scholarly journals What is going on in early years music planning? A study of early years teachers' weekly plans

2012 ◽  
Vol 37 (2) ◽  
pp. 122-126
Author(s):  
Susanne Garvis
Keyword(s):  
Music Education ◽  
Visual Arts ◽  
Arts Education ◽  
Early Years ◽  
Approach To Learning ◽  
Social Success ◽  
The Arts ◽  
Children First ◽  
Quality Learning

ARTS EDUCATION IS AN Important element of the early years curriculum. Children first learn to express themselves through the arts (dance, drama, media, visual arts and music). Furthermore, numerous studies provide evidence that quality learning experiences in the arts contribute in significant ways to social success and impact positively on a child's academic achievement and long-term education. In Australia, early years teachers are expected to teach arts education. This study explored the weekly planning of 76 early years teachers across kindergartens, preparatory classes and Years 1, 2 and 3 in Queensland, Australia. Settings took a structured ‘curriculum-focused’ approach to learning in the early years, which made the exploration of planning important. Our study looked for segments of time devoted to music throughout the week. Content analysis was used to interpret the weekly plans, with three themes emerging: (1) The majority of the weekly plans were dedicated to literacy and numeracy; (2) Little time was devoted to the teaching of music apart from the scheduled 30-minute music lesson with a specialist teacher in some schools; and (3) Of the limited number of weekly plans that featured music, activities were teacher-directed. These results provide insight to the current understanding and value of music education in the early years curriculum. Key messages can be drawn about the importance of professional development, music advocacy in the early years, and curriculum and policy planning.

scholarly journals Arts Teacher Education in Lithuanian University of Educational Sciences

Pedagogika ◽  
2014 ◽  
Vol 114 (2) ◽  
pp. 141-153
Author(s):  
Birutė Banevičiūtė ◽  
Jolita Kudinovienė
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Visual Arts ◽  
Arts Education ◽  
Education Department ◽  
Music Theater ◽  
Theater Education ◽  
Visual Arts Education ◽  
Dance Pedagogy ◽  
Educational Sciences

The article analyses arts teacher education in Lithuanian University of Educational Sciences, the only university in Lithuania which prepares teachers of four arts subjects – dance, music, theater and visual arts both on bachelor and master’s level. Analyzing this phenomenon input of Arts Education Department of the university is revealed through scientific and pedagogical activities which are closely connected with arts teacher education programmes implemented by the department. Since 1993 when Arts Education Department was founded it went through various changes which led from general university study subject of Arts education towards six arts teacher preparation programmes: dance pedagogy bachelor, theater and film, pedagogy bachelor, dance education, theater education, visual arts education and music education master. Over 500 arts education teachers graduated from Arts Education Department study programmes in the period of 1997–2013.

Message from Editor

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Ayse Cakır İlhan
Keyword(s):  
Music Education ◽  
Arts Education ◽  
Design Education ◽  
Review Process ◽  
Peer Review Process ◽  
Double Blind ◽  
High Quality Research ◽  
Related Field ◽  
Visual Arts Education ◽  
The Arts

Dear Readers,First of all, it is the great honor for us to publish ninth issue of Global Journal of Arts Education. Global Journal of Arts Education is an international peer-refereed journal that provides an international platform for research in the field of the arts education. The journal welcomes empirical investigations or comprehensive literature review articles focusing on topics in arts education including current approaches in arts education. The scope of Global Journal of Arts Education includes, but is not limited to the following major topics as arts and creative education, aesthetics, art theory, music education, visual arts education, media education, drama education, dance education, education in literature.Topics on design with human-centered approach, design education, design in social media and exhibiting art have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of nine (9) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of four (4) high quality research papers were selected and accepted for publication in this issue.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Prof. Dr. Ayse Cakir İlhanEditor – in Chief

Locating visual arts education in a post-liberal arts landscape

2019 ◽  
Vol 8 (2) ◽  
pp. 149-159
Author(s):  
Jason Swift
Keyword(s):  
Visual Arts ◽  
Liberal Arts ◽  
Arts Education ◽  
The United States ◽  
Political Climate ◽  
Educational Assistance ◽  
Visual Arts Education ◽  
Post Secondary ◽  
The Arts ◽  
History Of

This article explores the current climate and location of visual arts at post-secondary institutions in a growing post-liberal arts climate in the United States. It discusses the future of visual and liberal arts education in a socio-political climate that appears to value career-ready degrees and profit over scholarship and the cerebral, emotive and visceral importance of education and the arts. The history of conservative efforts to remake post-secondary education and government efforts to defund it are discussed, providing context for the shift to a post-liberal arts landscape. A growing divide and class separation are investigated as an outcome of the efforts made to de-liberalize colleges and universities and defund educational assistance programmes, potentially placing it in the hands of the upper class and out of the hands of the middle and lower classes.

Advancing our futures – Educational potential of interdisciplinary artistic projects to children ‘at risk’ in Denmark and South Africa

2019 ◽  
Vol 18 (3) ◽  
pp. 410-431
Author(s):  
Charlotte Svendler Nielsen ◽  
Liesl Hartman
Keyword(s):  
South Africa ◽  
At Risk ◽  
Visual Arts ◽  
Arts Education ◽  
Educational Practice ◽  
Education Policies ◽  
Cultural Challenges ◽  
Hermeneutic Phenomenological ◽  
The Arts ◽  
Educational Potential

The United Nations Educational, Scientific and Cultural Organization Seoul Agenda for Arts Education (2010) calls for ensuring equitable access to arts education for all, strengthening the quality of arts education and harnessing its potential to contribute to resolving social and cultural challenges. In both South Africa and Denmark, a practice–policy gap exists between what the curricula prescribe in the area of arts education and what is experienced to be happening in the everyday life at schools. This gap contributes to creating inequality in terms of access to arts education. It is therefore important to find ways that might give access to arts education to a broader range of children, and to find out how their participation might contribute to advancing their future opportunities. This paper explores how arts education policies can be enacted within schools in both Denmark and South Africa. It takes as its point of departure a project that investigates the potential of an educational practice that integrates dance with visual arts and involves multicultural groups of children, teachers and artists in two school classes in South Africa and Denmark. It focuses on what importance arts education might have, especially to those children in the two classes who are ‘at risk’, by illuminating their experiences and opportunities for learning through integration of dance and visual arts. In this study, a phenomenologically inspired concept of learning, which includes enhanced awareness, theories of multi-modal experience in the arts and Todres’ concept of ‘soulful space’ contribute to illuminate educational potential of the artistic-educational approaches that were developed in the project. Through a hermeneutic phenomenological methodology, children’s experiences were elicited through reflective group dialogues involving ‘stimulated recall’ based on photographs of them engaged in different activities and drawings that they had created, which reflected their experiences.

scholarly journals 5. Study of Arts Teachers’ Vision on Supporting “Artistic Talent”

2017 ◽  
Vol 14 (1) ◽  
pp. 271-276
Author(s):  
Ona Ionica Anghel
Keyword(s):  
Music Education ◽  
Visual Arts ◽  
Opinion Poll ◽  
Ministry Of Education ◽  
Educational Strategies ◽  
Item Questionnaire ◽  
The Arts ◽  
Arts Teachers ◽  
Special Children ◽  
Artistic Talent

Abstract The purpose of this study is to find out the arts teachers’ opinion regarding the three issues related to the strategies aimed to support pupils with artistic talent: what is? who supports? how do they support? the artistic talent. Three goals lead us to this aim: to sketch the profile of the pupils with artistic talent, depending on their conduct and needs; the identification of the activities to support these special children; the identification of the extent to which different institutions get involved in supporting the pupils with artistic talent. To achieve these goals, we used the opinion poll as a research method and the created instrument was represented by a five-item questionnaire - four of them requiring open answers and one for closed answers. A total of 29 teachers of visual arts and music education, theoretical and interpretive, were selected for this study. The obtained results brought us close to the image that the teachers have on the artistic talent phenomenon. According to the teachers, the artistic talent is visible if we pay attention to four fields: creativity, passion, harnessing talent, specific skills. Meeting the needs (material, emotional support, socialization with peers, recognition of their talent) can be sources of shaping the educational strategies to support pupils with artistic talent by the main responsible institutions - the Ministry of Education, inspectorates, schools, NGOs.

scholarly journals Message from the Editors

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Ayse Cakır İlhan
Keyword(s):  
Music Education ◽  
Visual Arts ◽  
Arts Education ◽  
Dance Education ◽  
Art Theory ◽  
Drama Education ◽  
Research Papers ◽  
High Quality Research ◽  
Related Field ◽  
Visual Arts Education

  Dear Readers It is the great honor for us to publish fifth issue of Global Journal of Arts Education The scope of the journal includes, but is not limited to the following major topics like visual arts, creativity, crafts, design, art history, aesthetics, art theory, music education, sculpturing, visual arts education, drama education, dance education, education in literature, contemporary arts education and narrative and holistic integrated studies that cross or transcend these fields A total of ten (10) manuscripts were submitted for this issue and each paper has been rigor peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of five (5) high quality research papers were selected and accepted for publication. We thank all the contributors who helped us to publish this issue. Best regard Prof. Dr. Ayse Cakir IlhanEditor – in Chief 

On the goals and outcomes of arts education

2017 ◽  
Vol 98 (7) ◽  
pp. 15-20 ◽  
Author(s):  
Rafael Heller
Keyword(s):  
Empirical Research ◽  
Visual Arts ◽  
Arts Education ◽  
Careful Analysis ◽  
Conclusive Evidence ◽  
Vast Amount ◽  
The Arts ◽  
Theatrical Performance ◽  
K 12

Supporters of K-12 arts education often make the case that when students study music, dance, theatrical performance, and the visual arts, they tend to improve in the academic subjects as well. But, as Lois Hetland explains, that’s not the best way to advocate for greater investments in arts instruction. In fact, a careful analysis of a vast amount of empirical research found no conclusive evidence to support the claim that studying the arts leads to better performance in math, reading, or other subjects. To make a stronger case for arts education, she argues, advocates should point to the specific kinds of knowledge and skill that students can learn only through the arts and which can empower them to think and communicate in ways that are essential to their lives and to the health of the wider community.

scholarly journals An Interactive Approach to Learning and Teaching in Visual Arts Education

2015 ◽  
Vol 5 (3) ◽  
pp. 73-93
Author(s):  
Zlata Tomljenović
Keyword(s):  
Visual Arts ◽  
Professional Education ◽  
Primary Schools ◽  
Arts Education ◽  
Teaching Practice ◽  
Interactive Approach ◽  
Approach To Learning ◽  
Research Results ◽  
Visual Arts Education ◽  
Learning And Teaching

The present research focuses on modernising the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts) teaching methods. The study uses quantitative analysis of data on the basis of results obtained from a pedagogical experiment. The subjects of the research were 285 second- and fourth-grade students from four primary schools in the city of Rijeka, Croatia. Paintings made by the students in the initial and final stage of the pedagogical experiment were evaluated. The research results confirmed the hypotheses about the positive effect of interactive approaches to learning and teaching on the following variables: (1) knowledge and understanding of visual arts terms, (2) abilities and skills in the use of art materials and techniques within the framework of planned painting tasks, and (3) creativity in solving visual arts problems. The research results can help shape an optimised model for the planning and performance of visual arts education, and provide guidelines for planning professional development and the further professional education of teachers, with the aim of establishing more efficient learning and teaching of the visual arts in primary school. 

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