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Author: Annette M. Vargas
Publisher:
ISBN: 9780438711822
Category : Arts
Languages : en
Pages : 0
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Book Description
In this qualitative study the difference in arts education programming, the resources allotted to arts education, and community perceptions of the arts in urban vs. rural public-schools in the Midwest were explored. The focus of the study was on arts educators' comments about arts education resources, programming, and community perceptions of arts education. The responses to the issues are presented from the perspectives of urban vs. rural arts educators.
Author: Annette M. Vargas
Publisher:
ISBN: 9780438711822
Category : Arts
Languages : en
Pages : 0
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Book Description
In this qualitative study the difference in arts education programming, the resources allotted to arts education, and community perceptions of the arts in urban vs. rural public-schools in the Midwest were explored. The focus of the study was on arts educators' comments about arts education resources, programming, and community perceptions of arts education. The responses to the issues are presented from the perspectives of urban vs. rural arts educators.
Author: Karen Hutzel
Publisher: Teachers College Press
ISBN: 0807752924
Category : Education
Languages : en
Pages : 193
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Book Description
This anthology places art at the center of meaningful urban education reform. Providing a fresh perspective on urban education, the contributors describe a positive, asset-based community development model designed to tap into the teaching/learning potential already available in urban cities. Rather than focusing on a lack of resources, this innovative approach shows teachers how to use the cultural resources at hand to engage students in the processes of critical, imaginative investigation. Featuring personal narratives that reflect the authors' vast experience and passion for teaching art, this resource: * Offers a new vision for urban schools that reflects current directions of urban renewal and transformation. * Highlights successful models of visual art education for the K 12 classroom. * Describes meaningful, socially concerned teaching practices. *Includes unit plans, a glossary of terms, and online resources. Contributors include Olivia Gude, James Haywood R
Author: Basmat Parsad
Publisher: DIANE Publishing
ISBN: 1428928014
Category :
Languages : en
Pages : 85
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Book Description
Student access to arts education and the quality of such instruction in the nation's public schools continue to be of concern to policymakers, educators, and families. Specifically, research has focused on questions such as: To what extent do students receive instruction in the arts? Under what conditions is this instruction provided? What is the profile of arts education instructors? (Ruppert and Nelson 2006). This study is the third of its kind to be conducted by the National Center for Education Statistics (nces) in the Institute of Education Sciences (ies), U.S. Department of Education, to provide national data that inform these issues. The first study was conducted in the 1994-95 school year to provide baseline data on public schools' approaches to arts education. The second study was conducted during the 1999-2000 school year to provide broader coverage of arts education issues by collecting the first national data on educational backgrounds, professional development activities, teaching loads, and instructional practices of elementary school teachers--self-contained classroom teachers, music specialists, and visual arts specialists. To update the information from a decade ago, Congress requested that the U.S. Department of Education's Office of Innovation and Improvement (oii) and nces conduct a new study that would borrow from and build on the previous studies. This study examines many of the issues from the previous studies, including the extent to which students received instruction in the arts; the facilities and resources available for arts education instruction; and the preparation, work environments, and instructional practices of music and visual arts specialists and non-arts classroom teachers. This study also addresses emerging issues such as the availability of curriculum-based arts education activities outside of regular school hours and the presence of school-community partnerships in the arts. In addition, the current study provides broader coverage of arts education instructors by including two new surveys for secondary music and visual arts specialists. Selected indicators on arts education in public elementary and secondary schools are organized into four sections, one for each arts education subject area--music, visual arts, dance, and drama/theatre. Using its Fast Response Survey System (frss), nces conducted the surveys during the 2009-10 school year, with the two school surveys and the collection of sampling lists for the teacher surveys starting in fall 2009. frss is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The findings in this report have been chosen to demonstrate the range of information available from the frss study rather than to discuss all of the observed differences; they are not meant to emphasize any particular issue. The findings are based on self-reported data from public school principals and teachers. Where relevant, national findings are broken out by the poverty concentration at the school, measured as the percent of students eligible for free or reduced-price lunch. Appended are: (1) Technical Notes; and (2) Standard Errors for Text Tables and Figures. (Contains 63 tables, 27 figures and 16 footnotes.) [For "Supplemental Tables to the nces Report. Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10 (nces 2012-014)," see ed530716.].
Author: Monica L. Elmore
Publisher:
ISBN:
Category : Arts
Languages : en
Pages : 231
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Book Description
The purpose of this study was to understand the experiences of school leaders and community partners with arts education in three K-12 urban public school districts in Northern New Jersey that have implemented and sustained arts education programs. This narrative study explored each participant's journey, how the arts first came into their lives, and what they have done in their careers to promote arts education in urban schools. Commonalities include advocacy, funding, exposure, learning equality, value, and emotion. The participants in this study shed light on their successes and challenges with advocacy. They also shared their leadership path and the value the arts have on student learning. Another common thread among the favorable 14 participants is the arts' connection to diversity and inclusion work. Resulting from data analysis are the following six main themes that speak to the research questions posed for this study: (a) Advocacy for Arts Education in Urban Schools, (b) The Pathways to Leadership, (c) Constraints and Obstacles, (d) Curriculum and Learning, (e) Value and Potential of Arts Education, and (f) Arts for Social Justice. The narrative design was utilized through the lived stories and experiences of the 14 participants who have been trailblazers and champions of arts education in their respective school communities. In addition to filling a gap in the research body, this study provides in-depth recommendations on how arts advocates can implement, sustain, and retain arts education programs in their schools and districts.
Author: Susan J. Bodilly
Publisher: Rand Corporation
ISBN: 0833045938
Category : Political Science
Languages : en
Pages : 109
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Book Description
Initiatives to coordinate schools, cultural institutions, community-based organizations, foundations, and/or government agencies to promote access to arts education in and outside of schools have recently developed. This study looks at the collaboration efforts of six urban communities: how they started and evolved, the kinds of organizations involved, conditions that helped and that hindered coordination, and strategies used.
Author:
Publisher: DIANE Publishing
ISBN: 1428907068
Category :
Languages : en
Pages : 36
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Book Description
Author: United States. Congress. House. Committee on Government Operations. Government Activities and Transportation Subcommittee
Publisher:
ISBN:
Category : Art and state
Languages : en
Pages : 160
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Book Description
Author: Elliot W. Eisner
Publisher: Routledge
ISBN: 1135612307
Category : Education
Languages : en
Pages : 1336
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Book Description
The Handbook of Research and Policy in Art Education marks a milestone in the field of art education. Sponsored by the National Art Education Association and assembled by an internationally known group of art educators, this 36-chapter handbook provides an overview of the remarkable progress that has characterized this field in recent decades. Organized into six sections, it profiles and integrates the following elements of this rapidly emerging field: history, policy, learning, curriculum and instruction, assessment, and competing perspectives. Because the scholarly foundations of art education are relatively new and loosely coupled, this handbook provides researchers, students, and policymakers (both inside and outside the field) an invaluable snapshot of its current boundaries and rapidly growing content. In a nutshell, it provides much needed definition and intellectual respectability to a field that as recently as 1960 was more firmly rooted in the world of arts and crafts than in scholarly research.
Author: Nancy Lane Carey
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 92
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Book Description
This report, based on findings from The Elementary Arts Education Survey, 1994, looks at information regarding the general questions: (1) What art subjects are being taught in public schools? (2) How do schools and districts support arts education? (3) How have schools' arts programs changed compared to 5 years ago. Survey responses indicate that the primary focus of public school arts education is music and visual arts, with music instruction receiving more commitment than visual arts. Creative writing is typically incorporated into the language arts curriculum. Dance instruction by a dance specialist is rare, and dramatic and theatre activities are most often used by classroom teachers to reinforce instruction in other subjects. Elementary students are receiving about the same amount of instruction time in music and visual arts, although classroom teachers are more likely to teach visual arts than music, which is taught predominantly by music specialists. Very little is being done to promote arts education through external resources. But school districts' commitment to keeping arts education in the mainstream of basic education is evidenced by allocation of funds to arts education; developing and providing curriculum guidelines in arts subjects; and by employing an arts curriculum coordinator. An examination of changes in terms of arts programs as compared to 5 years ago indicates that increases in instructional time, number of arts staff, allocation of supplies and materials, funds for teachers' classroom use, and use of museums, galleries, and performances are reported by 20 to 30 percent of the respondents. Forty-one percent of elementary schools and 62 percent of secondary schools reported increases in enrollment. About half of the schools reported an increase in the number of courses offered, while 39 percent reported that the number of courses had remained the same. Fifteen tables present survey data. The appendices present the following: "Survey Methodology and Data Reliability"; "Tables of Standard Errors"; and examples of survey forms. (MM)
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 464
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Book Description
