating the interplay of imparting and acquirement in social, performative and spatial dimensions.
{"title":"Developing the Model of \"Pedagogical Art Communication\" Using Social Phenomenological Analysis: An Introduction to a Research Method and an Example for Its Outcome.","authors":"Fabian Hofmann","doi":"10.21977/D912130227","DOIUrl":"https://doi.org/10.21977/D912130227","url":null,"abstract":"Author(s): Hofmann, Fabian | Abstract: Social phenomenological analysis is presented as a research method for musem and art education. After explaining its methodological background, it is shown how this method has been applied in a study of gallery talks or guided tours in art museums: Analyzing the situation by description and interpretation, a model for understanding gallery talks is developed: \"Pedagogical Art Communication\". Results: The interplay among the recipient group, the aesthetic object, and educator is characterized by the participants acquiring (i.e. by aesthetic experience) and the educator imparting (especially) knowledge. In the future, art education and museum education need to focus less on dissolving this difference (in the sense of \"methods that work\") and spend more time on finding ways of sensibly dealing with the difference between imparting and acquirement of art. So the practice would be a pedagogical art communication in which art educators impart what can be imparted (to the extent that it is \"impartable\"), while at the same time stimulating and enabling the acquirement of knowledge – and, at a broader level, coordinating the interplay of imparting and acquirement in social, performative and spatial dimensions.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D912130227","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505667","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): Mercurio, Mia Lynn; Randall, Regine | Abstract: Through the study of The Triangle Shirtwaist Factory fire, pre-service art teachers learn the about interdisciplinary design and the importance of using discipline-specific literacy strategies alongside the materials and methods of their craft. The creativity and enthusiasm with which these pre-service teachers approached the work convinced us that some type of “art-making” in any content area classroom can be a valuable way for students to construct meaning from text.
作者:Mercurio, Mia Lynn;摘要:通过对三角衬衫工厂火灾的研究，职前美术教师了解了跨学科设计的知识，以及在他们的工艺材料和方法之外使用学科特定素养策略的重要性。这些职前教师的创造力和热情让我们相信，在任何内容领域的课堂上，某种形式的“艺术创作”都是学生从文本中构建意义的一种有价值的方式。
{"title":"Tributes Beyond Words: Art Educators’ Use of Textiles to Memorialize the Triangle Shirtwaist Factory Fire.","authors":"M. Mercurio, Régine Randall","doi":"10.21977/D912128850","DOIUrl":"https://doi.org/10.21977/D912128850","url":null,"abstract":"Author(s): Mercurio, Mia Lynn; Randall, Regine | Abstract: Through the study of The Triangle Shirtwaist Factory fire, pre-service art teachers learn the about interdisciplinary design and the importance of using discipline-specific literacy strategies alongside the materials and methods of their craft. The creativity and enthusiasm with which these pre-service teachers approached the work convinced us that some type of “art-making” in any content area classroom can be a valuable way for students to construct meaning from text.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D912128850","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505928","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}
Many people would agree the creative arts are essential for children’s education and development. For years, the creative arts were integrated into classroom learning units, especially in the language arts, by using drama, music, and drawing; this was considered good teaching. In this study we examined whether contracted curricula designed for teaching the Common Core State Standards integrated the creative arts into English language arts units for grades 3, 6, and 9. Using content analysis as the method, findings indicate the creative arts are largely absent from these curricula. We argue that school districts with limited financial resources will likely adopt the contracted curricula, and their children will be further disadvantaged because they will not have opportunities to learn with the creative arts when participating in lessons designed to teach the Common Core.
{"title":"The Exclusion of the Creative Arts from Contracted School Curricula for Teaching the Common Core Standards","authors":"K. Gormley, Peter McDermott","doi":"10.21977/D912130677","DOIUrl":"https://doi.org/10.21977/D912130677","url":null,"abstract":"Many people would agree the creative arts are essential for children’s education and development. For years, the creative arts were integrated into classroom learning units, especially in the language arts, by using drama, music, and drawing; this was considered good teaching. In this study we examined whether contracted curricula designed for teaching the Common Core State Standards integrated the creative arts into English language arts units for grades 3, 6, and 9. Using content analysis as the method, findings indicate the creative arts are largely absent from these curricula. We argue that school districts with limited financial resources will likely adopt the contracted curricula, and their children will be further disadvantaged because they will not have opportunities to learn with the creative arts when participating in lessons designed to teach the Common Core.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D912130677","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68506297","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}
Pomaika‘i Elementary School has answered a call to improve education by providing content instruction through the arts. How does school wide arts integration in an elementary setting support students as they transition to middle school? This bounded case study examines the experiences of eight families through a series of interviews with students, parents, and teachers. It describes and explains learning through the arts within three overarching noncognitive factors: a) academic mindsets, or the psychological and socially related attitudes a student holds with respect to academic goals; b) learning strategies that support thinking, remembering, or understanding concepts; and c) social skills or inter-personal behaviors such as interacting through cooperation, assertion and empathy. This study concludes that noncognitive factors provide a valuable lens for examining preparation for college, career and community readiness, with arts integrated learning as a viable pedagogy to that end.
{"title":"Noncognitive Factors in an Elementary School-Wide Arts Integrated Model","authors":"J. Steele","doi":"10.21977/D912125982","DOIUrl":"https://doi.org/10.21977/D912125982","url":null,"abstract":"Pomaika‘i Elementary School has answered a call to improve education by providing content instruction through the arts. How does school wide arts integration in an elementary setting support students as they transition to middle school? This bounded case study examines the experiences of eight families through a series of interviews with students, parents, and teachers. It describes and explains learning through the arts within three overarching noncognitive factors: a) academic mindsets, or the psychological and socially related attitudes a student holds with respect to academic goals; b) learning strategies that support thinking, remembering, or understanding concepts; and c) social skills or inter-personal behaviors such as interacting through cooperation, assertion and empathy. This study concludes that noncognitive factors provide a valuable lens for examining preparation for college, career and community readiness, with arts integrated learning as a viable pedagogy to that end.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D912125982","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505694","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): Snyder, Kristen M.; Cooper, Karen | Abstract: While the “scientific” debate about school dropouts has ensued, some have taken matters into their own hands, creating successful non-school based programs on the arts for at-risk youth based. Their efforts demonstrate powerful results for learning and human development. We suggest that it is time to incorporate this knowledge base, and as well, explore its potential for an integrated model of learning that considers the creative needs of all individuals. During the fall of 2011, we introduced a pilot project to work with storytelling and painting with a group of youth in a full pull-out program. In this article, we share stories from our experience and offer insights about the complex road ahead to inject creativity into mainstream schools. The importance here is to insure that all students will be better equipped for a future that engages the whole mind and being.
作者:Snyder, Kristen M.;摘要:虽然关于辍学的“科学”争论随之而来，但一些人已经自己动手，为有风险的青少年创建了成功的非学校艺术项目。他们的努力为学习和人类发展展示了强有力的成果。我们建议，现在是时候整合这个知识库了，同时，探索它作为一个综合学习模式的潜力，考虑到所有个体的创造性需求。在2011年秋季，我们推出了一个试点项目，在一个全面退出的项目中，与一群年轻人一起讲故事和绘画。在这篇文章中，我们分享了我们的经验，并就如何将创造力注入主流学校的复杂道路提供了一些见解。这里的重要性是确保所有学生都能更好地为未来做好准备，让他们全身心投入。
{"title":"Innovating schools through dialogic arts-based practice: ingredients for engaging students with a whole new mind","authors":"Kristen M. Snyder, Karen Cooper","doi":"10.21977/D911112693","DOIUrl":"https://doi.org/10.21977/D911112693","url":null,"abstract":"Author(s): Snyder, Kristen M.; Cooper, Karen | Abstract: While the “scientific” debate about school dropouts has ensued, some have taken matters into their own hands, creating successful non-school based programs on the arts for at-risk youth based. Their efforts demonstrate powerful results for learning and human development. We suggest that it is time to incorporate this knowledge base, and as well, explore its potential for an integrated model of learning that considers the creative needs of all individuals. During the fall of 2011, we introduced a pilot project to work with storytelling and painting with a group of youth in a full pull-out program. In this article, we share stories from our experience and offer insights about the complex road ahead to inject creativity into mainstream schools. The importance here is to insure that all students will be better equipped for a future that engages the whole mind and being.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D911112693","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505244","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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