Pub Date : 2021-08-16DOI: 10.1080/10632913.2020.1746710
Matt Omasta, Beth Murray, M. McAvoy, Drew Chappell
Abstract This study is a phenomenological exploration of assessment practices in elementary-level drama education. Through analysis of interviews with fourteen drama educators, it describes how elementary drama teachers conceptualize assessment in theory and practice. Specifically, it discusses teachers’ explicit definitions of assessment; the content matter they assess (and do not assess); their expectations for student performance; and the scaffolded, iterative, and formative nature of much assessment practice. The study recommends specific policy reforms at the state, district, and school levels related to ensuring appropriate assessment measures are implemented and supported; promoting teacher agency in assessment development; and increasing student access to quality drama education at the elementary level.
{"title":"Assessment in elementary-level drama education: Teachers’ conceptualizations and practices","authors":"Matt Omasta, Beth Murray, M. McAvoy, Drew Chappell","doi":"10.1080/10632913.2020.1746710","DOIUrl":"https://doi.org/10.1080/10632913.2020.1746710","url":null,"abstract":"Abstract This study is a phenomenological exploration of assessment practices in elementary-level drama education. Through analysis of interviews with fourteen drama educators, it describes how elementary drama teachers conceptualize assessment in theory and practice. Specifically, it discusses teachers’ explicit definitions of assessment; the content matter they assess (and do not assess); their expectations for student performance; and the scaffolded, iterative, and formative nature of much assessment practice. The study recommends specific policy reforms at the state, district, and school levels related to ensuring appropriate assessment measures are implemented and supported; promoting teacher agency in assessment development; and increasing student access to quality drama education at the elementary level.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"122 1","pages":"265 - 279"},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2020.1746710","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48842381","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 : 2021-08-12DOI: 10.1080/10632913.2021.1961109
Teresa G. Borowski
Abstract Social and emotional competencies (SEC) are critical for success in school and life, as they include the ability to interact with others, regulate one’s emotions and behavior, solve problems, and communicate effectively. Research and practice show that dance experiences enhance social-emotional development, yet less is known about the mechanisms through which this occurs. To address this, 110 SEC and dance articles were reviewed to inform the development of a Theory of Change to explain how dance may promote SEC. Self-intimation, nonverbal expression and communication, embodied cognition and learning, synchrony, and a supportive learning environment emerged as the key components of dance practice that may facilitate SEC. Evidence for these components and research, practice, and policy implications are discussed.
{"title":"How dance promotes the development of social and emotional competence","authors":"Teresa G. Borowski","doi":"10.1080/10632913.2021.1961109","DOIUrl":"https://doi.org/10.1080/10632913.2021.1961109","url":null,"abstract":"Abstract Social and emotional competencies (SEC) are critical for success in school and life, as they include the ability to interact with others, regulate one’s emotions and behavior, solve problems, and communicate effectively. Research and practice show that dance experiences enhance social-emotional development, yet less is known about the mechanisms through which this occurs. To address this, 110 SEC and dance articles were reviewed to inform the development of a Theory of Change to explain how dance may promote SEC. Self-intimation, nonverbal expression and communication, embodied cognition and learning, synchrony, and a supportive learning environment emerged as the key components of dance practice that may facilitate SEC. Evidence for these components and research, practice, and policy implications are discussed.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"157 - 170"},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43283320","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 : 2021-07-31DOI: 10.1080/10632913.2021.1955424
K. Bylica, P. Schmidt
{"title":"Crossing borders and taking risks: supporting the music educator as policy practitioner","authors":"K. Bylica, P. Schmidt","doi":"10.1080/10632913.2021.1955424","DOIUrl":"https://doi.org/10.1080/10632913.2021.1955424","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1955424","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49535175","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 : 2021-07-21DOI: 10.1080/10632913.2021.1952674
Shang Xiang, Tik-Sze Carrey Siu
{"title":"Comparing jazz program policies in higher education in China","authors":"Shang Xiang, Tik-Sze Carrey Siu","doi":"10.1080/10632913.2021.1952674","DOIUrl":"https://doi.org/10.1080/10632913.2021.1952674","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1952674","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43145184","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 : 2021-07-19DOI: 10.1080/10632913.2021.1952675
Attwell Mamvuto, M. Mannathoko
Abstract This is a comparative study of the indigenization of teacher education art and design curricular in Botswana and Zimbabwe. The study methodology involved a critical review of various policies, art curricular, operational documents and focus group discussions with art and design lecturers in associate teachers’ colleges. Results revealed a general gravitation toward African narratives as evidenced in the curricular documents, instructional strategies and examinations. There was, however, a predominance of Western art in the curricular for both countries. The study proposes establishing deliberate equilibrium between Western and African art as well as implementing an eclectic didactical and pedagogical approach which will expose the student to local, regional and the expansive world art.
{"title":"The changing African art and design curriculum: narratives from teacher education","authors":"Attwell Mamvuto, M. Mannathoko","doi":"10.1080/10632913.2021.1952675","DOIUrl":"https://doi.org/10.1080/10632913.2021.1952675","url":null,"abstract":"Abstract This is a comparative study of the indigenization of teacher education art and design curricular in Botswana and Zimbabwe. The study methodology involved a critical review of various policies, art curricular, operational documents and focus group discussions with art and design lecturers in associate teachers’ colleges. Results revealed a general gravitation toward African narratives as evidenced in the curricular documents, instructional strategies and examinations. There was, however, a predominance of Western art in the curricular for both countries. The study proposes establishing deliberate equilibrium between Western and African art as well as implementing an eclectic didactical and pedagogical approach which will expose the student to local, regional and the expansive world art.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"149 - 156"},"PeriodicalIF":0.0,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1952675","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42105620","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 : 2021-06-28DOI: 10.1080/10632913.2021.1941466
Michelle Stewart
{"title":"The problematic of creative practice-based knowledge within PhD and scholarly research in South Africa","authors":"Michelle Stewart","doi":"10.1080/10632913.2021.1941466","DOIUrl":"https://doi.org/10.1080/10632913.2021.1941466","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1941466","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42247156","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 : 2021-06-28DOI: 10.1080/10632913.2021.1931601
James Palmarini, Cory Wilkerson
Abstract Theater educators, like their music, dance, and visual arts counterparts, had to pivot quickly to provide educational opportunities in theater for students during the COVID-19 pandemic. This article outlines how two national associations, the Educational Theater Association, and the American Alliance for Theater in Education, responded to the crisis and provided support to theater educators in the field during the pandemic. In addition, the article includes information on a brief survey conducted with theater educators in Fall, 2020, speaking to how they were teaching during the pandemic, and what they were teaching, including administrative and resource supports. The online curricular and instructional resources created by EdTA are of particular interest as the organization was just ramping up online professional development at the start of the pandemic. During the pandemic, EdTA came to the forefront in providing resources for all educators on how to create instructional content in a variety of platforms.
{"title":"Supporting theatre education through resources and policy","authors":"James Palmarini, Cory Wilkerson","doi":"10.1080/10632913.2021.1931601","DOIUrl":"https://doi.org/10.1080/10632913.2021.1931601","url":null,"abstract":"Abstract Theater educators, like their music, dance, and visual arts counterparts, had to pivot quickly to provide educational opportunities in theater for students during the COVID-19 pandemic. This article outlines how two national associations, the Educational Theater Association, and the American Alliance for Theater in Education, responded to the crisis and provided support to theater educators in the field during the pandemic. In addition, the article includes information on a brief survey conducted with theater educators in Fall, 2020, speaking to how they were teaching during the pandemic, and what they were teaching, including administrative and resource supports. The online curricular and instructional resources created by EdTA are of particular interest as the organization was just ramping up online professional development at the start of the pandemic. During the pandemic, EdTA came to the forefront in providing resources for all educators on how to create instructional content in a variety of platforms.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"123 1","pages":"153 - 159"},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1931601","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47111474","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 : 2021-06-25DOI: 10.1080/10632913.2021.1937761
Daniel J. Albert, A. Heiderscheit
Abstract The purpose of this quality improvement project was to examine a newly-implemented music admissions assessment process at a small liberal arts university and students’ perceptions of that process, which was intended to provide a holistic view of prospective students’ pre-admission achievement and to offer feedback regarding their readiness and potential success for meeting degree requirements. Faculty designed a three-part assessment process, integrating an inclusive perspective to provide them with a more complete view of a student’s skills, strengths, and areas in need of development prior to initiating their music studies. This process was designed to place students at the center of the assessment process and ensure that they have the opportunity to demonstrate their broad scope of skills. Music, human development and learning (i.e., music education) and music therapy students were invited to be interviewed regarding their experiences of the revised assessment process. Nine students participated in a focus group and were interviewed individually. Data analysis revealed four themes: Connecting with Others; Professional Identity; Developing as a Musician; Seen as an Individual. This redesigned process provided students with opportunities to create connections with their peers and faculty, serving as a means of support and belonging in the social and academic environment. Supplemental data for this article is available online at https://doi.org/10.1080/10632913.2021.1937761 .
{"title":"Reconceptualizing the audition for the 21st century music student","authors":"Daniel J. Albert, A. Heiderscheit","doi":"10.1080/10632913.2021.1937761","DOIUrl":"https://doi.org/10.1080/10632913.2021.1937761","url":null,"abstract":"Abstract The purpose of this quality improvement project was to examine a newly-implemented music admissions assessment process at a small liberal arts university and students’ perceptions of that process, which was intended to provide a holistic view of prospective students’ pre-admission achievement and to offer feedback regarding their readiness and potential success for meeting degree requirements. Faculty designed a three-part assessment process, integrating an inclusive perspective to provide them with a more complete view of a student’s skills, strengths, and areas in need of development prior to initiating their music studies. This process was designed to place students at the center of the assessment process and ensure that they have the opportunity to demonstrate their broad scope of skills. Music, human development and learning (i.e., music education) and music therapy students were invited to be interviewed regarding their experiences of the revised assessment process. Nine students participated in a focus group and were interviewed individually. Data analysis revealed four themes: Connecting with Others; Professional Identity; Developing as a Musician; Seen as an Individual. This redesigned process provided students with opportunities to create connections with their peers and faculty, serving as a means of support and belonging in the social and academic environment. Supplemental data for this article is available online at https://doi.org/10.1080/10632913.2021.1937761 .","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"135 - 148"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1937761","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48875227","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 : 2021-06-21DOI: 10.1080/10632913.2021.1923602
José Enrique Llamazares De Prado
{"title":"Inclusive politics on the international scene, arts and education as key elements in the international workplace","authors":"José Enrique Llamazares De Prado","doi":"10.1080/10632913.2021.1923602","DOIUrl":"https://doi.org/10.1080/10632913.2021.1923602","url":null,"abstract":"","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1923602","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49451271","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 : 2021-06-21DOI: 10.1080/10632913.2021.1937762
Jasmine Begeske, Catharine Lory, Marie David, Mandy Rispoli
Abstract The practice of including students with disabilities in art education has existed longer than efforts to increase access to general academic instruction. However, most teacher education programs do not offer sufficient coursework or field experiences in training pre-service art teachers to teach students with disabilities. To examine how pre-service art teachers are trained to provide inclusive art instruction, semi-structured interviews were conducted with art education faculty and instructors across six institutions in the Midwest of United States and interview data were systematically analyzed at three levels, including within case, cross case, and conversation. Results indicate that while all programs offer a required course related to special education, exposure to students with disabilities in field experiences is limited and collaboration between art teachers and special education teachers or paraprofessionals is not emphasized. Recommendations for strengthening teacher education programs in teaching art to students with disabilities are offered based on study findings.
{"title":"Teacher education and students with disabilities in art class: a program evaluation","authors":"Jasmine Begeske, Catharine Lory, Marie David, Mandy Rispoli","doi":"10.1080/10632913.2021.1937762","DOIUrl":"https://doi.org/10.1080/10632913.2021.1937762","url":null,"abstract":"Abstract The practice of including students with disabilities in art education has existed longer than efforts to increase access to general academic instruction. However, most teacher education programs do not offer sufficient coursework or field experiences in training pre-service art teachers to teach students with disabilities. To examine how pre-service art teachers are trained to provide inclusive art instruction, semi-structured interviews were conducted with art education faculty and instructors across six institutions in the Midwest of United States and interview data were systematically analyzed at three levels, including within case, cross case, and conversation. Results indicate that while all programs offer a required course related to special education, exposure to students with disabilities in field experiences is limited and collaboration between art teachers and special education teachers or paraprofessionals is not emphasized. Recommendations for strengthening teacher education programs in teaching art to students with disabilities are offered based on study findings.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"48 - 60"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2021.1937762","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43920162","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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