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Full-Text Articles in Education
Engaging Non-Arts Students In Arts Administration, Elise L. Kieffer Phd
Engaging Non-Arts Students In Arts Administration, Elise L. Kieffer Phd
Faculty & Staff Research and Creative Activity
This article explores the unique challenges and opportunities experienced while teaching an Introduction to Arts Administration class with undergraduate students who are largely unfamiliar with the arts. After a review of current academic literature on the topic of student engagement and retention, the conversation will turn to specific strategies and methods utilized by one adjunct professor at a Research One university. These strategies are informed by Lev Vygotsky’s theory on the Zone of Proximal Development and the idea of student constructed scaffolding. Making arts administration relevant to this group of students requires considerable attention to learning their individual experiences and …
An Exploration Of Multisensory Practices And Its Value In K-12 Art Education, Melissa St Pierre
An Exploration Of Multisensory Practices And Its Value In K-12 Art Education, Melissa St Pierre
Masters Theses
In the past few decades, it has been established that the dominant model of art education focuses on a reductive and rigid approach to building knowledge, enforcing conformity of the mind and often dulling curiosity. Making sense of these limitations, the current study delves in an exploration of multisensory practices, an approach that might result in considering options for redesigning the system to support positive change. To do so, my methodology includes a literature review and a case study I conducted with high school students in the 10th grade. The review pertaining to the science and theory behind human senses, …
Building A Foundation: Lessons From Vygotsky Applied In Appalachia, Elise L. Kieffer Phd
Building A Foundation: Lessons From Vygotsky Applied In Appalachia, Elise L. Kieffer Phd
Faculty & Staff Research and Creative Activity
Before I knew anything about learning theories, I was a constructivist. I am not completely sure why my methods so perfectly followed this learning theory, but one sure reason, comes directly from my discipline. In my own study of musical theatre, I experienced constructivist instruction. This article follows an autoethnographic reflection of constructivism at work in and through me as I taught in a small community in the Appalachian region of Kentucky.