Arts and Humanities › Visual Arts and Performing Arts

Art Education and Development

Works Count: 44268

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Description

This cluster of papers explores the intersection of arts education, visual culture, and academic achievement. It delves into topics such as the impact of arts study on academic performance, the role of creativity in education, and the integration of arts into the curriculum to promote cultural understanding and critical thinking.

Keywords

Arts Education; Visual Culture; Academic Achievement; Creative Thinking; Cultural Narratives; Aesthetic Education; Social Justice; Curriculum Integration; Art Integration; Multicultural Art Education

The arts and the creation of mind

2003-04-01

Elliot W. Eisner

Although the arts are often thought to be closer to the rim of education than to its core, they are, surprisingly, critically important means for developing complex and subtle aspects … Although the arts are often thought to be closer to the rim of education than to its core, they are, surprisingly, critically important means for developing complex and subtle aspects of the mind, argues Elliot Eisner in this engrossing book. In it he describes how various forms of thinking are evoked, developed, and refined through the arts. These forms of thinking, Eisner argues, are more helpful in dealing with the ambiguities and uncertainties of daily life than are the formally structured curricula that are employed today in schools. Offering a rich array of examples, Eisner describes different approaches to the teaching of the arts and the virtues each possesses when well taught. He discusses especially nettlesome issues pertaining to the evaluation of performance in the arts. Perhaps most important, Eisner provides a fresh and admittedly iconoclastic perspective on what the arts can contribute to education, namely a new vision of both its aims and its means. This new perspective, Eisner argues, is especially important today, a time at which mechanistic forms of technical rationality often dominate our thinking about the conduct and assessment of education.

Handbook of research on teaching the English language arts

2003-02-01

Diane Lapp , Douglas Fisher

Contents: J. Flood, D. Lapp, J.R. Squire, J.M. Jensen, Preface. Part I:Historical and Theoretical Perspectives for English Language Arts Teaching and Learning. J.R. Squire, The History of the Profession. J. … Contents: J. Flood, D. Lapp, J.R. Squire, J.M. Jensen, Preface. Part I:Historical and Theoretical Perspectives for English Language Arts Teaching and Learning. J.R. Squire, The History of the Profession. J. Dixon, Historical Considerations: An International Perspective. P. Menyuk, Linguistics and Teaching the Language Arts. D.L. Schallert, D.B. Martin, A Psychological Analysis of What Teachers and Students Do in the Language Arts Classroom. M.M. Clay, Child Development. D. Bloome, Anthropology and Research on Teaching the English Language Arts. L.M. Rosenblatt, Literary Theory. L. Baines, E.J. Farrell, The Tao of Instructional Models. L.P. Ruth, Who Has the Power? Policymaking and Politics in the English Language Arts. K. Smith, P.L. Stock, Trends and Issues in Research in the Teaching of the English Language Arts. Part II:Methods of Research on English Language Arts Teaching. S. Stotsky, C. Mall, Understanding Research on Teaching the English Language Arts: An Introduction for Teachers. A. DiPardo, Teacher Professionalism and the Rise of Multiple Literacies: How to Describe Our Specialized Knowledge? R.C. Calfee, M. Chambliss, The Design of Empirical Research. R.J. Tierney, M. Sheehy, What Longitudinal Studies Say About Literacy Development/What Literacy Development Says About Longitudinal Studies. J. Birnbaum, J. Emig, D. Fisher, Case Studies: Placing Literacy Phenomena Within Their Actual Context. J.L. Green, C.N. Dixon, A. Zaharlick, Ethnography as a Logic of Inquiry. F.R. Burton, B.L. Seidl, Teacher Researcher Projects: From the Elementary School Teacher's Perspective. B. Fecho, J. Allen, Teacher Inquiry Into Literacy, Social Justice, and Power. C.B. Smith, S.S. Klein, Synthesis Research in Language Arts Instruction. D.E. Alvermann, G.G. Hruby, Fictive Representation: An Alternative Method for Reporting Research. M.C. Wittrock, Contemporary Methodological Issues and Future Directions in Research on the Teaching of English. Part III:Research on Language Learners. R.S. Brause, J.S. Mayher, Who Really Goes to School? Teaching and Learning for the Students We Really Have. E. Sulzby, W.H. Teale, The Development of the Young Child and the Emergence of Literacy. K.L. Dahl, P.L. Scharer, L.L. Lawson, P.R. Grogan, Student Achievement and Classroom Case Studies of Phonics in Whole Language First Grades. D.S. Strickland, J.T. Feeley, Development in the Elementary School Years. J. Simmons, P.S. Carroll, Today's Middle Grades: Different Structures, Students, and Classrooms. T. Newkirk, The Learner Develops: The High School Years. R.L. Venezky, Literacy Learning After High School. J.S. Chall, M.E. Curtis, Children With Reading Difficulties. S. Hudelson, L. Poyner, P. Wolfe, Teaching Bilingual and ESL Children and Adolescents. A.F. Ball, M. Farr, Language Varieties, Culture and Teaching the English Language Arts. C.H. Brock, F.B. Boyd, J.A. Moore, Variation in Language and the Use of Language Across Contexts: Implications for Literacy Learning. M. Myers, Issues in Teacher Preparation and Staff Development in English Language Arts. S. Fitzgerald, Teacher Evaluation. J.C. Hartse, R.F. Carey, Pursuing Diversity. Part IV:Environments for English Language Arts Teaching. G.E. Tompkins, E. Tway, The Elementary School Classroom. A.A. Glatthorn, D.L. Shouse, Secondary English Classroom Environments. D.B. Yaden, Jr., J.R. Paratore, Family Literacy at the Turn of the Millennium: The Costly Future of Maintaining the Status Quo. C.K. Kinzer, K. Leander, Technology and the Language Arts: Implications of an Expanded Definition of Literacy. J.R. Paratore, R. Indrisano, Grouping for Instruction in Literacy. C.W. Peters, K.K. Wixson, Unifying the Domain of K-12 English Language Arts Curriculum. R. Farr, M.D. Beck, Evaluating Language Development. Y.M. Goodman, Informal Methods of Evaluation. N. Frey, E.H. Hiebert, Teacher-Based Assessment of Literacy Learning. J.V. Hoffman, S.G. Paris, E. Patterson, R. Salas, L. Assaf, High-Stakes Assessment in the Language Arts: The Piper Plays, the Players Dance, but Who Pays the Price? J.A. Dole, J. Osborn, Elementary Language Arts Textbooks: A Decade of Change. L. Galda, B.E. Cullinan, Literature for Literacy: What Research Says About the Benefits of Using Trade Books in the Classroom. B. Bruce, J. Levin, Roles for New Technologies in Language Arts: Inquiry, Communication, Construction, and Expression. C. Cox, The Media Arts. A.E. Cunningham, K.E. Stanovich, Reading Matters: How Reading Engagement Influences Cognition. A.N. Applebee, Balancing the Curriculum in the English Language Arts: Exploring the Components of Effective Teaching and Learning. Part V:Research on Teaching Specific Aspects of the English Language Arts Curriculum. R.J. Marzano, Language, the Language Arts, and Thinking. J.W. Ney, Teaching the Roots of Modern English: The History of the Language in the Language Arts Class. G. Hillocks, Jr., M.W. Smith, Grammars and Literacy Learning. S. Templeton, Spelling. J.F. Baumann, E.J. Kame'enui, G.E. Ash, Research on Vocabulary Instruction: Voltaire Redux. N. Nelson, J.L. Kinneavey, Rhetoric. M. Martinez, N.L. Roser, Children's Responses to Literature. R.E. Probst, Response to Literature. V.J. Harris, A.I. Willis, Multiculturism, Literature, and Curriculum Issues. S.L. Sebesta, D.L. Monson, Reading Preferences. A.C. Purves, G.M. Pradl, The School Subject Literature. L.M. Morrow, Motivating Lifelong Voluntary Readers. B. Edmiston, P.E. Enciso, Reflections and Refractions of Meaning: Dialogic Approaches to Classroom Drama and Reading. G.S. Pinnell, A.M. Jaggar, Oral Language: Speaking and Listening in Elementary Classrooms. J.M. Mason, S.A. Stahl, K.H. Au, P.A. Herman, Reading: Children's Developing Knowledge of Words. J. Flood, D. Lapp, D. Fisher, Reading Comprehension Instruction. T.G. Devine, J.S. Kania, Studying: Skills, Strategies, and Systems. K.H. Au, Balanced Literacy Instruction: Implications for Students of Diverse Backgrounds. A.H. Dyson, S.W. Freedman, Writing. N. Farnan, K. Dahl, Children's Writing: Research and Practice. B.J. Wagner, Imaginative Expression. J. Hansen, The Language Arts Interact. D.M. Ogle, S.I. McMahon, Curriculum Integration to Promote Literate Thinking: Dilemmas and Possibilities. R.E. Hodges, The Conventions of Writing.

Pragmatist aesthetics: living beauty, rethinking art

1993-01-01

Richard Shusterman

Placing pragmatism art and theory between experience and practice organic unity - analysis and deconstruction pragmatism and interpretation beneath interpretation aesthetic ideology, aesthetic education, and art's value in critique form … Placing pragmatism art and theory between experience and practice organic unity - analysis and deconstruction pragmatism and interpretation beneath interpretation aesthetic ideology, aesthetic education, and art's value in critique form and funk - the aesthetic challenge of popular art the fine art of rap and aesthetics are one - postmodernism's ethics of taste.

Multiple intelligences: the theory in practice

1993-10-01

Howard Gardner

The Theory Of Multiple Intelligences In a Nutshell A Rounded Version (with Joseph Walters) Questions and Answers About Multiple Intelligences Theory (with Joseph Walters) The Relation of Intelligence to Other … The Theory Of Multiple Intelligences In a Nutshell A Rounded Version (with Joseph Walters) Questions and Answers About Multiple Intelligences Theory (with Joseph Walters) The Relation of Intelligence to Other Valued Human Capacities Educating The Intelligences A School of the Future (with Tina Blythe) Interlude: The Two Rhetorics of School Reform: Complex Theories versus the Quick Fix The Emergence and Nurturance of Multiple Intelligences in Early Childhood: The Project Spectrum Approach (with Mara Krechevsky) The Elementary Years: The Project Approach in the Key School Setting Approaching School Intelligently: Practical Intelligence at the Middle School Level (with Mara Krechevsky) Disciplined Inquiry in the High School: An Introduction to Arts PROPEL Interlude: On Implementing Educational Programs: Obstacles and Opportunities Assessment And Beyond: The Components Of An MI Education Assessment in Context: The Alternative to Standardized Testing Interlude: A Portfolio Approach to College Admissions Beyond Assessment: The Aims and Means of Education The Future of Work on Multiple Intelligences Intelligences in Seven Phases Engaging Intelligence (with Mindy Kornhaber and Mara Krechevsky) Epilogue: Multiple Intelligences Theory in 2013.

Does Experience in the Arts Boost Academic Achievement?

1998-09-01

Elliot W. Eisner

(1998). Does Experience in the Arts Boost Academic Achievement? Arts Education Policy Review: Vol. 100, No. 1, pp. 32-40. (1998). Does Experience in the Arts Boost Academic Achievement? Arts Education Policy Review: Vol. 100, No. 1, pp. 32-40.

Classroom Practice: Teacher Images in Action

1987-01-01

Mark Johnson , D. Jean Clandinin

Young children's knowledge about visual perception: Further evidence for the Level 1–Level 2 distinction.

1981-01-01

John H. Flavell , Barbara Everett , Karen Croft +1 more

Craft Knowledge and the Education of Teachers

1992-01-01

Peter P. Grimmett , Allan MacKinnon

Visual Literacy: Image, Mind and Reality

1996-01-01

Rudolf Arnheim , Paul Messaris

* Four Aspects of Visual Literacy * The Interpretation of Still Images * The Interpretation of Film and Television * General Cognitive Consequences of Visual Literacy * Awareness of Artistry … * Four Aspects of Visual Literacy * The Interpretation of Still Images * The Interpretation of Film and Television * General Cognitive Consequences of Visual Literacy * Awareness of Artistry and Manipulation * Conclusion: Other Questions, Other Literacies.

Educating Artistic Vision

1972-01-01

Jessie Lovano-Kerr , Elliot W. Eisner

Forms of Understanding and the Future of Educational Research

1993-10-01

Elliot W. Eisner

y address this afternoon is partly the story of a personal odyssey and partly a confessional. It has three parts. The odyssey, the first part, relates to the journey I … y address this afternoon is partly the story of a personal odyssey and partly a confessional. It has three parts. The odyssey, the first part, relates to the journey I have taken to try to understand the development of mind and the forms through which its contents are made public. How my ideas about these matters evolved is a story I want to tell. The confessional, the second part, refers to the dilemmas, uncertainties, and conundrums that the ideas that I embrace have caused me. This presidential address is more about quandaries than certitudes. I intend to display my quandaries. My hope is that at least some of what puzzles me will intrigue you. Indeed, I hope it intrigues you enough to want to join me. Finally, in the third part, I want to say what I think the ideas I have explored might mean for the future of educational research, both how it is pursued and how it is presented. As some of you know, when I was in my 20s, I was a teacher of art and, before that, a painter. I moved from painting to teaching because I discovered that the children with whom I worked, economically disenfranchised African Americans living on Chicago's West Side, became more important to me than the crafting of images; for some reason I came to believe then, as I believe now, that the process of image-making could help children discover a part of themselves that mostly resides beneath their consciousness. Art was a way of displaying to the children and adolescents with whom I worked dimensions of themselves that I desperately wanted them to discover. It was my interest in children and my need to clarify my vague convictions about the educational potential of art that led me to the University of Chicago and to an initiation into the social sciences, which were at that time the style of intellectual life that defined doctoral study. The Department of Education at Chicago, while steeped in the social sciences, was also intellectually open, and I was given enough slack not only to sustain, but to pursue, my interest in the arts. While no one on the faculty worked in arts education or knew much about it, my intellectual mentors-John Goodlad, Phil Jackson, Joseph Schwab, Ben Bloom, and Bruno Bettelheim-provided support and encouragement. Later I found additional support in the work of Ernst Cassirer, Susanne Langer, Rudolf Arnheim, Michael Polanyi, John Dewey, and Nelson Goodman. My encounter with the social sciences at Chicago and my long-standing engagement in art, both as a painter and a teacher of art, forced me to confront the tension between my desire to understand and cultivate what is individual and distinctive and my wish to grasp what is patterned and regular.' My effort to resolve this tension and my interest in the cognitive character of the arts have been a career-long journey. This journey has been guided by a variety of beliefs.

Pictorial Recognition as an Unlearned Ability: A Study of One Child's Performance

1962-12-01

Julian Hochberg , Virginia Brooks

Evaluating the Arts in Education: A Responsive Approach

1975-01-01

Gilbert Clark , Robert E. Stake

Analyzing Children's Art

1971-01-01

Richard G. Coss , Rhoda Kellogg

A History of Art Education: Intellectual and Social Currents in Teaching the Visual Arts

1991-01-01

Kerry Freedman , Arthur D. Efland , Donald Soucy +1 more

Recent debates on the place of the arts in American life has refocused attention on art education in schools. In this book, the author puts current debate and concerns in … Recent debates on the place of the arts in American life has refocused attention on art education in schools. In this book, the author puts current debate and concerns in a well-researched historical perspective. He examines the institutional settings of art education throughout Western history, the social forces that have shaped it and the evolution and impact of alternate streams of influence on present practice. The book treats the visual arts in relation to developments in general education and particular emphasis is placed on the 19th and 20th centuries and on the social context that has affected our concept of art today. The book is intended as a main text in history of art education courses, as a supplemental text in courses in art education methods and history of education, and as a resource for students, professors and researchers.

Understanding Children's Drawings

1999-07-01

Christopher A. Lamps

The Arts and Academic Achievement: What the Evidence Shows

2001-05-01

Lois Hetland , Ellen Winner

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsLois Hetland Lois Hetland is project manager for REAP at the Harvard Graduate School of Education. Ellen Winner … Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsLois Hetland Lois Hetland is project manager for REAP at the Harvard Graduate School of Education. Ellen Winner is principal investigator for REAP at Boston College and Harvard Graduate School of Education.

Mute Those Claims: No Evidence (Yet) for a Causal Link between Arts Study and Academic Achievement

2000-01-01

Ellen Winner , Monica Cooper

A/r/tography as Living Inquiry Through Art and Text

2005-11-04

Stephanie Springgay , Rita L. Irwin , Sylvia Kind

There is a substantial body of literature on arts-based forms of research demonstrating scholars’ endeavors to theorize the production of the arts as a mode of scholarly inquiry and as … There is a substantial body of literature on arts-based forms of research demonstrating scholars’ endeavors to theorize the production of the arts as a mode of scholarly inquiry and as a method of representation. However, if arts-based research is to be taken seriously as an emerging field of educational research, then perhaps it needs to be understood as a methodology in its own right. This entails moving beyond the use of existing criteria that exists for qualitative research and toward an understanding of interdisciplinarity not as a patchwork of different disciplines and methodologies but as a loss, a shift, or a rupture where in absence, new courses of action un/fold. This article proposes an understanding of arts-based research as enacted, living inquiry through six renderings of a/r/tography: contiguity, living inquiry, openings, metaphor/metonymy, reverberations, and excess.

On the Differences Between Scientific and Artistic Approaches to Qualitative Research

1981-04-01

Elliot W. Eisner

My intention in this paper is to identify 10 dimensions in which artistic and scientific approaches to qualitative research differ. The term qualitative research does not have a long history … My intention in this paper is to identify 10 dimensions in which artistic and scientific approaches to qualitative research differ. The term qualitative research does not have a long history in the field of education and in many ways it not only hides the important distinctions which need to be made, but it is, itself, misleading. The major distinction we seek is not between qualitative and nonqualitative forms of research since all empirical research must of necessity pay attention to qualities, but between what is studied in a scientific mode and what is studied artistically. There can be no empirical research, that form of research that addresses problems in a material universe, that does not aim to describe, interpret, predict or control qualities. The major distinction to be made in the conduct of research is not located in the phenomenon of study but in the mode in which that study occurs. The difference that counts is between what is studied artistically and what is studied scientifically. These differences are the ones to which this paper is addressed. At the outset it should be said

The Predicament of Culture: Twentieth-Century Ethnography, Literature, and Art.

1989-11-01

Eugene Rochberg‐Halton , James Clifford

From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education

2016-10-18

Christine Liao

What should science, technology, engineering, art, and math (STEAM) education look like? In the context of educational policy, the STEAM conversation has intensified and spread across the United St... What should science, technology, engineering, art, and math (STEAM) education look like? In the context of educational policy, the STEAM conversation has intensified and spread across the United St...

Children's Drawings as Measures of Intellectual Maturity

1964-01-01

Mary J. Rouse , Dale B. Harris

(1964). Children's Drawings as Measures of Intellectual Maturity. Studies in Art Education: Vol. 6, No. 1, pp. 49-51. (1964). Children's Drawings as Measures of Intellectual Maturity. Studies in Art Education: Vol. 6, No. 1, pp. 49-51.

A History of Art Education: Intellectual and Social Currents in Teaching the Visual Arts

1991-01-01

Stephen Dobbs , Arthur D. Efland

Children's Drawings as Measures of Intellectual Maturity

1965-01-01

Paul R. Farnsworth , Dale B. Harris

The Senses Considered as Perceptual Systems

1969-01-01

Gordon L. Kensler , James J. Gibson

(1969). The Senses Considered as Perceptual Systems. Studies in Art Education: Vol. 10, No. 3, pp. 63-65. (1969). The Senses Considered as Perceptual Systems. Studies in Art Education: Vol. 10, No. 3, pp. 63-65.

International Journal of Education and the Arts

2000-12-01

Tom Barone , Liora Bresler

Arts-based research in education: foundations for practice

2009-02-01

Suspensions of Perception: Attention, Spectacle, and Modern Culture

2000-12-01

Jerrold Seigel , Jonathan Crary

Art And Agency

1998-07-09

Alfred Gell

Abstract Alfred Gell puts forward a new anthropological theory of visual art, seen as a form of instrumental action: the making of things as a means of influencing the thoughts … Abstract Alfred Gell puts forward a new anthropological theory of visual art, seen as a form of instrumental action: the making of things as a means of influencing the thoughts and actions of others. He argues that existing anthropological and aesthetic theories take an overwhelmingly passive point of view, and questions the criteria that accord art status only to a certain class of objects and not to others. The anthropology of art is here reformulated as the anthropology of a category of action: Gell shows how art objects embody complex intentionalities and mediate social agency. He explores the psychology of patterns and perceptions, art and personhood, the control of knowledge, and the interpretation of meaning, drawing upon a diversity of artistic traditions--European, Indian, Polynesian, Melanesian, and Australian. Art and Agency was completed just before Alfred Gell's death at the age of 51 in January 1997. It embodies the intellectual bravura, lively wit, vigour, and erudition for which he was admired, and will stand as an enduring testament to one of the most gifted anthropologists of his generation.

Touching eternity: the enduring outcomes of teaching

2001-12-01

Tom Barone

touching eternity explores how teachers can make a long-term impact on the lives of their students. Written in an accessible narrative style, this case study of one high school art … touching eternity explores how teachers can make a long-term impact on the lives of their students. Written in an accessible narrative style, this case study of one high school art teacher and his former students invites readers to engage in fundamental and essential issues in teaching as well as in educational research. Rather than drawing conclusions, this book is uniquely designed to raise questions about the consequences of teaching and learning.

Arts-Based Research in Education

2017-12-01

Melisa Cahnmann‐Taylor , Richard Siegesmund

@contents: Selected Contents: CONTENTS PREFACE ACKNOWLEDGEMENTS MEET THE EDITORS PART 1 CHALLENGES TO THE DEFINITION AND ACCEPTANCE OF ARTS-BASED INQUIRY AS RESEARCH CHAPTER 1 Arts-based Research in Education: Histories and … @contents: Selected Contents: CONTENTS PREFACE ACKNOWLEDGEMENTS MEET THE EDITORS PART 1 CHALLENGES TO THE DEFINITION AND ACCEPTANCE OF ARTS-BASED INQUIRY AS RESEARCH CHAPTER 1 Arts-based Research in Education: Histories and New Directions Melisa Cahnmann-Taylor Questions CHAPTER 2 Persistent Tensions in Arts-Based Research, Elliot Eisner End of Chapter Questions CHAPTER 3 How Arts-based Research Can Change Minds, Tom Barone Questions PART 2 TO DWELL IN POSSIBILITY: POETRY AND EDUCATIONAL INQUIRY CHAPTER 4 Between Poetry and Anthropology: Searching for Languages of Home, Ruth Behar Questions CHAPTER 5 Ethographic Poetry, Adrie Kusserow Lost Boy Questions CHAPTER 6 Understanding and Writing the World, Kristina Lyons Upon Traveling to Nosara Questions CHAPTER 7 Voices Lost and Found: Using Found Poetry in Qualitative Research, Kakali Bhattacharya The Small Small Things Questions CHAPTER 8 The Ecology of Personal and Professional Experience: A Poet's View, Carl Leggo Scratch in My Throat Rhizome Ecology Questions PART 3 MORE THAN WORDS CAN SAY: RESEARCHING THE VISUAL CHAPTER 9 A/r/tography as Practice-Based Research, Rita L. Irwin & Stephanie Springgay Questions CHAPTER 10 Who will read this body?: An A/r/tographic Statement, Barbara Bickel Questions CHAPTER 11 Nurse-in: Breastfeeding and a/r/tographical research, Stephanie Springgay Questions CHAPTER 12 Notes from a Cuban Diary: We Believe in Our History. An Inquiry into the 1961 Literacy Campaign using Photographic Representation, Joanne C. Elvy Questions PART 4 Performance Inquiry, Ethnodrama & Ethnofiction: Real Life with the Boring Parts Taken Out CHAPTER 13 Hearing Jesusa's Laugh, Terry Jenoure Questions CHAPTER 14 Queering Identity(ies) & Fiction Writing in Qualitative Research, Douglas Gosse Jackytar Excerpt: Chapter 3 Questions CHAPTER 15 sista docta, REDUX, Joni L. Jones/Omi Osun Olomo Questions CHAPTER 16 Troubling Certainty: Readers' Theatre in Music Education Research, Kathryn Roulston, Roy Legette, Monica DeLoach & Celeste Buckhalter A readers' rondo: The challenges of teacher-research Questions CHAPTER 17 The Drama and Poetry of Qualitative Method, Johnny Saldana, A Selection from Finding My Place: The Brad Trilogy Questions CONCLUSION CHAPTER 18 The Tensions of Arts-based Research in Education Reconsidered: The Promise for Practice, Richard Siegesmund & Melisa Cahnmann-Taylor Questions

International Handbook of Research in Arts Education

2007-01-01

Liora Bresler

Art in theory : an anthology of changing ideas

1992-01-01

Charles Harrison , Paul Wood , Jason Gaiger

Child and Youth Artwork

2025-06-26

| Journal of the American Academy of Child & Adolescent Psychiatry

Integration of Visual Arts Methods in Education: Reducing Stress, Enhancing Introspection, and Emotional Well-being

2025-06-25

Maja Žmukić , Marija Kosec , Jasna Bajraktarević +1 more | Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji

Contemporary global trends, marked by increasing levels of stress and anxiety, underscore the need for innovative approaches in education, visual arts and therapy. The therapeutic potential of artistic activities within … Contemporary global trends, marked by increasing levels of stress and anxiety, underscore the need for innovative approaches in education, visual arts and therapy. The therapeutic potential of artistic activities within educational settings highlighting their contribution to stress reduction, enhancement of emotional and cognitive abilities. This study analyzes the impact of artistic activity on the emotional and cognitive state of students, with a focus on the therapeutic application of drawing as a method for reducing stress assessing their emotional states before and after participation in the exercises. The aim was to examine how artistic expression can affect emotional stability and to explore the potential of this method in the educational process. The workshop integrated artistic, pedagogical and therapeutic approaches, positioning drawing as a powerful tool for enhancing emotional well-being and cognitive abilities. The research included 21 participants, fourth year students, who took part in the art activity. Quantitative analysis showed that emotions related to happiness, such as “joyful,” increased by 52.89%, calmness by 47.93%, while negative emotions such as “nervous” decreased by 48.19%. A questionnaire revealed that 85.71% of participants felt relaxed after the workshop, while 100% reported a reduction in stress.

Developing young children’s perceptual observations and representations: <i>draw like a scientist</i>

2025-06-24

Christine Preston , Jennifer Way , Paul Ginns | International Journal of Science Education

Matija Murko and Structural Aesthetics

2025-06-22

Miloš Zelenka | Primerjalna književnost

At first glance, the connection between the positivist-oriented Murko and structural aesthetics may seem inappropriate and paradoxical. However, his unpublished correspondence with his student, the renowned Czech Slavist and comparatist … At first glance, the connection between the positivist-oriented Murko and structural aesthetics may seem inappropriate and paradoxical. However, his unpublished correspondence with his student, the renowned Czech Slavist and comparatist Frank Wollman (1888–1969), shows the convergence of thematic areas and disciplinary intersections that foreshadowed structural aesthetics. As the editor of Slavia, Murko made it possible for the key figures of Czech structuralism to publish in this journal even before the founding of Slovo a slovesnost (e.g., R. Jakobson, P. Bogatyrev, etc.). At the same time, as the main organizer of the First International Congress of Slavic Philologists in Prague in 1929, he agreed to set up a thematic section in which the theses of the Prague Linguistic Circle were announced. In the first issue of Slavia in 1922–1923, a survey study by Jakobson and Bogatyrev entitled “Slavjanskaja filologija v Rossii za gody 1914–1921” was published. Wollman, who after Murko was to become a candidate for the Chair of South Slavic Languages and Literatures at the Faculty of Arts in Prague, oriented himself towards the study of versology and stylistics, as reflected in his article “Njegošův deseterec” on the evolution of verse forms in the Serbo-Croatian verse (Slavia 1930–31). Murko also encouraged his student to write Slovesnost Slovanů (1928), a pioneering work that focused on the structural history of Slavic literatures as a history of timeless forms and structures.

Metaphoric Methodology: Moving with Research and Writing

2025-06-21

Anna Lioliou , Juuso Tervo | International Journal of Art & Design Education

Abstract In this article, we discuss how metaphors and metaphoric attention to textuality have the potential to invite art education researchers to engage with methodological discussions aside from rationalities of … Abstract In this article, we discuss how metaphors and metaphoric attention to textuality have the potential to invite art education researchers to engage with methodological discussions aside from rationalities of academic legitimacy rooted in reason and mastery. Drawing from Gloria E. Anzaldúa, Kathrine McKittrick, Christina Sharpe, and other Black, Brown, and Indigenous scholars and writers, we introduce the concept metaphoric methodology and explore its potentials and possible pitfalls when engaging with multiple ways of knowing, sensing, imagining, and being through art education research writing. We begin the article by elaborating on the relationship between metaphors and methodology, specifically focusing on their shared etymological root in movement and the conceptual potential it holds for research and teaching. We continue by discussing how metaphoric methodology resonates with and partially diverges from artistic and arts‐based approaches to research. To give an example of metaphoric methodology in practice, we then share an example of metaphoric research writing from the corresponding author's art classroom. We conclude the article with a critical reflection of metaphoric methodology and discuss its potential contributions to art education research methodologies.

English Language Arts curriculum design and use: pre-service teachers’ perspectives and interpretations

2025-06-20

Shuling Yang , Natalia A. Ward | Journal of Curriculum Studies

From Margin to Mirror: Queer Asian Art as a Lens for Intersectional Transformation

2025-06-20

Meng-Jung Yang , Yiwen Wei | Journal of Homosexuality

This study addresses the invisibility of queer artists of Asian descent in U.S. art education and calls for a shift from identity-based inclusion toward queerness as a conceptual mode of … This study addresses the invisibility of queer artists of Asian descent in U.S. art education and calls for a shift from identity-based inclusion toward queerness as a conceptual mode of inquiry, reflection, and empowerment. Using intersectionality as a framework for queer pedagogy, the authors, queer Taiwanese immigrant teacher-educators, conducted action research to confront the issue. 60 preservice art teachers across three U.S. public universities consented to participate in the art project In Their Shoes, through which they analyzed artworks by queer artists of Asian descent, engaged in authentic discourse on layered identity, and expressed their reflections by creating original artworks. The analysis of their artworks reveals three prominent themes: intersecting racial minority and queer identities, confronting intergenerational trauma and gendered expectations, and reclaiming agency through interracial learning. To reflect the overall learning experience, these themes are further theorized as positional displacement, reclamation aesthetics, and intersectional resonance. The study demonstrates the transformative potential of integrating queer Asian art into teacher education to challenge normative narratives and foster empathy, reflexivity, and critical consciousness in preservice art educators.

Draw Toward the Sciences

2025-06-19

| IGI Global eBooks

This chapter features excerpts from the author's 2021 interview with Emily Telford, a science teacher at University High School, a lab school at Illinois State University in Normal, Illinois, where … This chapter features excerpts from the author's 2021 interview with Emily Telford, a science teacher at University High School, a lab school at Illinois State University in Normal, Illinois, where she also works as an Assistant Instructional Professor. She describes her initial draw towards the sciences, a discipline she has dedicated herself to as a high school teacher and teacher educator. Emily recalls participating in a summer educational program that afforded her opportunities as a young student to engage in hands-on science learning. In the present, she strives to spark the same passion for scientific inquiry amongst her current students, launching a STEM club for females and making science accessible on a sociocultural level, which engages and motivates her students as they perceive science in a relevant manner.

Learning from the Process: Developing Communities of Practice Through Arts-Based Inquiry in Teacher Education

2025-06-18

Aaron Bodle , Shin Ji Kang , Ekaterina Koubek +1 more | The Educational Forum

Honoring “Service Contributions to Art Education as an Advocate of Equity for Women and All People who Encounter Injustice”

2025-06-18

Linda Hoeptner Poling , Karen Keifer‐Boyd | Routledge eBooks

“Who Are Our Heroines in Art Education? Issues of Sexism and Racism Must Be Considered Foremost in All Education Reform Efforts”

2025-06-18

Linda Hoeptner Poling , Karen Keifer‐Boyd | Routledge eBooks

“To Be a Teacher Is to Be an Artist”: An Ethnodramatic Look into Preservice Teacher Experiences with Arts Integration

2025-06-18

John H. Samuels | The Educational Forum

“But I Am Not an Artist”: Empowering Preservice Teachers to Reimagine and Embrace Arts-Based Teaching Practices

2025-06-18

MinSoo Kim‐Bossard , Tamara Tallman , Louise Ammentorp +1 more | The Educational Forum

Experimenting with Poeticizing to Open a Shared Space for Emotion and Mathematics in Preservice Teacher Education

2025-06-18

Linda Bonne , Raewyn Eden , Joanna Higgins | The Educational Forum

Function Art: Linking Mathematics, Technology, and Visual Arts

2025-06-17

Guillermo Bautista , Jemarie Malacapo , Florenda Gallos‐Cronberg +3 more | School Science and Mathematics

ABSTRACT This study investigated students' understanding of mathematical functions and strategies to create artwork using GeoGebra. It was framed by the principles of constructionism and examined how students use functions … ABSTRACT This study investigated students' understanding of mathematical functions and strategies to create artwork using GeoGebra. It was framed by the principles of constructionism and examined how students use functions in creating artworks. We gathered data from students' artworks using the Algebra view and the Construction Protocol in the GeoGebra software. We used descriptive statistics to determine the number and types of functions used, whereas we employed thematic analysis to identify patterns and themes in students' artworks and strategies. The study found that students primarily used quadratic functions. Emerging techniques and strategies included grouping functions by artwork parts, using concepts of reflection and symmetry, combining animation and transformation, and integrating functions with other tools. The findings suggest that allowing students to create artwork through graphing can provide valuable insights into their mathematical skills. This study sheds light on the potential of GeoGebra as a tool and teaching aid for assessing students' mathematical abilities, and it offers valuable insights into students' strategies and techniques when creating mathematical art. This study revealed students' mathematical skills, strategies, and conceptual understanding through the creation of function art using GeoGebra.

Working at the Edges: Material Explorations on Change in Art Education and Policy Through Teacher Agency

2025-06-17

Catherine Lasam ‐ Ballo | International Journal of Art & Design Education

Abstract My research aims to investigate structures built from the intertwined relationships between education policy, its underlying neoliberal agendas and prevalent Filipino family values, and how these affect the way … Abstract My research aims to investigate structures built from the intertwined relationships between education policy, its underlying neoliberal agendas and prevalent Filipino family values, and how these affect the way art is taught in the Philippine basic education system. Through my positions as artist and educator seeking ways to address my criticisms of the treatment of art education in my country, I explore the nature of change within these described structures through practice‐based research via a participatory art installation. The paper details my methodology and observations together with related academic theories in order to draw insights on how and where change begins within these structures. This work also problematises change in the Philippines' complex setting and will eventually weigh the implications and potentials of teacher agency in this context and how these could contribute to a more global conversation on change in education.

The Teaching Artist: Unraveling the Unknown Features of a Well-Known Creature Through a Systematic Literature Review

2025-06-16

Yoonjung KANG , Ellen Loots | Teaching Artist Journal

The Emotional Impact of Literature

2025-06-16

Patrick Colm Hogan | Routledge eBooks

From canvas to classroom: Exploring modern art movements through creative expression in early childhood education

2025-06-16

Eleni G. Zaimi | International Journal of Science and Research Archive

This paper focuses on the study and educational application of three significant artistic movements – Impressionism, Cubism, and Surrealism with an emphasis on how they can be creatively integrated into … This paper focuses on the study and educational application of three significant artistic movements – Impressionism, Cubism, and Surrealism with an emphasis on how they can be creatively integrated into the preschool curriculum. Through theoretical analysis and a comparative presentation of the characteristics, techniques, and major representatives of each movement, their artistic and pedagogical value is highlighted. The central part of the paper presents an innovative teaching plan inspired by the work of Salvador Dalí, which utilizes experiential and interdisciplinary methods to introduce young children to surrealist art. The activities promote imagination, aesthetic development, critical thinking, and children’s creative expression, connecting art with language, nature, technology and the natural sciences. The study documents the importance of contemporary art in early childhood education and demonstrates that even the most abstract art movements can be understood and accessible to young children when presented in a pedagogically appropriate way.

Kuidas toetab kunst sotsiaal-emotsionaalse pädevuse kujundamist? Lastega perede abil loodud helirännak / How Does Art Support Social and Emotional Learning? A Sound Journey Created with Children and Their Families

2025-06-14

Hanna-Liis Kont | Methis Studia humaniora Estonica

Teesid: Kunstnike Lundahl & Seitl, Jaakko Autio ja lastega perede koostöös valmisid 2024. aastal heliteosed „Murrangu hinged“ ja „Viltuse maja mälestused“. Artikkel analüüsib koostöö käigus kogetud õppimist, avades kunstiteoste potentsiaali … Teesid: Kunstnike Lundahl & Seitl, Jaakko Autio ja lastega perede koostöös valmisid 2024. aastal heliteosed „Murrangu hinged“ ja „Viltuse maja mälestused“. Artikkel analüüsib koostöö käigus kogetud õppimist, avades kunstiteoste potentsiaali arendada osaliste sotsiaal-emotsionaalset pädevust. Lugeda saab praktilistest lahendustest, kuidas lastega perede abil teoste ligipääsetavust suurendati ja lastele juhtroll anti. Uurimistöö põhjal järeldub, et teosed kutsusid esile õpetlikke kogemusi seoses suhteoskuste ja vastutustundlike otsuste tegemisega ning võimega ennast ja teisi usaldada. Between 2022 and 2024, new artworks were developed at the Tartu Art Museum in Estonia, during which artists Lundahl & Seitl and Jaakko Autio collaborated with local families with children. The process led to the creation of two artworks: a new sound journey titled “Spirits of the Fault Line” and the interactive installation “Memories of the Leaning Building” (both 2024). The works were made for "The Secrets of the Leaning Building" group exhibition at the Tartu Art Museum. I participated as the project manager, curator and researcher. The aim of the research is to explore the possibilities of using contemporary artworks to support children's social and emotional learning. The key question is what kind of learning was experienced by the families with children, curator and artists during the collaboration? The connections between the artworks and fostering relationship skills, trust, and responsible decision making are examined. Social and emotional learning lays the foundation for effective communication and affects mental health and well-being (Jones et al. 2017: 49–50; Jones, Bouffard 2012: 3). Social and emotional learning is not only related to skills, but also to knowledge, attitudes, behaviours, abilities, etc. (Jones et al. 2017: 51) A growing body of research shows that engaging in art can be a powerful tool for enhancing people’s well-being (Fancourt, Finn 2019). As children’s social and emotional well-being relies on their social and emotional learning (Jones, Bouffard 2012: 3), investing time and other resources into art related activities that can foster children’s social and emotional learning is a way to support their well-being. During the development process, 16 workshops were conducted at the Tartu Art Museum by the artists, myself, and additional project team members. Thirty-one children and young people aged three to 20 and 21 parents or accompanying adults participated (Registration data for 16 workshops. 2022–2024. Collected by Hanna-Liis Kont. Written notes are in the possession of the author). During the workshops, participants experienced earlier versions of the sound journey and gave feedback. As a result “Spirits of the Fault Line” was created, taking the form of an approximately 20-minute walk between two people through the Tartu Art Museum’s gallery spaces. The walk is based on movement instructions coming from wireless headphones that both participants wear. During the piece the vision of one partner is limited through goggles that only allow the wearer to perceive light and shade. The other person (in the role of guide) leads their partner by hand through the museum spaces until they switch roles. “Memories of the Leaning Building” is a 10-channel interactive sound installation that frames the walk in the physical exhibition space. It includes two kinaesthetic sound sculptures in the form of wells that provide a start and end point. The collaborative artistic development was a fruitful learning experience for the organisers. Through the workshops we learned that some family members, especially children aged 5 and younger, require a more individualised and flexible approach to be able to confidently participate in such a multi-sensory artwork. An effective solution was to rely on the physical proximity of the family members through hand-holding and physical gathering points in the museum. The attributes of the soundtracks also strongly affected the participants’ experiences. Sound levels played a part in the overall experience confirming the need to be able to adjust them for each person. Being mindful of abstract sound effects or narrative elements that can be associated with danger also became apparent. Yet, relying on narrative points that spark imagination and go beyond normative realms proved helpful and became fundamental in helping the participants fully engage in the experience. Collaborative drawing was another useful tool for supporting visual as well as verbal exchanges and helping participants express the unknown sensed in the sound walk. Arguably the most important learning took place through realising the significance of role reversal by giving the child the role of leader and the adult a supporting role. This deconstructs the typical hierarchies that are in place in most families. The family members’ reflections demonstrate the sound journey’s potential to deepen the relationship between a parent and child, fostering trust and understanding between the two. The research shows that in most cases people try their best to make responsible decisions regarding their partners’ well-being, and are able to rise to the occasion if the artworks’ instructions and physical environment are (age) appropriate. Therefore, the works create an opportunity to practice responsible decision-making in a challenging but exciting context. Continuing social and emotional learning is also important for adults. The development process provided many opportunities for this, especially regarding the knowledge and skills required to collaborate with children and make artworks more accessible to them.

Events of Art and Education in Post-climate Times

2025-06-13

Carl Anders Säfström , Glenn Loughran | Routledge eBooks

Building History: Project-Based Pedagogy for Cultural Heritage in Early Childhood Education

2025-06-13

Linnéa K. Jermstad | Journal of Early Childhood Education Research

This article explores how project-based learning can support young children’s engagement with cultural heritage and national history in early childhood education. Drawing on a two-month case study in a Norwegian … This article explores how project-based learning can support young children’s engagement with cultural heritage and national history in early childhood education. Drawing on a two-month case study in a Norwegian preschool, the study examines how children aged 3–6 participated in an interdisciplinary project inspired by Thor Heyerdahl’s 1947 Kon-Tiki expedition. Central to the project was the collaborative building of a large replica raft using everyday materials, a process that became a platform for exploration, dialogue, and imaginative play. Through this hands-on work, along with storytelling, arts and crafts, AI-generated narratives, and a museum visit, children engaged with historical themes in developmentally meaningful ways. Using qualitative methods including episodic observation, teacher interviews, and reflective dialogue, the study investigates how pedagogical strategies such as scaffolding, multisensory learning, and open-ended dialogue supported participation, creativity, and emerging historical awareness. The findings highlight how narrative, material, and imaginative experiences helped children explore concepts such as time, exploration, and aspects of cultural heritage. The study contributes to early childhood research by offering a model for integrating historical learning into preschool pedagogy through creative, participatory, and context-sensitive project work.

Community-based art education in the Arctic

2025-06-12

Korinna Maria Korsström-Magga | Ruukku Studies in Artistic Research

In this exposition, I discuss encounters of culture that occurred in art-based action research (ABAR) with Sámi reindeer herder families in the Finnish regions of Sápmi (the Sámi homeland). Five … In this exposition, I discuss encounters of culture that occurred in art-based action research (ABAR) with Sámi reindeer herder families in the Finnish regions of Sápmi (the Sámi homeland). Five Sámi reindeer herder families joined an ABAR -project to enhance and stabilise the Sámi reindeer herders' position in the majority society. The research project relates to the Department of Art Education's development of art-based action research, the theory of community-based art education and the concept of 'new genre Arctic art' at the University of Lapland in Rovaniemi, Finland. It is a long-term research project that emphasises participatory and co-research methods. As a researcher, I am in an insider-outsider position, as I live in the same region and share my daily life with a reindeer herder. We started the action by exploring the daily life of the reindeer herders through the Photovoice method. We gathered their photographs in an exhibition called Boazoeallin, a Davvi Sámi (Northern Sámi) word for Reindeer Life. The exhibition inspired the families to continue their visually informative work, and we designed the photographs in a book, also called Boazoeallin. The art-based collaboration with reindeer herders and the Boazoeallin exhibition and book contribute to the 'new genre Arctic art' that embraces participatory contemporary art, emphasising crucial matters of the multicultural Arctic. The Sámi people's history and culture form a destined constitution and obligation for ethical research conducted in Sápmi. The reindeer herders are unfamiliar with contemporary art, which challenged and changed the art education activities. The exposition reflects the challenges for an ethical, participatory, and democratic research approach in ABAR. In the research action, I have sought to frame the terms for which community-based art education best can serve communities of Indigenous cultures, the multicultural northern community, the Arctic, and global interests. keywords: Art-based action research, community-based art education, Sámi Indigenous people, Indigenous knowledge, participatory research, new genre Arctic art, co-research

Learning in and through the arts

2025-06-12

| Cambridge University Press eBooks

Multimodal meaning-making practices in a community art center: children's meaningful interactions and transformative designs

2025-06-12

Xiaoxiao Du | Edward Elgar Publishing eBooks

The Talking Rocks in the Children’s Gallery

2025-06-12

Fernanda Maziero Junqueira | Curator The Museum Journal

ABSTRACT This exhibition review explores Kingdom of Kindness: Abdul Abdullah , an immersive exhibition at HOTA's (Home of the Arts) Children's Gallery on the Gold Coast, Australia. Originating from a … ABSTRACT This exhibition review explores Kingdom of Kindness: Abdul Abdullah , an immersive exhibition at HOTA's (Home of the Arts) Children's Gallery on the Gold Coast, Australia. Originating from a collaborative project with Surfers Paradise State School, the exhibition reflected the multicultural backgrounds of the students and Abdul Abdullah's artistic investigations on identity and inclusion. The exhibition emphasized themes of kindness, belonging, and connection, featuring interactive screens, activity stations, and the innovative component of the “talking rocks,” rock‐shaped cushions embedded with children's voices. This review discusses the implications of this initiative within the broader scope of critical children's museology, advocating for inclusive practices that engage children as active participants in museum experiences. By positioning children as active producers of the curatorial process, the museum moves away from a generalist approach, creating genuinely inclusive exhibitions that respond to children's needs and provide them with an active learning experience.

Henrik Fürst & Erik Nylander. The value of art education: Cultural engagements at the Swedish folk high school. Palgrave MacMillan 2023

2025-06-12

Johan Söderman | Sociologisk Forskning

From Discomfort to Growth: Embedding Frustration in Makeathon Design for Teacher Development

2025-06-10

Yuval Segev , Roey Kafri , Yotam Hod +2 more | Proceedings.

Placemaking Through Artistic Pedagogy: Advancing Anti-Oppression in Public Spaces

2025-06-10

So Mi Lee , Lena Shulyakovskaya | Proceedings.

University Instructors' Aesthetic Encounters in Maker-Centered Learning through Posthumanist and New Materialist Perspectives

2025-06-10

Zi Lin , Yumiko Murai | Proceedings.