Latest Research News on Arts Education : July 21

[1] Education in the Arts

This book combines a number of important purposes. To provide students with: an understanding of the place of the arts in society and in schools an introduction to the basic principles of each art form and how to teach it vivid pictures of how the arts actually work in real classroom situations, through case study examples suggestions for how to build and adapt on the case study examples in your own primary classrooms, and perhaps most important of all; the confidence to bring the arts into the classroom.Grounded in theory and research, with links to teaching practice, Education in the Arts helps students apply what they are learning to new contexts, and encourages them to become reflective and mindful practitioners. Students can continue to use this book as they become practising teachers, drawing on how to implement the various arts practices in a school setting.

[2] Qualitative Assessment of Arts Education

Exploring the complicated issues of assessment in the arts, the authors discuss assessment of arts education and arts programs from a qualitative perspective: experiential, naturalistic, and ethnographic interpretation. With special attention to the practices of teaching, learning, and administration of education in the arts, quality is sought with emphasis on observations and judgment rather than instruments and measurement.

[3] The Challenges of Implementing Primary Arts Education: What our Teachers Say

QUALITY ARTS EDUCATION CAN produce positive learning outcomes, such as creating positive attitudes to learning, developing a greater sense of personal and cultural identity, and fostering more creative and imaginative ways of thinking in young children (Bamford, 2006; Eisner, 2002; Robinson, 2001). Arts-based processes allow children the opportunity to express their knowledge, ideas and feelings in ways that do not necessarily involve words (Livermore, 2003; Robinson, 2001). Unfortunately, the value of arts-based learning can often be overlooked because of the social and cultural dominance of literal language and written modes of expression (Eisner, 2002; Kress, 2000). Forming models of quality arts education in the early years of primary school can also be a highly problematic task. This has been highlighted in a series of recent national reviews that have investigated the current state of arts education in Australian schools. This national attention has in part focused on the level of preparedness of non–specialist teachers, in teaching the creative arts; music, dance, art and drama.

[4] Virtual Museums in Arts Education. Results of a Pilot Project in Primary School Settings

Aims: The study presents the results of a pilot project in which virtual museums were used for teaching modern painters to sixth-grade primary school students.

Study Design: Experimental study with one experimental and two control groups.

Place and Duration of Study: A total of 132 students participated in the study coming from 6 primary schools located in Athens, Greece. The duration of the projects was between January to February 2017.

Methodology: The virtual museums were developed by the students using the program Artsteps. For comparing the learning outcomes, two additional groups of students were formed. To the first, the teaching was conventional, while in the second the teaching was supported by multimedia presentations. Research data was collected using questionnaires and evaluation sheets.

Results: From the analysis of the results it became evident that students that developed the virtual museums surpassed, in most cases, the other groups of students. The views of students for their work with virtual museums were highly positive.

Conclusion: The results lead to the need for further investigation of the matter.

[5] Arts, Creativity and Social Intervention in the School Environment. Connections and Critical Refections

The article reflects on the importance of valuing the informal and formal knowledge (school), and focuses on an education model that respects and encourages the participation and empowers the knowledge brought by the student. In collective work, the exercise of understanding the discipline of arts, as a sponsor of production and reflection, can stimulate the development of creative and critical people. This reflection attempts to make a connection between the increase in the number of social projects in arts and culture, the social emergence of the creation of policies that will combat social inequality and the real role of art in enhancing creativity.

Reference

[1] Sinclair, C., Jeanneret, N., O’Toole, J. and Hunter, M., 2017. Education in the Arts.

[2] Stake, R. and Munson, A., 2008. Qualitative assessment of arts education. Arts Education Policy Review109(6), pp.13-22.

[3] Alter, F., Hays, T. and O’Hara, R., 2009. The challenges of implementing primary arts education: What our teachers say. Australasian Journal of Early Childhood34(4), pp.22-30.

[4] Fokides, E. and Sfakianou, M., 2017. Virtual museums in arts education. Results of a pilot project in primary school settings. Asian Research Journal of Arts & Social Sciences, pp.1-10.

[5] Almeida, H.N. and Proença, S.K.P., 2016. Arts, Creativity and Social Intervention in the School Environment. Connections and Critical Refections. Journal of Education, Society and Behavioural Science, pp.1-8.

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