SQUAD Art Studio: An Alternative Community-Based Multisite Saturday Art Lab School for Negotiating Theory and Practice in Early Childhood Art Education With Preservice Art Educators and Digital Media

2021 ◽  
Vol 62 (4) ◽  
pp. 339-355
Author(s):  
Marissa McClure
Keyword(s):  
Early Childhood ◽  
Art Education ◽  
Digital Media ◽  
Theory And Practice ◽  
Community Based ◽  
Art Educators ◽  
Alternative Community

Fostering Sociopolitical Consciousness With Minoritized Youth: Insights From Community-Based Arts Programs

2017 ◽  
Vol 41 (1) ◽  
pp. 358-380 ◽  
Author(s):  
Bic Ngo ◽  
Cynthia Lewis ◽  
Betsy Maloney Leaf
Keyword(s):  
Digital Media ◽  
Social Action ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Three Dimensions ◽  
Cultural Critique ◽  
Community Based ◽  
Theatre Arts ◽  
Sociopolitical Consciousness ◽  
Arts Programs

In this chapter, we review the literature on community-based arts programs serving minoritized youth to identify the conditions and practices for fostering sociopolitical consciousness. Community-based arts programs have the capacity to promote teaching and learning practices in ways that engage youth in the use of academic skills to pursue inquiry, cultural critique, and social action. In this review, we pay particular attention to literary arts, theatre arts, and digital media arts to identify three dimensions of sociopolitical consciousness: identification, mobilization, and cosmopolitanism. By advancing the principle of sociopolitical consciousness within the theory and practice of critical and cultural relevant pedagogies, our review provides ways toward mitigating social and educational disparities.

Defining quality in visual art education for young children: Building on the position statement of the Early Childhood Art Educators

2017 ◽  
Vol 118 (3) ◽  
pp. 154-163 ◽  
Author(s):  
Marissa McClure ◽  
Patricia Tarr ◽  
Christine Marmé Thompson ◽  
Angela Eckhoff
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Art Education ◽  
Visual Art ◽  
Position Statement ◽  
Art Educators

Human Rights and Community-led Development

2018 ◽  
Author(s):  
Ben Cislaghi
Keyword(s):  
Human Development ◽  
West African ◽  
Ethnographic Study ◽  
Theory And Practice ◽  
Community Based ◽  
Theoretical Understanding ◽  
Qualitative Evidence ◽  
Actual Change ◽  
Grassroots Level ◽  
Education And Development

How can we best empower people living in the most economically disadvantaged areas of the world to improve their lives in ways that matter to them? This book investigates work of the NGO Tostan as a working model of human development. The study is grounded in the ethnographic study of the actual change that happened in one West African village. The result is a powerful mix of theory and practice that questions existing approaches to development and that speaks to both development scholars and practitioners. Divided into three parts, the book firstly assesses why top-down approaches to education and development are unhelpful and offers a theoretical understanding of what constitutes helpful development. Part two examines Tostan's community-based participatory approach as an example of a helpful development intervention, and offers qualitative evidence of its effectiveness. Part three builds a model of how community-led development works, why it is helpful, and what practitioners can do to help people at the grassroots level lead their own human development.

The Classical Tradition in University Theatre

2018 ◽  
Author(s):  
Nurit Yaari
Keyword(s):  
Art Education ◽  
Classical Tradition ◽  
Theory And Practice ◽  
Theatre Arts ◽  
Tel Aviv ◽  
Greek Drama ◽  
Mise En Scene ◽  
History Of ◽  
Stage Performance ◽  
And Performance

This chapter surveys the history of classical Greek drama productions at the Department of Theatre Arts of Tel Aviv University as the basis for an exploration of the issue of theatre and art education. By analysing the students’ approach to classical Greek drama, we can see how they deal with the interpretative reading, translation, and performance of such texts on stage. We also see how the ancient works invite the students to delve more deeply into their distinctive content and forms; to draw links between theory and practice, and between text and context; to gain a deeper understanding of the issues of style and styling; and to engage in a richer experimentation with various aspects of stage performance—such as pronunciation, diction, voice, movement, music, and mise-en-scène.

scholarly journals All Is Good, but Not Really: Daily Reports of Satisfaction With Home- and Community-Based Services

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 639-640
Author(s):  
Jyoti Savla ◽  
Karen Roberto ◽  
Aubrey Knight ◽  
Rosemary Blieszner ◽  
Brandy Renee McCann ◽  
...  
Keyword(s):  
Service Use ◽  
Service Providers ◽  
Theory And Practice ◽  
Community Based ◽  
Daily Diaries ◽  
Rural Caregivers ◽  
Service Expectations ◽  
Extensive Body ◽  
Barriers To Health ◽  
Community Based Services

Abstract An extensive body of literature documents correlates of and barriers to health service use, yet much less is known about satisfaction with home- and community-based services for persons with dementia (PwD). Daily diary data from 122 rural caregivers (CG) of PwD (814 daily diaries) were used to assess everyday service use experiences. At the last diary interview, CG identified areas where service use expectations were and were not being met. CGs reported problems with services used on fewer than 5% of study days (e.g., service provider was delayed because of car trouble). In contrast, 82% of CG identified areas where service expectations were not being met. Their most common concerns were lack of control over service availability and lack of adequate training among service providers. Recommendations for alternative ways for capturing service use satisfaction will be offered, and implications for theory and practice will be discussed.

scholarly journals The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

2021 ◽  
Vol 13 (6) ◽  
pp. 3341
Author(s):  
Jesús Maya ◽  
Juan F. Luesia ◽  
Javier Pérez-Padilla
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Learning Styles ◽  
Primary Education ◽  
High Performance ◽  
Multiple Choice ◽  
Assessment Methods ◽  
Theory And Practice ◽  
Education Students ◽  
The Relationship

Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

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