Focus on Arts in General Education: National—-Alliance for Arts Education

1978 ◽  
Vol 64 (5) ◽  
pp. 40-41
Author(s):  
Forbes W. Rogers
Keyword(s):  
General Education ◽  
Arts Education ◽  
National Alliance

scholarly journals Change, Challenge, and Complexity in the College Curriculum

2020 ◽  
pp. 1-12
Author(s):  
Nancy L. Sukornyk ◽  
William T. Smale
Keyword(s):  
General Education ◽  
Arts Education ◽  
Secondary Level ◽  
Integrated Approach ◽  
College Level ◽  
Post Secondary ◽  
College Curriculum ◽  
Integrated Arts ◽  
Current Trends ◽  
Integrated Arts Education

This paper explores the growing need for integrated arts education at the college level. Specifically, the authors describe the need for an arts program which incorporates multiple disciplines and connects them to other, non-creative disciplines. Arts education affords students invaluable lessons in critical thinking, creativity, and communication, all of which are essential for the successful navigation of 21st-century challenges. The authors conclude that, contrary to current trends wherein arts education is being marginalized at the post-secondary level, an integrated approach to college arts education offers indispensable skill and enlargement of perspective for the general education of successful balanced individuals.

A Curricular Strategy for Liberal Arts Education in Historical Perspective

1973 ◽  
Vol 155 (3) ◽  
pp. 5-17 ◽  
Author(s):  
Leon Botstein
Keyword(s):  
General Education ◽  
New Hampshire ◽  
Liberal Arts ◽  
Arts Education ◽  
Historical Perspective ◽  
Theoretical Study ◽  
Liberal Arts Education ◽  
Practical Action

This article discusses the current dilemma with respect to undergraduate curricular strategies. After a brief review of the debate concerning general education and required liberal arts curricula, the author outlines the development of curriculum at Franconia College, Franconia, New Hampshire, during the years 1963–1973. This historical section leads into an outline of a proposal for a project-oriented curriculum which combines theoretical study and practical action.

Envisioning a Christian Liberal Arts Education

2002 ◽  
Vol 14 (1) ◽  
pp. 141-164
Author(s):  
James S. Jeffers ◽  
Keyword(s):  
General Education ◽  
Liberal Arts ◽  
Arts Education ◽  
Core Curriculum ◽  
Colleges And Universities ◽  
Christian Colleges ◽  
Liberal Arts Education ◽  
Christian Colleges And Universities ◽  
The Bible ◽  
Educated Person

Increasing specialization and the fragmentation of knowledge have become the hallmarks of contemporary higher education. The general education or core curriculum at American colleges and universities has gradually also lost its useful original purpose to help each student become an educated person with a clear set of beliefs and values, a citizen capable of leading a moral, compassionate, and committed life. Christian hitter education has followed this general trend, despite the fact that most Christian colleges and universities have a core identity which they want to pass on to their students. The Torrey Honors Institute at Biola University offers a way for Protestant Christian colleges to revitalize their liberal arts education. Its curriculum uses the Great Books of the West to combine the study of theology and the Bible with the study of the humanities and social sciences. Its pedagogy uses elements of active learning as well as mentoring and technical innovations, to enhance the classroom experience.

scholarly journals Arts Education in Thailand: Why it Matters

MANUSYA ◽  
2014 ◽  
Vol 17 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Cristina Penn Schoonmaker
Keyword(s):  
General Education ◽  
Visual Arts ◽  
Arts Education ◽  
Language Skills ◽  
Tertiary Level ◽  
Contextual Knowledge ◽  
The Arts ◽  
General Education Courses ◽  
High Level ◽  
Education Courses

The humanities, especially the visual arts, are often neglected at Thai universities because they are perceived as rarely yielding tangible results. This paper aims to demonstrate that learning to decode and talk about a painting not only require high level cognitive, visual, and language skills, but also extensive contextual knowledge, which only a background in the humanities can offer. The author analyzes several works of art as well as discusses modern aesthetics to argue that the arts are an integral part of the human experience, and therefore, should be included in general education courses at the tertiary level.

scholarly journals A Milestone for Liberal Arts Education in Indonesia

2020 ◽  
Vol 8 (1) ◽  
pp. p26
Author(s):  
Matthew R. Malcolm ◽  
Juliana Tirza Mangilaleng ◽  
Daniel L. Kim
Keyword(s):  
Higher Education ◽  
General Education ◽  
Liberal Arts ◽  
Arts Education ◽  
Higher Education Institutions ◽  
Department Of Education ◽  
Liberal Arts Education ◽  
New Strategy

This article seeks to draw attention to a milestone in the development of Indonesian higher education, and to offer some evaluation of its significance. This milestone is the government’s new strategy regarding General Education in higher education institutions, which is laid out in an Indonesian-language book published by the department of education, and is presently being enacted across a range of higher education institutions.The approach taken is to offer a critical summary of the book, and then to focus on one instance of the enactment of its principles, as evidenced in two recent studies regarding the perspectives of stakeholders at an Indonesian university.In the light of this, it is suggested that the continued enactment of General Education in Indonesia will likely be accompanied by a painstaking negotiation between utilitarian and non-utilitarian impulses. This contributes to a growing picture of the implementation of liberal arts-style education in Asian settings.

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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