Author: Catherine J. Mitchell
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Basmat Parsad
Publisher: DIANE Publishing
ISBN: 1428928014
Category :
Languages : en
Pages : 85

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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: Annette M. Vargas
Publisher:
ISBN: 9780438711822
Category : Arts
Languages : en
Pages : 0

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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: 0807776602
Category : Education
Languages : en
Pages : 193

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This anthology places art at the center of meaningful urban education reform. Providing a fresh perspective, contributors describe a positive, asset–based community development model designed to tap into the teaching/learning potential already available in urban settings. 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 Rolling Jr., and Leda Guimarães. “This terrific, much–needed resource promises to become a classic in the field.” —Christine Marmé Thompson, Penn State University

Author: Osvaldo Altamirano
Publisher:
ISBN:
Category : Arts
Languages : en
Pages : 0

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This qualitative study included an exploration of the concept of perception affecting decision- making in curriculum design and the support of school administrators toward fine art programs in West Texas School Regions 18 and 19. Research shows that the fine arts provide students the social and creative skills to become productive citizens. However, research shows that in the current realm of urban and rural public school curricula, the fine arts exist at either a limited capacity or are nonexistent. This dissertation included an attempt to answer how a school leader's fine arts perception affects a principal's ability to support, build, and sustain fine arts programs through four research questions: (a) What experiences have West Texas public school principals had with the visual and performing arts? (b) How do West Texas public school principals perceive their role in fine arts education? (c) How do West Texas public school principals perceive the meaning of the phrase "supporting the fine arts" as it applies to their schools? (d) What are the shared values among West Texas public school principals regarding the fine arts? This qualitative multiple case study included the use of semistructured interviews to collect data from principals. These participants were current principals in their schools in West Texas. Each participant received an email inviting them to complete a questionnaire for qualification and an email to schedule their interview; in vivo coding of transcripts made from video recording the interviews allowed for analysis. The results showed that principals' experiences with the fine arts as children subconsciously affected the importance and support of fine arts in their school curricula. The overall purpose of this study was to equip school principals with the knowledge needed to support existing fine art programs and provide implementation methods to higher education institutions regarding the inclusion of the arts in principal training programs. Keywords: perception, fine arts, attribution theory, fine arts education, fine arts management, principal leadership, school administration, rural education, urban education, decision-making, curriculum design

Author: Council on Museums and Education in the Visual Arts
Publisher: Univ of California Press
ISBN: 9780520032491
Category : Art
Languages : en
Pages : 850

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 288

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1280

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 516

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Author: Carol J. Fergus
Publisher:
ISBN:
Category : Art
Languages : en
Pages :

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Buffalo State College Master's project in Multidisciplinary Studies, 1997.