Pub Date : 2022-03-04DOI: 10.1080/10632913.2022.2037485
L. Custodero, Claudia Calì, Katie Kresek
Abstract Teaching artists typically work as solo agents, without the comradery of a like-minded community. After a year of focus groups, teaching observations, and conversations with school and arts administrators, we identified a need for experienced teaching artists to have a chance to reflect upon, renew, and reconsider their teaching practices with others. We designed a 10-month professional development program delivered on-line (framed by in-person introductory and concluding sessions). For curriculum design, we drew upon several perspectives and practices including flow experience, responsive pedagogy, community, and self-study. Honoring the importance of seeing ourselves in others and the power of being seen, we describe specific experiences that contributed to the outcomes of the program. Questions around how, what, who, and where we teach are addressed vis-à-vis examples of student artistry. Implications for policy include attending to the symbiosis of theory and practice, the consideration of local needs, and the use of meaningful assessments.
{"title":"Teaching artists in flow: policy implications of a responsive and communal pedagogy","authors":"L. Custodero, Claudia Calì, Katie Kresek","doi":"10.1080/10632913.2022.2037485","DOIUrl":"https://doi.org/10.1080/10632913.2022.2037485","url":null,"abstract":"Abstract Teaching artists typically work as solo agents, without the comradery of a like-minded community. After a year of focus groups, teaching observations, and conversations with school and arts administrators, we identified a need for experienced teaching artists to have a chance to reflect upon, renew, and reconsider their teaching practices with others. We designed a 10-month professional development program delivered on-line (framed by in-person introductory and concluding sessions). For curriculum design, we drew upon several perspectives and practices including flow experience, responsive pedagogy, community, and self-study. Honoring the importance of seeing ourselves in others and the power of being seen, we describe specific experiences that contributed to the outcomes of the program. Questions around how, what, who, and where we teach are addressed vis-à-vis examples of student artistry. Implications for policy include attending to the symbiosis of theory and practice, the consideration of local needs, and the use of meaningful assessments.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"102 - 112"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46185097","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 : 2022-02-28DOI: 10.1080/10632913.2022.2042445
Kelly A. Parkes
Abstract In this article, the term teaching artist is reconsidered from a variety of angles. The ways in which the term teaching artist has developed, and the ways it remains nebulous, are explored. In this article, the notion that the teaching artist model presents an extension of the traditional master-apprentice model is presented. Observations are made about the pathways toward becoming a teaching artist and the systemic barriers to becoming a teaching artist are illustrated. Reconsideration is given to the professional developments available to teaching artists. Finally, the outcomes achieved by students of teaching artists are questioned and suggestions for research and policy are given.
{"title":"Teaching artist? Re-considerations","authors":"Kelly A. Parkes","doi":"10.1080/10632913.2022.2042445","DOIUrl":"https://doi.org/10.1080/10632913.2022.2042445","url":null,"abstract":"Abstract In this article, the term teaching artist is reconsidered from a variety of angles. The ways in which the term teaching artist has developed, and the ways it remains nebulous, are explored. In this article, the notion that the teaching artist model presents an extension of the traditional master-apprentice model is presented. Observations are made about the pathways toward becoming a teaching artist and the systemic barriers to becoming a teaching artist are illustrated. Reconsideration is given to the professional developments available to teaching artists. Finally, the outcomes achieved by students of teaching artists are questioned and suggestions for research and policy are given.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"221 - 227"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48135342","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 : 2022-02-28DOI: 10.1080/10632913.2022.2043969
Alfredo Bautista, J. Yeung, Morgan Lisa Mclaren, Beatriz Ilari
{"title":"Music in early childhood teacher education: raising awareness of a worrisome reality and proposing strategies to move forward","authors":"Alfredo Bautista, J. Yeung, Morgan Lisa Mclaren, Beatriz Ilari","doi":"10.1080/10632913.2022.2043969","DOIUrl":"https://doi.org/10.1080/10632913.2022.2043969","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48618589","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 : 2022-02-27DOI: 10.1080/10632913.2022.2043970
R. Angel-Alvarado, Isabel Quiroga-Fuentes, Bayron Gárate-González
{"title":"Working on the dark side of the moon: overcoming music education inequities in the Chilean school system","authors":"R. Angel-Alvarado, Isabel Quiroga-Fuentes, Bayron Gárate-González","doi":"10.1080/10632913.2022.2043970","DOIUrl":"https://doi.org/10.1080/10632913.2022.2043970","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48965586","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 : 2022-02-23DOI: 10.1080/10632913.2022.2041140
J. McNamara, Doug Risner
Abstract This afterword gathers central themes from preceding articles in the issue, including the wide range of P-12 teaching artists’ preparation, parity in the field (gender, genre, race, funding, etc.), professional challenges, and potential to reform supporting policies, and brings them into dialogue with one another. It highlights both the tension and the partnership that exist at the intersection of “teacher” and “artist” identities, and suggests that the sites of pedagogical and policy overlap, divergence, and intertwining also invite deeper inquiry, in the best interest of the student and the community within which the student is located. There are questions about and implications for P-12 teaching artist preparation and work, funding structures, school and community investment, and administrative policy.
{"title":"Performing arts teaching artists in P-12 schools: reconsidering preparation, policy, and professional challenges","authors":"J. McNamara, Doug Risner","doi":"10.1080/10632913.2022.2041140","DOIUrl":"https://doi.org/10.1080/10632913.2022.2041140","url":null,"abstract":"Abstract This afterword gathers central themes from preceding articles in the issue, including the wide range of P-12 teaching artists’ preparation, parity in the field (gender, genre, race, funding, etc.), professional challenges, and potential to reform supporting policies, and brings them into dialogue with one another. It highlights both the tension and the partnership that exist at the intersection of “teacher” and “artist” identities, and suggests that the sites of pedagogical and policy overlap, divergence, and intertwining also invite deeper inquiry, in the best interest of the student and the community within which the student is located. There are questions about and implications for P-12 teaching artist preparation and work, funding structures, school and community investment, and administrative policy.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"127 - 134"},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45184714","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 : 2022-02-18DOI: 10.1080/10632913.2022.2037483
E. Fahy, A. Kenny
{"title":"‘Bridging the gap’: the role of an arts broker in supporting partnerships with teachers","authors":"E. Fahy, A. Kenny","doi":"10.1080/10632913.2022.2037483","DOIUrl":"https://doi.org/10.1080/10632913.2022.2037483","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48721863","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 : 2022-02-09DOI: 10.1080/10632913.2022.2034690
Grecia Serrano Navarro, Mike Vecchio
Abstract Professional development can help to ensure teaching artists have the requisite knowledge and skills to lead effective instruction. However, the specific format of professional development can vary. One organization that provides professional development for their teaching artists is the Youth Orchestra Los Angeles (YOLA) program, which is an El Sistema-inspired program. In many communities there is a lack of access to a quality music education, and El Sistema-inspired programs attempt to provide opportunities for access to musical experiences through private lessons and large ensemble settings. Grecia Serrano Navarro provides a unique perspective concerning El Sistema-inspired programs, as well as the backgrounds, preparation, and professional development of teaching artists. Her story outlines her experiences of pursuing classical music study in high school, earning a degree in music education, her public school teaching experience, and her current role as a provider of professional development for teaching artists at YOLA. Through examining Grecia’s experiences, along with related literature providing contextual support for her perspective, the role of El Sistema-inspired programs is considered, including the structures of support that these programs provide aspiring musicians. The varied paths of preparation and professional development for teaching artists who work for El Sistema-inspired programs are also examined, including the impact of music teacher education on the field of teaching artistry.
{"title":"Teaching artist preparation and professional development: perspectives from the youth orchestra Los Angeles (YOLA) program","authors":"Grecia Serrano Navarro, Mike Vecchio","doi":"10.1080/10632913.2022.2034690","DOIUrl":"https://doi.org/10.1080/10632913.2022.2034690","url":null,"abstract":"Abstract Professional development can help to ensure teaching artists have the requisite knowledge and skills to lead effective instruction. However, the specific format of professional development can vary. One organization that provides professional development for their teaching artists is the Youth Orchestra Los Angeles (YOLA) program, which is an El Sistema-inspired program. In many communities there is a lack of access to a quality music education, and El Sistema-inspired programs attempt to provide opportunities for access to musical experiences through private lessons and large ensemble settings. Grecia Serrano Navarro provides a unique perspective concerning El Sistema-inspired programs, as well as the backgrounds, preparation, and professional development of teaching artists. Her story outlines her experiences of pursuing classical music study in high school, earning a degree in music education, her public school teaching experience, and her current role as a provider of professional development for teaching artists at YOLA. Through examining Grecia’s experiences, along with related literature providing contextual support for her perspective, the role of El Sistema-inspired programs is considered, including the structures of support that these programs provide aspiring musicians. The varied paths of preparation and professional development for teaching artists who work for El Sistema-inspired programs are also examined, including the impact of music teacher education on the field of teaching artistry.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"94 - 101"},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46746782","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 : 2022-02-09DOI: 10.1080/10632913.2022.2037484
Clare Hammoor, D. Littman
Abstract What happens when a teaching artist ends their studies unprepared? How do theater teaching artists navigate unpreparedness in their work? Using three personal vignettes, we explore reflexivity toward our own unrehearsed moments and contextualize our experiences within teaching artist preparation literature. From learning how to ‘show up’ as a teaching artist, to navigating school policies around ‘deserving’ participation, to reaching the bounds of their therapeutic training as non-clinicians, we re-encounter moments for which we were unprepared, despite extensive preparation and education. Ultimately, we suggest key questions that teaching artists can reflect upon in such moments, in the hopes of building more reflexive practices, programs, and policies in the field of teaching artistry.
{"title":"Unrehearsed moments: interstices of policy, preparation, and reflexivity","authors":"Clare Hammoor, D. Littman","doi":"10.1080/10632913.2022.2037484","DOIUrl":"https://doi.org/10.1080/10632913.2022.2037484","url":null,"abstract":"Abstract What happens when a teaching artist ends their studies unprepared? How do theater teaching artists navigate unpreparedness in their work? Using three personal vignettes, we explore reflexivity toward our own unrehearsed moments and contextualize our experiences within teaching artist preparation literature. From learning how to ‘show up’ as a teaching artist, to navigating school policies around ‘deserving’ participation, to reaching the bounds of their therapeutic training as non-clinicians, we re-encounter moments for which we were unprepared, despite extensive preparation and education. Ultimately, we suggest key questions that teaching artists can reflect upon in such moments, in the hopes of building more reflexive practices, programs, and policies in the field of teaching artistry.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"86 - 93"},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43652722","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 : 2022-01-03DOI: 10.1080/10632913.2021.2023059
Ryan D. Shaw, C. Bernard
Abstract In recent years, arts education has become a focus of some school improvement efforts, with consistent evidence emerging that vibrant arts programs can improve factors commonly listed as goals in school improvement plans, including engagement, attendance, and school climate. Such models mainly make use of arts integration, an approach that marries content in traditionally tested subjects with artistic processes. The purpose of this study was to investigate the implementation and understanding of an arts-focused school improvement model, the national Turnaround Arts program. Through a multiple case study design, we interviewed stakeholders and analyzed policy documents from the Kennedy Center in Washington D.C. and in two school districts in the United States. Findings suggested that the program was implemented through a flexible framework. Stakeholders understood the program as aligning arts integration strategies with school improvement goals, which ensured program sustainability. Turnaround Arts primarily exists as a collection of strategies and resources for classroom teachers, facilitated by strategic planning, a commitment of resources, and professional development.
{"title":"School culture change through the arts: a case study of the turnaround arts program","authors":"Ryan D. Shaw, C. Bernard","doi":"10.1080/10632913.2021.2023059","DOIUrl":"https://doi.org/10.1080/10632913.2021.2023059","url":null,"abstract":"Abstract In recent years, arts education has become a focus of some school improvement efforts, with consistent evidence emerging that vibrant arts programs can improve factors commonly listed as goals in school improvement plans, including engagement, attendance, and school climate. Such models mainly make use of arts integration, an approach that marries content in traditionally tested subjects with artistic processes. The purpose of this study was to investigate the implementation and understanding of an arts-focused school improvement model, the national Turnaround Arts program. Through a multiple case study design, we interviewed stakeholders and analyzed policy documents from the Kennedy Center in Washington D.C. and in two school districts in the United States. Findings suggested that the program was implemented through a flexible framework. Stakeholders understood the program as aligning arts integration strategies with school improvement goals, which ensured program sustainability. Turnaround Arts primarily exists as a collection of strategies and resources for classroom teachers, facilitated by strategic planning, a commitment of resources, and professional development.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"171 - 186"},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45441091","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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