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| Author | : Craig Dreeszen |
| Publisher | : Arts Extension Service |
| Total Pages | : 46 |
| Release | : 1987 |
| Genre | : Arts |
| ISBN | : 0945464118 |
| Author | : Craig Dreeszen |
| Publisher | : Arts Extension Service |
| Total Pages | : 44 |
| Release | : 1992-01-01 |
| Genre | : Artists and community |
| ISBN | : 9780945464099 |
This study was commissioned in order to understand better how partnerships between the community and the schools work. Over 250 partnerships in arts education were convened in six city-wide institutes and three, multi-state, regional institutes to examine what contributes to and what blocks successful community and school partnerships on behalf of arts in education. The study concentrated on partnership structures and partnership processes. These structures and processes were observed within individual collaborations as well as in city-wide cooperative support systems. Meeting participants depicted trends in funding, in school systems, and in arts organizations that affect community arts and school intersections. In the three regional meetings, participants described basic principles of collaboration and critical success factors. The study also revealed some common challenges to collaboration. The document lists values common to successful arts and education partnerships as: (1) assure equitable access to cultural experience; (2) value all cultures, assure cultural diversity of programs and participants; (3) value artistic quality in education; and (4) ensure that the arts are indispensably a part of education. A partnership development cycle is described. While coordination is the central or fundamental requirement, it is only part of six fundamental systems that together support arts in education partnerships: (1) coordination; (2) funding; (3) public policies and plans; (4) information and training; (5) advocacy; and (6) programming. Nine critical success factors include: (1) leadership and vision; (2) effective planning; (3) broad based community representation; (4) teacher participation; (5) artist participation; (6) public awareness and communication; (7) awareness of program catalyst; (8) site specific program design; and (9) ongoing assessment of the partnership. (DK)
| Author | : Ketal Patel |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2021 |
| Genre | : Art |
| ISBN | : |
Though art education and creative placemaking are two established fields within the arts and culture ecosystem, very little research examines the intersections of these two domains. Specifically, a gap exists in practitioner voices to share their practical knowledge and experiences in the field. This study is an investigation of intersections between the self-identified practices of specific art educators and the field of creative placemaking. As a participant researcher, I worked with three art educators from around the United States to engage in collaborative inquiry. This study took place from November of 2020 to March of 2021 and the team worked virtually due to a global pandemic. The team of art educators engaged in a participatory action research (PAR) study to investigate their own practice(s) and potential intersections with the field of creative placemaking. This PAR study is grounded in critical theory to engage in inquiry that can promote a deeper understanding of our own contexts and support transformation through dialogic work with people to elevate and voice the unique experiences and expertise they bring to the research. My participant collaborators brought their expertise as a high school art educator, a museum educator, and an arts education consultant. Utilizing a PAR framework, dialogic work occurred virtually through semi-structured interviews, a group call, and individual arts-based inquiry to answer research questions surrounding their work within art education and intersection and divergence with the field of creative placemaking. Using narrative and arts-based methods, the PAR team shared specific stories where their work as art education professionals converges with creative placemaking and the distinct separation they find among the fields. Through this emergent and collaborative process, participant collaborators and I found intersection with their art education practice(s) and the practices identified within creative placemaking literature. The results showcase four emergent intersections that arose through a diffractive analysis of the data. These emergent themes are: art educator as “creative initiator”, the ability to not work in a silo, a willingness to experiment, and the ability to recognize tensions among our two fields. I posit that these four themes not only demonstrate the intersection with creative placemaking, but also showcase the varying strategies art educators employ to successfully support and serve their respective stakeholders. The divergences that were reveled through this study are specific to this research occurring during the time of COVID-19. The group identified how in this contemporary moment, concepts of place, community, and social unrest need to be further interrogated to fully understand the ways their practices as art education professionals and the field of creative placemaking diverge during and post pandemic. The narratives and arts-based work of specific art educators within this PAR study have implications within the field of art education. Foremost the ability to articulate, document, and share stories regarding art educator practices demonstrate the broad cadre of pedagogical expertise professionals utilize to serve their stakeholders. Secondly this research is starting point in placing art education professionals in a broader discourse regarding the arts and culture ecosystem.
| Author | : United States. Congress. House. Committee on Appropriations. Subcommittee on Department of the Interior and Related Agencies |
| Publisher | : |
| Total Pages | : 1376 |
| Release | : 1992 |
| Genre | : United States |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 84 |
| Release | : 1996 |
| Genre | : Museums and schools |
| ISBN | : |
| Author | : Jessica Hoffmann Davis |
| Publisher | : Springer |
| Total Pages | : 262 |
| Release | : 2016-07-04 |
| Genre | : Art |
| ISBN | : 1137552433 |
This accessible and compelling collection of faculty reflections examines the tensions between the arts and academics and offers interdisciplinary alternatives for higher education. With an eye to teacher training, these artist scholars share insights, models, and personal experience that will engage and inspire educators in a range of post-secondary settings. The authors represent a variety of art forms, perspectives, and purposes for arts inclusive learning ranging from studio work to classroom teaching to urban settings in which the subject is equity and social justice. From the struggles of an arts concentrator at an Ivy League college to the challenge of reconciling the dual identities as artists and arts educators, the issues at hand are candid and compelling. The examples of discourse ranging from the broad stage of arts advocacy to an individual course or program give testimony to the power and promise of the arts in higher education.
| Author | : Gail E. Burnaford |
| Publisher | : Routledge |
| Total Pages | : 367 |
| Release | : 2013-09-05 |
| Genre | : Education |
| ISBN | : 113564912X |
This book invites readers to consider the possibilities for learning and growth when artists and arts educators come into a classroom and work with teachers to engage students in drama, dance, visual art, music, and media arts. It is a nuts-and-bolts guide to arts integration, across the curriculum in grades K-12, describing how students, teachers, and artists get started with arts integration, work through classroom curriculum involving the arts, and go beyond the typical "unit" to engage in the arts throughout the school year. The framework is based on six years of arts integration in the Chicago Arts Partnerships in Education (CAPE). Renaissance in the Classroom: *fully explains the planning, implementation, and assessment processes in arts integration; *frames arts integration in the larger context of curriculum integration, problem-based learning, and the multiple intelligences; *provides the theoretical frameworks that connect standards-based instruction to innovative teaching and learning, and embeds arts education in the larger issue of whole school improvement; *blends a description of the arts integration process with personal stories, anecdotes, and impressions of those involved, with a wealth of examples from diverse cultural backgrounds; *tells the stories of arts integration from the classroom to the school level and introduces the dynamics of arts partnerships in communities that connect arts organizations, schools, and neighborhoods; *offers a variety of resources for engaging the arts--either as an individual teacher or within a partnership; and *includes a color insert that illustrates the work teachers, students, and artists have done in arts integration schools and an extensive appendix of tools, instruments, Web site, contacts, and curriculum ideas for immediate use. Of primary interest to K-12 classroom teachers, arts specialists, and visiting artists who work with young people in schools or community arts organizations, this book is also highly relevant and useful for policymakers, arts partnerships, administrators, and parents.
| Author | : Linda Ashley |
| Publisher | : Springer |
| Total Pages | : 306 |
| Release | : 2016-05-25 |
| Genre | : Education |
| ISBN | : 3319289896 |
This volume looks forward and re-examines present day education and pedagogical practices in music and dance in the diverse cultural environments found in Oceania. The book also identifies a key issue of how teachers face the prospect of taking a reflexive view of their own cultural legacy in music and dance education as they work from and alongside different cultural worldviews. This key issue, amongst other debates that arise, positions Intersecting Cultures as an innovative text that fills a gap in the current market with highly appropriate and fresh ideas from primary sources. The book offers commentaries that underpin and inform current pedagogy and bigger picture policy for the performing arts in education in Oceania, and in parallel ways in other countries.
| Author | : |
| Publisher | : |
| Total Pages | : 710 |
| Release | : 1994 |
| Genre | : Education |
| ISBN | : |
| Author | : Ching-Chiu Lin |
| Publisher | : Intellect Books |
| Total Pages | : 510 |
| Release | : 2023-08-14 |
| Genre | : Art |
| ISBN | : 1789387361 |
This edited collection offers global perspectives on the transverse, boundary-blurring possibilities of community arts education. Invoking ‘transversality’ as an overarching theoretical framework and a methodological structure, 55 contributors – community professionals, scholars, artists, educators and activists from sixteen countries – offer studies and practical cases exploring the complexities of community arts education at all levels. Such complexities include challenges created by globalizing phenomena such as the COVID-19 pandemic; ongoing efforts to achieve justice for Indigenous peoples; continuing movement of immigrants and refugees; growing recognition of issues related to equity, diversity and inclusion in the workplace; and the increasing impact of grassroot movements and organizations. Chapters are grouped into four thematic clusters – Connections, Practices, Spaces and Relations – that map these and other intersecting assemblages of transversality. Thinking transversally about community art education not only shifts our understanding of knowledge from a passive construct to an active component of social life but redefines art education as a distinctive practice emerging from the complex relationships that form community.
