Pub Date : 2021-03-25DOI: 10.1080/10632913.2021.1903639
Jonathan Lilliedahl
Abstract This paper explores the declining trend of fine arts education in secondary schools. We examine mechanisms that may explain this phenomenon on structural levels of policymaking and policy implementation in different areas of the education system. What will be defined as the “selection device” refers to the structurally determined selection of educational content at various policy levels of society. We argue that the choices politicians, principals, students, and parents make are regulated by “nudging” as an underlying principle of the selective device. By presenting students with “rational choice” alternatives, they are gently pressuring them away from selecting arts courses. This redirection is discursively conveyed by schools, but systematically governed by national and international guidelines in which the fine arts have a relatively low status. The declining legitimacy of arts subjects in secondary education can thus be seen as an outcome of policies embedded in the education system. By manipulating the features of the selection device, the transnational movement of the New Right exerts control over educational policy.
{"title":"Is there a transnational trend of “nudging” away from the arts? How the selection device works in the European–Swedish context","authors":"Jonathan Lilliedahl","doi":"10.1080/10632913.2021.1903639","DOIUrl":"https://doi.org/10.1080/10632913.2021.1903639","url":null,"abstract":"Abstract This paper explores the declining trend of fine arts education in secondary schools. We examine mechanisms that may explain this phenomenon on structural levels of policymaking and policy implementation in different areas of the education system. What will be defined as the “selection device” refers to the structurally determined selection of educational content at various policy levels of society. We argue that the choices politicians, principals, students, and parents make are regulated by “nudging” as an underlying principle of the selective device. By presenting students with “rational choice” alternatives, they are gently pressuring them away from selecting arts courses. This redirection is discursively conveyed by schools, but systematically governed by national and international guidelines in which the fine arts have a relatively low status. The declining legitimacy of arts subjects in secondary education can thus be seen as an outcome of policies embedded in the education system. By manipulating the features of the selection device, the transnational movement of the New Right exerts control over educational policy.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"27 - 36"},"PeriodicalIF":0.0,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1903639","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48165938","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}
Pub Date : 2021-02-03DOI: 10.1080/10632913.2021.1877229
M. Myers
Abstract Though one of the first disciplines to incorporate national standards in its curricula, the field of music education has not traditionally shown much consistency in its assessments, with disparities in priorities on both local and national levels. Schools often allow teachers the freedom to cover whichever content standards they choose, whether those benchmarks come from the district, state, or national level. Though secondary choral teachers may express freedom and creativity through the repertoire they program for their choirs, they can ensure that all students gain similar skills and training by incorporating a variety of standards-based assessment strategies in their performance ensembles. As choral music educators seek to improve the level of musical artistry and growth in their classrooms, they should incorporate structured individualized assessments which address all eleven of the National Core Arts Standards in order to guide teaching and learning of a wide variety of musical and academic skills and improve documentation of learning for communication with students, families, and administration.
{"title":"Standards-based assessment for secondary choral ensembles: a framework to document student learning","authors":"M. Myers","doi":"10.1080/10632913.2021.1877229","DOIUrl":"https://doi.org/10.1080/10632913.2021.1877229","url":null,"abstract":"Abstract Though one of the first disciplines to incorporate national standards in its curricula, the field of music education has not traditionally shown much consistency in its assessments, with disparities in priorities on both local and national levels. Schools often allow teachers the freedom to cover whichever content standards they choose, whether those benchmarks come from the district, state, or national level. Though secondary choral teachers may express freedom and creativity through the repertoire they program for their choirs, they can ensure that all students gain similar skills and training by incorporating a variety of standards-based assessment strategies in their performance ensembles. As choral music educators seek to improve the level of musical artistry and growth in their classrooms, they should incorporate structured individualized assessments which address all eleven of the National Core Arts Standards in order to guide teaching and learning of a wide variety of musical and academic skills and improve documentation of learning for communication with students, families, and administration.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"1 - 12"},"PeriodicalIF":0.0,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1877229","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47008236","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}
Pub Date : 2021-01-19DOI: 10.1080/10632913.2020.1844833
D. Wolf, J. Poulin
Abstract The details of the COVID-19 global pandemic were the lockdowns, face masks, and video conferences, but the full burden of the pandemic included facing the profound inequities in civic, health, education, and other policies that multiplied the effects of the disease. Between March and September 2020, these effects hit the world of community-based arts organizations broadside, stifling the creative activity for young people across the world. Even as youth-centered arts organizations sought to sustain programs of creative skill building, inquiry, and expression with positive youth development principles, they became food pantries, hot spots, and curbside sources of legal advice and financial aid for struggling families. In making that transition, old habits and assumptions have given way to fundamental questions about the definitions of art, arts education, community, leadership, funding, and policy. This introduction summarizes articles that redefine policy as spanning from individual teaching artist practice to municipal and national procedures. Together, they raise basic questions about the new kinds of organizations and practices that could emerge from the crises of early 2020 – given the will to seize the insights of the pandemic.
{"title":"When questions are our best answers: responding to the impact of COVID-19 on community-based arts education organizations: a special issue of Arts Education Policy Review","authors":"D. Wolf, J. Poulin","doi":"10.1080/10632913.2020.1844833","DOIUrl":"https://doi.org/10.1080/10632913.2020.1844833","url":null,"abstract":"Abstract The details of the COVID-19 global pandemic were the lockdowns, face masks, and video conferences, but the full burden of the pandemic included facing the profound inequities in civic, health, education, and other policies that multiplied the effects of the disease. Between March and September 2020, these effects hit the world of community-based arts organizations broadside, stifling the creative activity for young people across the world. Even as youth-centered arts organizations sought to sustain programs of creative skill building, inquiry, and expression with positive youth development principles, they became food pantries, hot spots, and curbside sources of legal advice and financial aid for struggling families. In making that transition, old habits and assumptions have given way to fundamental questions about the definitions of art, arts education, community, leadership, funding, and policy. This introduction summarizes articles that redefine policy as spanning from individual teaching artist practice to municipal and national procedures. Together, they raise basic questions about the new kinds of organizations and practices that could emerge from the crises of early 2020 – given the will to seize the insights of the pandemic.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"123 1","pages":"1 - 5"},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2020.1844833","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45195206","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}
Pub Date : 2021-01-19DOI: 10.1080/10632913.2020.1844835
Rodrigo Guerrero
Abstract This article examines how important an explicit mission and values framework can be for community-based arts education organizations in times of crises. This argument draws on interview data from early and later points in the COVID-19 pandemic with three community-based arts organizations whose work is deeply rooted in creative youth development (CYD) principles: Enriching Lives through Music in San Rafael, CA, Elevated Thought in Lawrence, MA, and Austin Sound Waves in Austin, TX. While the organizations represent different geographies, art forms, and approaches, each has depended on CYD’s core set of values to guide its rapidly evolving efforts during the first six months of the pandemic. Moreover, as each organization has listened and worked with young people in new ways, that work expanded and deepened the original CYD framework. But even as these organizations prevail, all three cases also reveal the fundamental vulnerability of community-based arts education and the kinds of recognition and civic supports needed to ensure that such work thrives.
{"title":"In the face of the unprecedented: creative youth development guides organizations to adapt, support, and thrive","authors":"Rodrigo Guerrero","doi":"10.1080/10632913.2020.1844835","DOIUrl":"https://doi.org/10.1080/10632913.2020.1844835","url":null,"abstract":"Abstract This article examines how important an explicit mission and values framework can be for community-based arts education organizations in times of crises. This argument draws on interview data from early and later points in the COVID-19 pandemic with three community-based arts organizations whose work is deeply rooted in creative youth development (CYD) principles: Enriching Lives through Music in San Rafael, CA, Elevated Thought in Lawrence, MA, and Austin Sound Waves in Austin, TX. While the organizations represent different geographies, art forms, and approaches, each has depended on CYD’s core set of values to guide its rapidly evolving efforts during the first six months of the pandemic. Moreover, as each organization has listened and worked with young people in new ways, that work expanded and deepened the original CYD framework. But even as these organizations prevail, all three cases also reveal the fundamental vulnerability of community-based arts education and the kinds of recognition and civic supports needed to ensure that such work thrives.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"123 1","pages":"14 - 21"},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2020.1844835","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46528978","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}
Pub Date : 2020-12-13DOI: 10.1080/10632913.2020.1854911
Taylor V. Gara, G. Farkas, Liane Brouillette
Abstract It has been asserted that the test-based accountability of No Child Left Behind (NCLB) increased instruction in tested subject areas reading and math, leading to reductions in arts education. We tested this using two waves of data, before and after NCLB implementation, in a difference-in-differences design. The analyses indicated that the total teacher workforce increased substantially during this time period, while the percentage of reading and math educators remained constant, leading to an overall increase in the teacher corps for these subjects. In contrast, the percentage of music and visual arts educators decreased during this period, leading to a decrease in their numbers. Average subject-specific teaching loads increased across all of these subjects. The result was substantial increases in the number of reading and math courses taught, combined with overall stability in the number of arts courses. However, comparisons across states with varying implementation of test-based school accountability prior to NCLB failed to show a relationship between such accountability and changes in the percentages and teaching loads of reading, math, and arts educators. Thus, at least in terms of cross-state comparisons, changes in these outcomes cannot be attributed to state-specific changes in accountability brought on by the introduction of NCLB.
{"title":"Did consequential accountability policies decrease the share of visual and performing arts education in U.S. public secondary schools during the No Child Left Behind era?","authors":"Taylor V. Gara, G. Farkas, Liane Brouillette","doi":"10.1080/10632913.2020.1854911","DOIUrl":"https://doi.org/10.1080/10632913.2020.1854911","url":null,"abstract":"Abstract It has been asserted that the test-based accountability of No Child Left Behind (NCLB) increased instruction in tested subject areas reading and math, leading to reductions in arts education. We tested this using two waves of data, before and after NCLB implementation, in a difference-in-differences design. The analyses indicated that the total teacher workforce increased substantially during this time period, while the percentage of reading and math educators remained constant, leading to an overall increase in the teacher corps for these subjects. In contrast, the percentage of music and visual arts educators decreased during this period, leading to a decrease in their numbers. Average subject-specific teaching loads increased across all of these subjects. The result was substantial increases in the number of reading and math courses taught, combined with overall stability in the number of arts courses. However, comparisons across states with varying implementation of test-based school accountability prior to NCLB failed to show a relationship between such accountability and changes in the percentages and teaching loads of reading, math, and arts educators. Thus, at least in terms of cross-state comparisons, changes in these outcomes cannot be attributed to state-specific changes in accountability brought on by the introduction of NCLB.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"123 1","pages":"218 - 235"},"PeriodicalIF":0.0,"publicationDate":"2020-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2020.1854911","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49116491","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}
Pub Date : 2020-12-09DOI: 10.1080/10632913.2020.1844836
R. Jacobs, Michael Finneran, Tere Quintanilla D’Acosta
Abstract 2020 has been marked by disruption on a global scale due to a range of compounding crises including the ongoing COVID-19 pandemic. Many community arts responses to the pandemic originated from individuals rather than by means of concerted or sustained sectoral responses. This paper uses reflections from Ireland, Australia, and Mexico to discuss the precariousness and vulnerability of the community arts sector and the artists and educators within it at this profoundly difficult time. We reflect upon some of the artistic and educational innovations and experimentations that have come about. We simultaneously examine the work of artists and arts organizations on a paradigmatic level by reflecting upon the role we play in perhaps involuntarily sustaining inequalities despite articulating a desire for change in the work that we do. We argue for the community arts sector to draw upon its imagination and bravery to reflect, assume responsibility, and recast the world into what we want it to be, rather than rebuilding the old, broken one in an attempt to return to what is perceived to be normal. Finally, in turning to arts education policy, we interrogate the barriers and enablers of change in the arts in a post-COVID world, discussing the influencing policy factors of sectoral weaknesses; individual resourcefulness and resilience; the desire for revolution; and the importance of love.
{"title":"Dancing toward the light in the dark: COVID-19 changes and reflections on normal from Australia, Ireland and Mexico","authors":"R. Jacobs, Michael Finneran, Tere Quintanilla D’Acosta","doi":"10.1080/10632913.2020.1844836","DOIUrl":"https://doi.org/10.1080/10632913.2020.1844836","url":null,"abstract":"Abstract 2020 has been marked by disruption on a global scale due to a range of compounding crises including the ongoing COVID-19 pandemic. Many community arts responses to the pandemic originated from individuals rather than by means of concerted or sustained sectoral responses. This paper uses reflections from Ireland, Australia, and Mexico to discuss the precariousness and vulnerability of the community arts sector and the artists and educators within it at this profoundly difficult time. We reflect upon some of the artistic and educational innovations and experimentations that have come about. We simultaneously examine the work of artists and arts organizations on a paradigmatic level by reflecting upon the role we play in perhaps involuntarily sustaining inequalities despite articulating a desire for change in the work that we do. We argue for the community arts sector to draw upon its imagination and bravery to reflect, assume responsibility, and recast the world into what we want it to be, rather than rebuilding the old, broken one in an attempt to return to what is perceived to be normal. Finally, in turning to arts education policy, we interrogate the barriers and enablers of change in the arts in a post-COVID world, discussing the influencing policy factors of sectoral weaknesses; individual resourcefulness and resilience; the desire for revolution; and the importance of love.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"123 1","pages":"29 - 38"},"PeriodicalIF":0.0,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2020.1844836","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46814380","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}
Pub Date : 2020-12-02DOI: 10.1080/10632913.2020.1844831
M. Susino
Abstract Music Education is changing rapidly worldwide. What effective and promising practices in music teaching and learning are available and can be cross-culturally applied? Using Finland as a case study, this exploratory research highlights promising current endeavors in primary and secondary school music education. In light of these undertakings, data were collected from interviews with students and teachers in Australia and England (N = 25) to investigate if these practices would be considered promising in both Australia and England. The results revealed four key areas of promising music teaching and learning: (1) Allocated Time for Music Teaching and Learning; (2) Teacher Training and Expertise; (3) A Diverse, Collaborative and Interdisciplinary Curriculum, and; (4) Transition to Tertiary Education. A number of practical recommendations are proposed and their pedagogical significance discussed.
{"title":"Promising practices in music teaching and learning: practical recommendations and policies across cultures","authors":"M. Susino","doi":"10.1080/10632913.2020.1844831","DOIUrl":"https://doi.org/10.1080/10632913.2020.1844831","url":null,"abstract":"Abstract Music Education is changing rapidly worldwide. What effective and promising practices in music teaching and learning are available and can be cross-culturally applied? Using Finland as a case study, this exploratory research highlights promising current endeavors in primary and secondary school music education. In light of these undertakings, data were collected from interviews with students and teachers in Australia and England (N = 25) to investigate if these practices would be considered promising in both Australia and England. The results revealed four key areas of promising music teaching and learning: (1) Allocated Time for Music Teaching and Learning; (2) Teacher Training and Expertise; (3) A Diverse, Collaborative and Interdisciplinary Curriculum, and; (4) Transition to Tertiary Education. A number of practical recommendations are proposed and their pedagogical significance discussed.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"123 1","pages":"194 - 204"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2020.1844831","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45363127","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}
Pub Date : 2020-11-19DOI: 10.1080/10632913.2020.1844832
J. Poulin
Abstract As the COVID-19 crisis exposed inequities in civic, funding, and programmatic policies – often grounded in systemic oppression and White Supremacy – community based, youth-focused organizations, such as Creative Youth Development (CYD) programs, were catapulted into unplanned changes in order to survive. In this tumultuous environment, organizations had to struggle, innovate, and revolutionize their practices, oftentimes without being able to properly reflect or predict consequences. This paper explores what the pandemic and its unspooling consequences are teaching us about what we need in a framework for thinking about organizational change and adaptation in times of crisis. Specifically, the author discusses how earlier frameworks need to expand to include: organizational development, distributed leadership, and growth mindset. The article concludes with a set of provocations derived from community-based conversations with organizational leaders as they innovated their practices in the difficult months of March and April 2020.
{"title":"Responding to crises: constructing a response through organizational change","authors":"J. Poulin","doi":"10.1080/10632913.2020.1844832","DOIUrl":"https://doi.org/10.1080/10632913.2020.1844832","url":null,"abstract":"Abstract As the COVID-19 crisis exposed inequities in civic, funding, and programmatic policies – often grounded in systemic oppression and White Supremacy – community based, youth-focused organizations, such as Creative Youth Development (CYD) programs, were catapulted into unplanned changes in order to survive. In this tumultuous environment, organizations had to struggle, innovate, and revolutionize their practices, oftentimes without being able to properly reflect or predict consequences. This paper explores what the pandemic and its unspooling consequences are teaching us about what we need in a framework for thinking about organizational change and adaptation in times of crisis. Specifically, the author discusses how earlier frameworks need to expand to include: organizational development, distributed leadership, and growth mindset. The article concludes with a set of provocations derived from community-based conversations with organizational leaders as they innovated their practices in the difficult months of March and April 2020.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"123 1","pages":"6 - 13"},"PeriodicalIF":0.0,"publicationDate":"2020-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2020.1844832","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45635159","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}
Pub Date : 2020-11-17DOI: 10.1080/10632913.2020.1844834
T. LaPadula, J. Miles, Olisa “Spyc-E” Enrico
Abstract As Seattle and the United States grapple with COVID-19, police brutality, and racial inequity, a teaching artist, a leader from a youth-focused cultural organization, and a representative from a city agency each explain, from their unique perspective, why teaching artists are essential workers. They also explore the local arts/culture, education, and public policies which can and should shift to ensure teaching artists are best supported in performing their necessary work with the community’s young people. Ultimately, they conclude that teaching artists are essential partners for students and communities in navigating this health and social crisis.
{"title":"Re-imagining personal and organizational policies as sources of radical change: perspectives from a teaching artist, organization, and city","authors":"T. LaPadula, J. Miles, Olisa “Spyc-E” Enrico","doi":"10.1080/10632913.2020.1844834","DOIUrl":"https://doi.org/10.1080/10632913.2020.1844834","url":null,"abstract":"Abstract As Seattle and the United States grapple with COVID-19, police brutality, and racial inequity, a teaching artist, a leader from a youth-focused cultural organization, and a representative from a city agency each explain, from their unique perspective, why teaching artists are essential workers. They also explore the local arts/culture, education, and public policies which can and should shift to ensure teaching artists are best supported in performing their necessary work with the community’s young people. Ultimately, they conclude that teaching artists are essential partners for students and communities in navigating this health and social crisis.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"123 1","pages":"22 - 28"},"PeriodicalIF":0.0,"publicationDate":"2020-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2020.1844834","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46205059","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}
Pub Date : 2020-11-09DOI: 10.1080/10632913.2020.1844830
Gustavo Cunha de Araújo, Irany Ferreira Lima
Abstract This study’s main objective is to problematize the work of a school in the teaching of arts, using the context of Brazilian artistic education. The qualitative, descriptive, documentative, and bibliographical research can be characterized as a case study. Given the known value of the arts in students’ overall education, we propose formative actions designed to prepare professionals in the field to teach the arts, although we recognize that actions exclusively aimed at professional training do not guarantee institutional support of art classes. Finally, we consider the urgent need to formulate public policies that enable the implementation of didactic actions and financial investments in teacher training, which may offer more suitable teaching opportunities and provide quality teaching.
{"title":"Gaps in the training of arts teachers: old challenges and problems in Brazilian education","authors":"Gustavo Cunha de Araújo, Irany Ferreira Lima","doi":"10.1080/10632913.2020.1844830","DOIUrl":"https://doi.org/10.1080/10632913.2020.1844830","url":null,"abstract":"Abstract This study’s main objective is to problematize the work of a school in the teaching of arts, using the context of Brazilian artistic education. The qualitative, descriptive, documentative, and bibliographical research can be characterized as a case study. Given the known value of the arts in students’ overall education, we propose formative actions designed to prepare professionals in the field to teach the arts, although we recognize that actions exclusively aimed at professional training do not guarantee institutional support of art classes. Finally, we consider the urgent need to formulate public policies that enable the implementation of didactic actions and financial investments in teacher training, which may offer more suitable teaching opportunities and provide quality teaching.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"123 1","pages":"178 - 193"},"PeriodicalIF":0.0,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2020.1844830","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49634324","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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