Pub Date : 2023-03-03DOI: 10.1080/10632913.2023.2185918
Alan Gazzano
{"title":"Stakeholders’ views on programming in Japanese elementary schools: current issues and future perspectives in music","authors":"Alan Gazzano","doi":"10.1080/10632913.2023.2185918","DOIUrl":"https://doi.org/10.1080/10632913.2023.2185918","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49062778","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 : 2023-01-02DOI: 10.1080/10632913.2022.2161683
Katrina Brown-Aliffi
{"title":"When art works in networks: A multiple-case study of network-level arts education supports in charter management organizations in New York City","authors":"Katrina Brown-Aliffi","doi":"10.1080/10632913.2022.2161683","DOIUrl":"https://doi.org/10.1080/10632913.2022.2161683","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43049130","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 : 2022-10-12DOI: 10.1080/10632913.2022.2130487
Melanie C. Swihart, Carmen E. Gorsuch
Abstract We contend that improvements are needed in current dance audition practices in higher education regarding inclusivity, equitability, and diversity. As a case study, we critically evaluated and modified audition practices at Ball State University with a specific goal to generate strategies and future considerations that provide a more inclusive, equitable, and diverse audition experience. Findings showed that current audition practices at Ball State, with the re-ordering and inclusion of West African dance forms, positively impacted the audition experience for students overall, and the examination of our audition practices, past and present, has provided ample information to consider for future dance auditions at large. Strategies and considerations presented aim to aid educators and institutions to provide equal opportunity and a more inclusive and diverse audition experience.
{"title":"Leveling the playing field: strategies to improve equity and inclusion in dance auditions","authors":"Melanie C. Swihart, Carmen E. Gorsuch","doi":"10.1080/10632913.2022.2130487","DOIUrl":"https://doi.org/10.1080/10632913.2022.2130487","url":null,"abstract":"Abstract We contend that improvements are needed in current dance audition practices in higher education regarding inclusivity, equitability, and diversity. As a case study, we critically evaluated and modified audition practices at Ball State University with a specific goal to generate strategies and future considerations that provide a more inclusive, equitable, and diverse audition experience. Findings showed that current audition practices at Ball State, with the re-ordering and inclusion of West African dance forms, positively impacted the audition experience for students overall, and the examination of our audition practices, past and present, has provided ample information to consider for future dance auditions at large. Strategies and considerations presented aim to aid educators and institutions to provide equal opportunity and a more inclusive and diverse audition experience.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48274311","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 : 2022-09-25DOI: 10.1080/10632913.2022.2126575
William J. Coppola
{"title":"Can arts institutions be virtuous? Collective virtues, vices, and epistemic responsibility","authors":"William J. Coppola","doi":"10.1080/10632913.2022.2126575","DOIUrl":"https://doi.org/10.1080/10632913.2022.2126575","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59641422","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 : 2022-08-01DOI: 10.1080/10632913.2022.2106335
Marina Wai-yee Wong
{"title":"Music curriculum development for the senior secondary schools of Macao","authors":"Marina Wai-yee Wong","doi":"10.1080/10632913.2022.2106335","DOIUrl":"https://doi.org/10.1080/10632913.2022.2106335","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42079187","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 : 2022-06-28DOI: 10.1080/10632913.2022.2087813
Victoria Pavlou
Distance-learning studies have seen an incredible growth in the last 20 years. The majority of these were at postgraduate level. Fewer were undergraduate and even fewer were in initial teacher education training. Within these, there are even fewer examples of art education courses as it was frequently argued that the experiential aspect of these courses could not be translated into a remote learning-teaching environment. Nevertheless, Higher Education is moving rapidly toward an expansion of distance learning. The article discusses characteristics of online learning in the field of art education for elementary school teachers. It focuses on lessons learnt during the Covid-19 Emergency Remote Teaching in the context of preservice elementary generalist teachers and how the pandemic has accelerated the “digitalization” turn. It discusses opportunities for experiential, collaborative and active learning that are transformative enough to overturn stereotypes and promote perceptions of self-efficacy in art learning. Further, it affirms necessary aspects of presence in an online environment – social, cognitive and teacher presence – to achieve successful student outcomes for non-art specialists. Drawing from pedagogy, the implications of the study offer policy recommendations to Higher Educational Institutions on how to support both teacher educators and pre-service teachers in the context of art learning. [ FROM AUTHOR] Copyright of Arts Education Policy Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"Drawing from pedagogy to policy: reimagining new possibilities for online art learning for generalist elementary teachers","authors":"Victoria Pavlou","doi":"10.1080/10632913.2022.2087813","DOIUrl":"https://doi.org/10.1080/10632913.2022.2087813","url":null,"abstract":"Distance-learning studies have seen an incredible growth in the last 20 years. The majority of these were at postgraduate level. Fewer were undergraduate and even fewer were in initial teacher education training. Within these, there are even fewer examples of art education courses as it was frequently argued that the experiential aspect of these courses could not be translated into a remote learning-teaching environment. Nevertheless, Higher Education is moving rapidly toward an expansion of distance learning. The article discusses characteristics of online learning in the field of art education for elementary school teachers. It focuses on lessons learnt during the Covid-19 Emergency Remote Teaching in the context of preservice elementary generalist teachers and how the pandemic has accelerated the “digitalization” turn. It discusses opportunities for experiential, collaborative and active learning that are transformative enough to overturn stereotypes and promote perceptions of self-efficacy in art learning. Further, it affirms necessary aspects of presence in an online environment – social, cognitive and teacher presence – to achieve successful student outcomes for non-art specialists. Drawing from pedagogy, the implications of the study offer policy recommendations to Higher Educational Institutions on how to support both teacher educators and pre-service teachers in the context of art learning. [ FROM AUTHOR] Copyright of Arts Education Policy Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49268367","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 : 2022-05-19DOI: 10.1080/10632913.2022.2076269
Felipe Javier Zamorano-Valenzuela, Rosa M. Serrano
{"title":"Approaching innovation in music teacher education for secondary education: The case of Spain","authors":"Felipe Javier Zamorano-Valenzuela, Rosa M. Serrano","doi":"10.1080/10632913.2022.2076269","DOIUrl":"https://doi.org/10.1080/10632913.2022.2076269","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42890728","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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