International Yearbook for Research in Arts Education 4/2016 - At the Crossroads of Arts and Cultural Education: Queries meet Assumptions

Book Cover

Thanks to Our Donors

Contents

Note of Acknowledgement

Introduction

What Arts and Cultural Education Are About

Approaches

Meaning Making

Challenges

Crossroads

Making Sense of Arts Education. Wrestling with Two Critical Myths in the Field (Shifra Schonmann)

Opening

Setting the Scene

Perceptions of Education

The Culture of School

Arts as/in/through/for/based Education

Critical Myths

Arts Education is a Safe, Risk-free Field for the Educational Process

Arts Education should be at the Core of the Curriculum

Closing Note

References

Different Definitions and Focus on Arts Education. An Explorative International Empirical Study (Susanne Keuchel)

What is Arts Education?

Excursus: Different Perspectives on the Term “Culture“ by Different Groups of the Population in Germany

Definitions and Focus on the Term Arts Education from the Perspective of International Experts

Focus on Arts

Focus on Fields of Education

A Way of Life to Express Identity of Individuals and Society

Focus on Transfer Effects and Arts Education as a Learning Method

Conclusion

References

The Bogotá Experience: Pre-testing Proposed Dimensions for the Evaluation of Arts Education (Larry O’Farrell, Leonardo Garzón Ortiz and Ernst Wagner)

Introduction

Background

Possible Dimensions for Assessment of Arts Education

Three Arts Education Programs in Bogotá

CLAN

Early Childhood Integral Attention

Philharmonic Orchestra Project

Provisional Evaluation of Programs Using Wagner’s Dimensions

Discussion

Art-Specific Dimension

Social Dimension

Political Dimension

Economic Dimension

Conclusion

References

Talking Sport and Talking Arts (Ralph Buck and Barbara Snook)

Introduction

Methodology

Identifying a School

Observations and Findings

Turning Point

The Similarities and Differences of Arts and Sports

What can be learnt here?

Conclusion

References

Nurturing a Jian Zi for the Development of Art Talent in Light of Confucian Heritage (Wei-Ren Chen)

Prelude: Nurturing a Jian Zi for the Development of Art Talent

Cultivating Art Talent in Light of Confucian Heritage

An Intimate Organic Connection through Guided Discovery

Personalized Guidance as Connoisseurship

Guiding Sensitivity to Human Concerns

Coda

Acknowledgement

References

Considering the Cultural Insignia Project with High School Visual Arts Students in Northwestern Ontario, Canada (Mindy R. Carter)

Introduction

Literature Review & Rationale

Methodology

Research Site and Participant Descriptions

Data

Common Themes

Implications and Conclusions

Future Directions

References

Educational Cultures in Arts Education: Composition as an Approach to Arts Education in Heterogeneous Student Groups (Sven Bjerstedt)

Introduction

Higher Education and Practitioner Knowledge: A Conceptual Framework

Composition Didactics

To Sing a Haiku

Musical Setting of Poems by Individual and Collective Projects

The Interview Study

Results: Students’ Experiences and Reflections

Summary

References

Asperger’s Syndrome as a Framework for the Characterization of Stanley in Harold Pinter’s „The Birthday Party“. A Window into the Relationship between Art and Culture (Beverley A. Brenna)

Introduction

Conceptual Framework

Methodology/Methods

Findings

Communication and Social Interaction

Restrictive Interests

Motor Clumsiness and Sensory Sensitivity

Mindblindness

Coping Mechanisms for Cognitive Confusion

Organization and Time Management

Difficulties in Verbal Expression

Possible Connections between Theatre of the Absurd and Autism Spectrum Disorders

Autism and Genius

Conclusions and Implications

References

Appendix

Multiple Arts Literacies as Worldmaking in Education (Anna-Lena Østern)

Introducing the Central Concepts

Ways of Worldmaking

Reading the Word and the World – Arts Literacy

Multiple Literacies Theory Reading, Reading the World and Self in Multiple Environments

Summing up Literacy Concepts Connected to Worldmaking

Method

The Context for the Storyline Project

The Storyline Wall

Storyline Key Questions are Open Ended

Rules for Stone Age Clans and for Today’s Humanity

Aesthetic Transformation and Meaning Making

Worldmaking and Embodied Learning Promoting Deep Education

Art and Learning

To Think like a Dramaturg as an Aesthetic Approach to Education Creating a Third Space

Deep Education is about Mindset and Action

Conclusion: Become Literate through Worldmaking

References

Visual Art Education: At the Crossroads of Art, Science and Spatial Learning (Kathryn Grushka, Miranda Lawry, Neville Clement, Alice Hope and Andy Devine)

Introduction

The High Achievers Learning Intervention Project

Inquiry Methods

Art Science Visualisation

Art Science: Connecting Cognitive-affective, Metaphoric, Abstract and Spatial Thought

Findings

Stephanie

Mirima

Discussion

Cognitive and Affective Thinking

Visuospatial Thinking

Metaphoric Thinking

Conclusion

References

Deep Learning and Teaching as Affordances of Inclusive Dance and Arts Education (Tone Pernille Østern and Philip Channells)

Background and Research Question

The Dance Project, with a Research Project Added

Theoretical Perspectives

Depth in Learning

Depth in Teaching

Concluding Remarks

Acknowledgements

References

Engaging in Critical Dialogue about Identity in the Singapore Music Classroom: Perspectives from General Music Teachers (Shanhwa Lu and Chee-Hoo Lum)

Introduction

Purpose and Method of Study

Dialoguing about Identity through Thinking Routines

What are Singaporean Music and Musical Practices?

Make a Stand: Changing the National Anthem

Summary Thoughts

Acknowledgement

References

Supporting the Performative and Narrative Competencies (Marit Ulvund)

Introduction and Background

Methodology

A Performative Competence

The Phenomenological and Performing Body

The Performing Body in Theatre Work

The Performative Competence

A Narrative Competence

The Desire for the Story

The Narrative Competence

The Performative and Narrative Competencies

A Performing Narrative?

Supporting the Performative and Narrative Competencies through a Body-based Approach – Conclusion

References

The Policy Rodeo: Stories from the Australian Outback (John O’Toole)

Introduction

Stan’s Story – A Principal’s Tale

The Researchers’ Story – A Tale of Two States

The Story of Drama in the Australian Curriculum

Part 1 – The Loss: Drama and English

Part 2 – The Gain: Drama and the Arts

Findings and Inferences

References

It is also About What It Isn’t Meant to Be. Socially Engaged Arts Education in these Neoliberal Times (Tyler Denmead)

Introduction

Socially Engaged Arts Education and Youths: The Need for Political Economy

Methodology

Rolling with Community-led Revitalization

Beyond Rolling with it?

References

Information and Communication Technology: A Basis for Arts Education Reforms in Uganda (Benon Kigozi)

Introduction

Rationale

Research Question

Method

Results and Discussion

Conclusion

References

Analysing the Arts in the National Curriculum in Compulsory Education in Iceland (Rannveig Björk Thorkelsdóttir and Ása Helga Ragnarsdóttir)

Changes in Society, Changes in Education

The Importance of the Arts

The Arts Curriculum in Iceland

Educational Values of the Arts

Educational Values of Drama

Are all Art Forms Equally Represented in Icelandic Education?

Conclusions – Discussion

References

Art, Pla(y)ce, Culture and Education (Janinka Greenwood)

Introduction: Three Scenes

Focus, Approach and Purpose of this Article

Place as Geographical Location, and as Somewhere to Stand

Culture as a Context in which Art is Made

Art as a Process of Making and Breaking Meaning

Art, Education, Place and Culture

Art, Place, Culture and Community Learning

A Working Model

Implications for Arts (-for-) Education

References

When Family, Social Context and Arts Practices Amalgamate Culture and Arts Education (Gloria P. Zapata Restrepo)

Arts Education and Cultural Education

Arts Education in Colombia

As a Conclusion

References

Social Media – A New Stage for the Drama Teacher (Kristian Nødtvedt Knudsen)

To the Reader …

Introduction

Drama Pedagogy and Digital Media

Performative Inquiry

Learning in a Multimodal Perspective

Performative Approach to Praxis

Multimodal Considerations of Social Media

Performative Considerations of Social Media

Social Media – A New Stage for the Drama Teacher?

References

Engaging Communities through Drama: Drama and Arts Education Serving Wider Cultural and Social Agenda (Robin Pascoe)

Introduction

Engaging Communities through Drama – Overview

Framing the Project

The Challenges of Paradigmatic Thinking

Changing Ways of Thinking About Audience

Development of Applied Theatre Practice

Moving beyond Studio Practice

Drama and Communitas

Four Projects

Issues and Challenges

Challenging Habitual Thinking and Dispositions – The Challenge of Transforming Belief and Action

Challenging Content

The Role of the Drama Leader

Towards the Next Cycle of the Project

References

Cross-Cultural Learning Engagements through the Arts in Uganda (Jill Pribyl)

Introduction

Purpose of the Study

Contextualizing Dance Education in Uganda

Bringing New York University to Uganda

Data Presentation

Participatory Approaches to Teaching and Learning

Application of Teaching Skills and Knowledge

Challenging Cultural Norms

Negotiating Culture Norms and Adaptations

Discussion

Conclusion

References

Dance Teacher Education in the 21st Century: Linking Cultural and Aesthetic Practice (Kym Stevens and Avril Huddy)

Introduction

Background to the Research

The Australian Context

Practicing Cultural and Aesthetic Practice

Content and Contextual Knowledge

Transformational Learning Pedagogy

Empathy Development

Teaching for Equity

Conclusion

References

Intersections of Public and Private Enterprise in American Music Education: Lessons Learned from the “School of Rock” (Corin Overland)

Introduction

Public and Private Partnerships in American Music Education

Changes in American Music Education after 2000

An Increased Need for Private and Philanthropic Support

Shifting Preferences regarding Musical Content

The Popular Music Education Movement (PME)

Intersections of Public and Private Enterprise in PME

Commercial and Non-Profit Providers of Popular Music Education

Bringing Popular Music Education to the Public Schools

Successes and Challenges of PME Partnerships

Conclusion

References

Connecting Music and Culture in Education: Increasing Our Musical and Cultural Understanding (Lily Chen-Hafteck)

Inherent Mutual Influences between Music and Culture

Teaching Music, Teaching Cultural Understanding

The Power of Music in Bringing People Together

Connecting Music and Cultural Education

Conclusion

References

The Interrelation between Music Education and Cultural Education in Early Childhood Music Education in Kenya (Elizabeth Adang’o)

Introduction

A Historical Background of Music Education in Kenya

Cultural Education in Kenya

Cultural and Music Education in the School Context

Exploring the Relationship between Music Education and Cultural Education through the Song „Iani“

In Conclusion: The Interrelationship between Music Education and Cultural Education

References

Contributors