scholarly journals Fostering Transferable Creativity: A Core Role for Art Education in School Curriculum

2019 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Arthur Cropley
Keyword(s):  
Arts Education ◽  
School Curriculum ◽  
Academic Disciplines ◽  
Potential Contribution ◽  
Psychological Processes ◽  
The Arts ◽  
School Learning ◽  
The Three Rs ◽  
Core Role ◽  
School Curricula

Arts education occupies a fringe position in school curricula because the arts are widely regarded as accessible to only a chosen few and of little practical use, or as purely recreational. What is needed is understanding of the potential contribution of arts education to other areas of curriculum, including those often seen as the real core of school learning (“the three Rs”). The psychological processes and personal properties inherent to arts education correspond closely to those now regarded as vital right across the curriculum. In contrast, they are often neglected in conventional academic disciplines. Arts education is capable of promoting these processes and personal properties to transfer to other elements of the curriculum in the form of transferable creativity, but this will not occur without changes in mainline pedagogy, for example, in the assessment.

Enlivening the curriculum: The power of philosophical inquiry

2010 ◽  
Vol 8 (3) ◽  
pp. 305-318 ◽  
Author(s):  
Sue Knight ◽  
Carol Collins
Keyword(s):  
Empirical Evidence ◽  
School Curriculum ◽  
Philosophical Inquiry ◽  
The Arts ◽  
Curriculum Area ◽  
School Curricula

In this article we argue for the necessity of far-reaching change in school curricula and pedagogy. More particularly, we argue that developing students’ understanding and engagement in the disciplines which make up the school curriculum requires an unearthing of the philosophical issues underlying science, mathematics, the arts, geography, history, and so on. This means that philosophical inquiry must be embedded in every curriculum area. While at first sight this task might appear unattainable, we go on to illustrate by means of detailed examples how the goal might be realized and point to theoretical and empirical evidence to support this contention.

Pedagogical Translation in School Curriculum Design

2020 ◽  
pp. 279-299
Author(s):  
Georgios Floros
Keyword(s):  
Curriculum Design ◽  
Social Practice ◽  
School Curriculum ◽  
Main Question ◽  
Emergent Bilinguals ◽  
Methodological Approaches ◽  
School Curricula

The main question regarding the use of pedagogical translation in schools has now shifted from the if-question to the how-question, especially given the challenges posed by the increasing worldwide migration. Pedagogical translation is recognized today as an extensive social practice, and recent research is interested in how pedagogical translation can become more effective through novel types of translation, such as media translation. This chapter argues that pedagogical translation is a type of literacy and focuses on what pedagogical translation, notably both the interlingual and the intralingual types, can afford in mixed classrooms in terms of the main methodological approaches used. It also examines how these two types of translation can best be integrated in various types of school curricula with the aim to serve the specific needs of mixed classrooms and the idea of educating emergent bilinguals.

Expanding Our “Frames” of Mind for Education and the Arts

2013 ◽  
Vol 83 (1) ◽  
pp. 15-39 ◽  
Author(s):  
Jennifer Groff
Keyword(s):  
Multiple Intelligences ◽  
Cognitive Processing ◽  
Arts Education ◽  
Digital World ◽  
The Arts ◽  
Multiple Intelligences Theory ◽  
Impact Of Technology ◽  
The Impact ◽  
The Relationship

In this article, Jennifer Groff explores the role of the arts in education through the lens of current research in cognitive neuroscience and the impact of technology in today's digital world. She explains that although arts education has largely used multiple intelligences theory to substantiate its presence in classrooms and schools, this relationship has ultimately hindered the field of arts education's understanding of the relationship between the arts, human development, and learning. Emerging research on the brain's cognitive processing systems has led Groff to put forth a new theory of mind, whole-mindedness. Here she presents the evidence and construct for this frame of mind, how it sits in relation to multiple intelligences theory, and how it might redefine the justification for arts education in schools, particularly in our digitally and visually rich world.

The Role of Music in a Balanced Arts Curriculum

1990 ◽  
Vol 7 (3) ◽  
pp. 231-238
Author(s):  
Keith Stubbs
Keyword(s):  
Arts Education ◽  
National Curriculum ◽  
Curriculum Planning ◽  
Management Structure ◽  
The Arts ◽  
Historical Factors ◽  
Arts Curriculum ◽  
Music And The Arts ◽  
Selection Of

Music has a role to play in Arts Education. This role remains largely underdeveloped. The selection of music and art as foundation subjects in the National Curriculum is divisive and fails to comprehend the fundamental concepts of arts education.This paper recognises the characteristics that are both common and distinctive between music and the arts, and reminds us of the historical factors which often prevent collaborative curriculum planning. It examines both the models and the language of collaboration, and recommends a management structure placed firmly within a single cohesive policy for the arts.

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