An Arts Advocacy Group Performs Community Arts Education: Community Development with Implications for K-12 Arts Education Policymaking

2007 ◽  
Vol 108 (3) ◽  
pp. 25-33 ◽  
Author(s):  
Linnea L. Rademaker
Keyword(s):  
Community Development ◽  
Arts Education ◽  
Advocacy Group ◽  
Community Arts ◽  
Education Community ◽  
Arts Advocacy ◽  
K 12

Media Arts: Arts Education for a Digital Age

2010 ◽  
Vol 112 (8) ◽  
pp. 2118-2153 ◽  
Author(s):  
Kylie A. Peppler
Keyword(s):  
Classroom Environment ◽  
Arts Education ◽  
New Technologies ◽  
Research Question ◽  
Digital Age ◽  
Digital Design ◽  
Media Art ◽  
Education Curriculum ◽  
Media Arts ◽  
K 12

Background/Context New technologies have been largely absent in arts education curriculum even though they offer opportunities to address arts integration, equity, and the technological prerequisites of an increasingly digital age. This paper draws upon the emerging professional field of “media arts” and the ways in which youth use new technologies for communication to design a 21st-century K-12 arts education curriculum. Description of prior research on the subject and/or its intellectual context and/or policy context Building on sociocultural theories of constructionism as well as Dewey's theories of the arts and aesthetics as a democratic pedagogy, this study draws upon over three years of extensive field study at a digital design studio where underprivileged youth accessed programming environments emphasizing graphics, music, and video. Purpose/Objective/Research Question/Focus of the Study This study documents what youth learn through media art making in informal settings, the strengths and limitations of capitalizing on youth culture in media art production, and the distinct contributions that media arts education can make to the classroom environment. Research Design A mixed-methods approach was utilized that analyzed data from participants and professional interviews, an archive of youths’ media art, and videotape documentation of youth at work on their projects. Conclusions/Recommendations Findings point to the ways in which youth engage with technology that encourages active learning and how new types of software can be used to illustrate and encourage this process.

Models for Implementing Effective Online Learning

2021 ◽  
pp. 150-169
Author(s):  
Laura Corbin Frazier ◽  
Barbara Martin Palmer
Keyword(s):  
Community Development ◽  
Online Instruction ◽  
Teacher Educators ◽  
Self Regulation ◽  
Strategic Decision ◽  
Strategic Decision Making ◽  
Faculty Support ◽  
University Administrators ◽  
K 12

This chapter provides a description of five models for professional development (PD) for online instruction and analyzes each model according to domains of effective online instruction (i.e., faculty stance, student self-regulation, faculty support, authentic practice, engagement, community development, and cognitive demand). Additionally, a decision model is provided for K-12 and university administrators, teacher educators, and policymakers to guide strategic decision making in the determination of a model for PD best suited to the needs and resources of their institution.

Arts Education: Resources and Options for the UAE and Ras Al Khaimah

2018 ◽  
Author(s):  
Elizabeth Derderian
Keyword(s):  
Community Development ◽  
United Arab Emirates ◽  
Educational Outcomes ◽  
Arts Education ◽  
Nationwide Survey ◽  
Potential Growth ◽  
Policy Makers ◽  
Community Benefits ◽  
Policy Paper ◽  
History Of

This policy paper discusses the benefits of arts education. The goals of the research were to 1) identify educational and community benefits to art and arts education; 2) conduct a nationwide survey of existing arts and cultural initiatives to understand the broader contexts of arts programming in the United Arab Emirates (UAE); and 3) identify ways organizations and policy makers could meaningfully engage and support burgeoning arts initiatives in Ras Al Khaimah. This research cites studies that detail how arts education programs enhance educational outcomes and contribute to community development, particularly civic engagement and scholarly achievement. Based on ethnographic and archival research, it then surveys a history of arts initiatives in the UAE, and identifies resources for potential growth of arts education initiatives in Ras Al Khaimah.

Arts Education as a Vehicle for Social Change: An Empirical Study of Eco Arts in the K-12 Classroom

2017 ◽  
Vol 33 (2) ◽  
pp. 61-80 ◽  
Author(s):  
Jeniffer Sams ◽  
Doreen Sams
Keyword(s):  
No Child Left Behind ◽  
Arts Education ◽  
Creative Thinking ◽  
The United States ◽  
Self Report ◽  
Future Research ◽  
Bottom Line ◽  
The Arts ◽  
K 12

AbstractArts education has been part of the United States K-12 educational system for over a century. However, recent administrative policy decisions addressed theeconomic bottom lineand the 1983 report,A Nation at Risk, and complied with theNo Child Left Behind (NCLB) Act of 2001(U.S. Department of Education, 2001). These decisions resulted instandardisationof both core curricula and testing, leaving arts programs to function in a diminished capacity, curtailing both individuality and creative thinking. This study unpacks the role of the arts as change agents with the ability to: address current discourse; question ideologies and culture; convey complex problems in artistic form; engage the viewer in aesthetics; provide a perspective not found in regimented thinking; and empower creative problem solvers. This work also highlights the role of eco-art as a medium for addressing complex environmental challenges. The study also empirically examines, through a self-report survey, K-12 arts educators’ perceptions of integrating eco-arts into curricula. Findings revealed respondents’ desire to integrate eco-arts into the arts curricula and identified the most significantly perceived barriers to integration, as well as the role of policy on practicality. The authors also identify the study's limitations and recommend areas for future research.

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