scholarly journals “I think the arts are as prominent as any subject”: A study of arts education in two Scandinavian schools

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Catharina Christophersen ◽  
Cecilia Ferm Thorgersen
Keyword(s):  
Educational Leadership ◽  
Personal Growth ◽  
Arts Education ◽  
Aesthetic Experience ◽  
Holistic Approach ◽  
Educational Systems ◽  
School Life ◽  
The Arts ◽  
Challenging Situation

The arts seem to be under pressure in many educational systems, which is demonstrated by a general lack of recognition of aesthetic experience and learning, a lack of emphasis on the arts in education, and often also a lack of fully competent teachers. Despite the challenging situation facing the arts in schools in general, there are exceptions. Some schools do choose to focus on the arts. This article is based on an ethnographic double case study that explored arts education practices in two such Scandinavian schools. The purpose was to examine how education in the arts subjects was carried out in the schools, and how the actors perceived, articulated and legitimated the educational practices in the arts subjects. The case descriptions of the two schools imply that the educational leadership in the schools were of great importance. Further, that the arts are integrated as a natural part of everyday school life, and both schools have taken a holistic approach to education, in which the arts are perceived to involve and contribute to learning in the broadest sense, as well as to the pupils’ social and personal growth. Also, the case descriptions show that arts education practices were carried out in a creative, but challenging tension between frames and freedom.

Thinking Otherwise About the Arts in Education—A Rejoinder

2013 ◽  
Vol 83 (4) ◽  
pp. 636-643 ◽  
Author(s):  
Rubén Gaztambide-Fernández
Keyword(s):  
New York ◽  
Cultural Production ◽  
Arts Education ◽  
Aesthetic Experience ◽  
Harvard Educational Review ◽  
National Endowment ◽  
Washington Dc ◽  
Arts In Education ◽  
The Arts ◽  
New Vision

In this essay, Rubén Gaztambide-Fernández reflects on the comments made in a forum convened to reflect on his article “Why the Arts Don't Do Anything: Toward a New Vision for Cultural Production in Education,” published in the Harvard Educational Review (HER)'s special issue entitled Expanding Our Vision for the Arts in Education (Vol. 83, No. 1). Participants in the forum (published in HER Vol. 83, No.3) were John Abodeely, manager of national partnerships, John F. Kennedy Center for the Arts, Washington, DC; Ken Cole, associate director, National Guild for Community Arts Education, New York City; Janna Graham, project curator of the Serpentine Gallery, Centre for Possible Studies, London; Ayanna N. Hudson, director of arts education, National Endowment for the Arts, Washington, DC; and Carmen Mörsch, head of the Research Institute for Art Education, Zurich University of the Arts. In his original essay, Gaztambide-Fernández makes the case that advocacy for arts education is trapped within a “rhetoric of effects” that relies too heavily on causal arguments for the arts, whether construed as instrumental or intrinsic. Gaztambide- Fernández further argues that what counts as “the arts” is based on traditional, Eurocentric, hierarchical notions of aesthetic experience. As an alternative, he suggests a “rhetoric of cultural production” that would focus on the cultural processes and experiences that ensue in particular contexts shaped by practices of symbolic work and creativity. Here the author engages the forum's discussion in an effort to clarify his argument and move the dialogue forward.

scholarly journals Creativity through mindfulness: The Arts and Wellbeing in Education (AWE) professional learning programme

2020 ◽  
Vol 16 (3) ◽  
pp. 319-332 ◽  
Author(s):  
Alex Southern
Keyword(s):  
Professional Learning ◽  
Arts Education ◽  
Well Being ◽  
School Teachers ◽  
Creative Practice ◽  
Education Professional ◽  
The Arts ◽  
Key Concepts ◽  
Definition Of

This article uses findings from a case study of an arts/education professional learning programme in Wales to construct a definition of creativity that reflects on and contributes to debates around the concept, and its value within education. The programme Arts and Wellbeing in Education (AWE) focused on supporting school teachers’ well-being through creative practice. The research comprised a participatory methodology that sought to explore the circulating discourse around the key concepts of creativity and well-being in order to identify how the team leading the programme conceptualized the value of creativity, and how this was enacted. The findings point to a notion of creativity that is an inclusive, carnival experience that may improve well-being through mindful approaches to creative practice.

Responding to “Why the Arts Don't Do Anything: Toward a New Vision for Cultural Production in Education”

2013 ◽  
Vol 83 (3) ◽  
pp. 513-528 ◽  
Author(s):  
John Abodeely ◽  
Ken Cole ◽  
Janna Graham ◽  
Ayanna Hudson ◽  
Carmen Mörsch
Keyword(s):  
Cultural Production ◽  
Arts Education ◽  
Teaching And Learning ◽  
Aesthetic Experience ◽  
Associate Professor ◽  
Cultural Practice ◽  
Harvard Educational Review ◽  
Arts In Education ◽  
The Arts ◽  
New Vision

In the spring of 2013, the Harvard Educational Review (HER) published a special issue entitled Expanding Our Vision for the Arts in Education (Vol. 83, No. 1). Following a variety of forward-looking essays and arts learner reflections concerning the potential of the arts in education, the issue concluded with a provocative scholarly article, “Why the Arts Don't Do Anything: Toward a New Vision for Cultural Production in Education,” written by Rubén A. Gaztambide-Fernández, an associate professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at the University of Toronto. In this piece, Gaztambide-Fernández makes the case that advocacy for arts education is trapped within a “rhetoric of effects” because the arts, as we conceive of them in educational environments today, rely too heavily on instrumental and intrinsic outcomes while only shallowly embodying a commitment to, or a consideration of, cultural practice. Gaztambide-Fernández further argues that what counts as “the arts” is based on traditional, Eurocentric, hierarchical notions of aesthetic experience. According to him, this discursive positioning of the arts within traditional Eurocentric power structures complicates arts teaching and learning for arts educators, especially those committed to issues of social justice. As an alternative, he suggests discursively repositioning the arts within a “rhetoric of cultural production,” positing that such a discursive shift would reconceptualize arts education as experiences that produce culture.

Purposes of Arts Education

2020 ◽  
Author(s):  
Rebecca Heaton ◽  
Richard Hickman
Keyword(s):  
Personal Growth ◽  
Arts Education ◽  
Culturally Relevant ◽  
Social Utility ◽  
Cognitive Value ◽  
Arts In Education ◽  
The Arts ◽  
The World ◽  
Aesthetic Awareness ◽  
Different Parts

A range of arguments is used to justify the inclusion of the arts in schools’ curricula from different parts of the world, moreover, "the arts" can mean different things to different audiences. It is therefore useful to contextualize why and how arts education contributes to such things as social utility, personal growth, and aesthetic awareness. Arts education in many countries is being marginalized, and the cognitive value of arts education is being sidelined. By reinstating the arts in education as cognitively driven, culturally relevant, and progressive, an arts offering can be formed that aligns with, and advances, contemporary perspectives and practices in education.

scholarly journals The Arts and the Authentic Learner

2007 ◽  
Vol 1 ◽  
Author(s):  
Zuzana Vasko
Keyword(s):  
Market Economy ◽  
Contemporary Art ◽  
Arts Education ◽  
Aesthetic Experience ◽  
The Self ◽  
Meaningful Life ◽  
The Arts ◽  
Visual Artist

Amidst a goal-oriented society driven by a market economy, knowing one’s truer values and finding a sense of personal authenticity may seem challenging. With the view that education is to prepare a student for a meaningful life, this paper looks toward how arts education and the encouragement of aesthetic experience can go a long way toward helping students find a sense of authenticity in their lives. The arts foster a connection with the self as well as with our peers and the culture of which we are a part. The humanizing characteristics of art such as the emotions, intuition, our bodies and senses, and our beliefs are explored, as is the role of contemporary art. While this paper takes the viewpoint of a visual artist, the ideas apply to the arts in general.

scholarly journals EXPERIENTIAL LEARNING: INCLUSIVE ART EDUCATION FOR JOYFUL LEARNING

2019 ◽  
Vol 7 (11) ◽  
pp. 111-115
Author(s):  
Prashant Thote ◽  
Rajesh Kumar Sen
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Cultural Heritage ◽  
Art Education ◽  
Conceptual Understanding ◽  
Holistic Approach ◽  
Ethnographic Case Study ◽  
Class Room ◽  
Challenging Situation

Art integrated learning makes class-room transition joyful, creative and promote appreciation of our rich and cultural heritage. It also promotes art based enquiry, investigation, exploration critical thinking and creativity for class, conceptual understanding of the concepts among the students.It also enhances experiential learning, as it enables students to drive meaning and understanding.Despite the challenging situation facing art education in schools but there are some exemptions.This paper is based on the ethnographic case study of the school to explore art education.In this school art is integrated as natural part of school thathas taken holistic approach to education.Art education practices were carried out in creative manner.

Traditions and change across the arts: Case studies of arts education

1996 ◽  
Vol os-27 (1) ◽  
pp. 24-35 ◽  
Author(s):  
Liora Bresler
Keyword(s):  
Arts Education ◽  
Social Orientation ◽  
Drama Education ◽  
Case Study Methodology ◽  
The Arts ◽  
The Social ◽  
Departments Of Education ◽  
Teachers Beliefs ◽  
Study Methodology

This study describes the operational curriculum of arts education (visual arts, music, dance and drama education) in two elementary schools, using a qualitative, case-study methodology. The paper presents four orientations of arts education: (a) the Social orientation (arts as community builder); (b) the Subservient to academics orientation; (c) the Affective orientation; (d) the Discipline-based orientation. To understand the roles that the arts serve in the school, one needs to examine larger contexts including the goals and ideology of the school, and teachers’ beliefs. An examination of these roles reveals tensions between the traditional functions of the school arts and the push for curricular change in the scholarly literature and state departments of education.

Role efficacy: A comprehensive study

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Gopa Bhardwaj ◽  
Swati Sharma ◽  
Neeti B. Karnick
Keyword(s):  
Personal Growth ◽  
Role Models ◽  
Qualitative Approach ◽  
Potential Effectiveness ◽  
Role Integration ◽  
Helping Relationship ◽  
Role Efficacy ◽  
Comprehensive Study

A case study in manufacturing giant attempts to capture how potential effectiveness of a role is psychologically tuned along ten dimensions on which efficacy of an employee is defined. Further, how position, age and tenure of employment interact with role efficacy. A combination of quantitative and qualitative approach is followed, where n=28. Managers are seen as leaders and act like role models for the subordinates. Further, managers are high on helping relationship. Both see an opportunity for personal growth in their role. Self- role integration is lesser in managers than subordinates. Subordinates are found to be more reactive. Confrontation is greater for subordinates than managers. Elders are strong on dimensions common to achievers and youngest seems to have politics. Longer tenures exhibits more helping attitude and more confrontation than with smaller tenures. Thus, the dynamism between position, age and tenure seems to have an effect on role-efficacy.

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