Art Education Commons^™

Social Justice In Dance: The Exploration Of Dance As A Tool For Promoting, Recognizing And Influencing Change, Michelle O'Konis Linnehan

Master's Theses

The purpose of this study was to prove that dance could be used as a platform for representation and to foster change within the community and beyond. This purpose aligned with the goal, which was to measure the impact of a structured choreographic curriculum on student engagement with social justice topics. The goal of this study was to answer the following research questions:

Q1 Can dance be a tool in promoting social justice?

Q2 How will students in the classroom respond to an integrated social justice theme through dance and production components?

Q3 How will these topics be interpreted to …

Enhancing Access To Inquiry-Based Art Education In Title I Schools: Addressing Inequities And Promoting Student Driven Learning, Rebecca Stone-Danahy

All Dissertations

This study investigates the enabling conditions that support inquiry-based art education programs in Title I schools, addressing a literature gap regarding effective practices for high school art educators working with economically disadvantaged students. Inquiry-based art education empowers students by fostering creativity and problem-solving skills and encouraging self-expression. These attributes are essential for equipping students with the tools they need for success in college and their future careers. While existing research has underscored the benefits of the arts for marginalized students, the literature lacks guidance on how to support an inquiry-based art education program in a Title I school.

The study …

Exploring Audience Perceptions Of Elementary School Dance Curriculum: Utilizing Informance To Investigate Beliefs Regarding The Presentation Of Student Learning In Dance, Michaela Summers

Master's Theses

The goal of this thesis was to gain insight into the perceptions and expectations of audiences in relation to elementary school dance education curriculum and its representation through showcases or displays, particularly within the context of viewing an informance. The researcher developed three research questions to guide the study:

Q1 What are audience perceptions of elementary school dance education pedagogy and curriculum?

Q2 What methods do audiences expect to be implemented in an elementary school dance performance?

Q3 Can utilizing informances affect audience perceptions of elementary school dance education, thus changing their expectations for dance performance methods?

Thirty-eight audience members …

Benefits Of Teaching Pre-Literacy In Waldorf Education In Early Childhood, April Guerrero

Capstone Projects and Master's Theses

This senior capstone research project examines the benefits of teaching pre-literacy in Waldorf education in early childhood. In Waldorf Education, literacy development incorporates differentiated instructions that fosters cognitive and social emotional learning of their students. Through the use of literature review and several teachers in various grades of Waldorf schools, the result findings revealed that pedagogical practices around literacy instructions promote critical thinking skills, nurtures children’s creative expression, and imagination. Literacy curriculum in Waldorf schools allows students to create tangible evidence of self-expressions and communication skills. Given its emphasis on holistic curriculum, it allows teachers to engage with their diverse …

Colonising Creatitvity_Combined Final Script 2024_Published, Strutts Psyridis Med, James Thompson Phd

Staff Scholarship - Australia & Dubai

This paper examines the evolving landscape of contemporary screen education, with a focus on the impact of progressive, constructivist and vocational pedagogies, arguing that their convergence with digital surveillance and AI risks undermining student agency and creative ownership. The authors draw on philosophical and educational perspectives to contrast and critique artistic, scientific, and vocational models of creativity and highlight the twenty-first century shift to technocratic imperatives within these pedagogies. The paper contends that techno-centric, market-driven learning environments may counter stated student-centred aims, and colonise students’ creative consciousness. The authors conclude by advocating for renewed emphasis on embodied, experiential practice in …

Best Practices For Hybrid Art Museum Programs For People With Dementia, Pooja Lalwani, Sujal Manohar, Jessica Kay Ruhle

International Journal of Lifelong Learning in Art Education

The Reflections program at the Nasher Museum of Art at Duke University offers art gallery tours for adults with dementia and their care partners. Originally an in-person program, Reflections adapted to a virtual model during the COVID-19 pandemic and now utilizes a hybrid model with in-person and online programs. Surveys distributed to Reflections’ participants indicate the benefits of having both in-person and virtual options post-pandemic. Anecdotal survey data and participation statistics show high engagement and satisfaction with the current hybrid mode. Literature about hybrid art education programs for people with dementia remains limited. We offer best practices and insights for …

Crip Time And Creativity: Exploring Intergenerational Artmaking In A Children's Museum, Kelly M. Gross

International Journal of Lifelong Learning in Art Education

This paper investigates the intersection of "crip time" and creativity through an intergenerational artmaking project conducted during an artist residency at a children's museum. The article, framed within the "Shadows and Light: Investigating with Children" project, explores how play-based learning and the non-linear concept of crip time influenced the creative process and outcomes in a museum setting amid the COVID-19 pandemic. The study examines the role of intergenerational interactions in fostering creativity, agency, and engagement among children and the artist-in-residence. The research methodology involved qualitative analysis of imagery and iterative documentation of art processes, emphasizing the impact of flexibility and …

Ritualized Engrossment: Portraits Of Early-Career Faculty Practicing Renewal, Samantha Goss, Libba Willcox

International Journal of Lifelong Learning in Art Education

In higher education, the demands on early-career faculty often lead to mental health challenges and time poverty. This article explores two major issues that negatively impact faculty well-being: the disconnect between doctoral socialization and tenure-track realities, and the struggle to balance unrealistic expectations with sustainable practices. To address the dissonance we felt as early career faculty, we developed a renewal practice called ritualized engrossment, characterized by connection, collaboration, care, and commitment. Grounded in aesthetic approaches and using methods from portraiture and collaborative autoethnography, we present two narrative portraits illustrating the impact of this practice on our well-being. Our portraits illustrate …

Exploring How Funds Of Knowledge Is Utilized Among Teacher Educators In A Teacher Preparation Program Focusing On Arts Integration And Language Diversity, Gabrielle H. Pretto Ph.D

Teacher Education, Educational Leadership & Policy ETDs

In our current educational climate, teaching for social justice has become increasingly difficult. Teacher educators are faced with certification rules that prioritize test scores over teaching ability, scripted curriculums, and the limited understandings about differences related to culture, class, and race. This study examined how social justice teachings were sustained and enhanced through a Funds of Knowledge (FOK) learning approach. Case study was utilized and guided by the following research questions: (1) What are the FOK of teacher educators participating in the TEALi program? (2) In what ways are the FOK of teacher educators integrated or utilized in their university …

Art Teams Year 3 Report, Guy Trainin, Hyeonjin Yoon, Azadeh Hassani, Zohreh Tamimdari, Jiabin Lyu, Kimberley D'Adamo, Gretchen Larsen, Elizabeth Valerio-Boster, Michael Nti Ababio, Sarah Trainin

Research and Evaluation in Education, Technology, Art, and Design

The Art TEAMs project, now in its third year, continues to enhance teacher professional development through art-integrated curricula and emerging media. Year Three focused on refining Cohort One’s learning, recruiting and training Cohort Two, and evaluating classroom implementation. Key advancements include an adaptive curriculum model that leverages co-creation to empower educators as active collaborators in their professional growth. Data reveal significant progress in integrating arts-centered practices, including creative research journaling and culturally responsive teaching frameworks. Partnerships with educational institutions and advisory board expansions have bolstered the program’s sustainability and dissemination. Classroom observations and teacher interviews highlight transformative impacts, such as …

The Role Of Music Education In Activating The Theory Of Multiple Intelligences In Our Educational Curriculum, Mohcine Khnnous, Abdelmoumen Mesbahi

International Journal for Research in Education

Despite the acknowledgement of most researchers and those concerned with education and training issues regarding the importance of Gardner's theory in multiple intelligences, its implementation and application in education and training systems still face significant challenges and there is barely any noticeable impact of this theory. In terms of curriculum development there remains a lack of focus on fostering different types of intelligences and interdisciplinary educational projects that cater to the aspirations of all learners regardless of their talents—be it kinesthetic musical visual-spatial interpersonal intrapersonal etc. This goal remains out of reach. The same observation applies to educational activities in …

Planning And Instruction Of Social Emotional Learning In Elementary Art Education, Jonathan Daniel Juravich

Walden Dissertations and Doctoral Studies

Educators, parents, and researchers uphold that intentional social emotional learning (SEL) can positively benefit student well-being, especially when the learning is integrated into all educational content areas. The problem under study was that though research has highlighted the connection between SEL and visual art education, how teachers intentionally plan for and implement an SEL-integrated art curriculum was not well researched. The purpose of this basic qualitative study was to explore how elementary visual art educators in a midwestern state, with both visual art and SEL standards, intentionally plan for and implement an SEL-integrated art curriculum. This study was grounded in …

Understanding The “L” In Cslp Within The Literacy Conundrum, Julia Lynch, Andrea Perrone

Michigan Reading Journal

Rooted in culturally relevant pedagogy, culturally sustaining literacy practices (CSLP) focus on equity in education (Gay, 2000; Ladson-Billings, 1995; Paris, 2012). Our view of CSLP emphasizes integrating the arts into literacy instruction to leverage students' cultural assets, stimulating their cognitive processes and recognizing literacy's interdisciplinary role in learning. As we align literacy practices with state standards, high-stakes testing, and research-based methods, it's crucial for educators and society to embrace them. Traditionally, literacy instruction has prioritized written language, creating hierarchical structures that lead to learning gaps and inequitable opportunities. An arts-based CSLP framework addresses these issues by ensuring literacy includes diverse …

Patterns Of Pride Lesson Plan, Elizabeth Thomas

P-12 Lesson Plans

In this art lesson for upper elementary students, we study the art of Jeffrey Gibson from the Zuckerman Museum of Art exhibition Jeffrey Gibson: They Teach Love, from the Collections of Jordan D. Schnitzer and His Family Foundations and analyze his contemporary post-modern artistic contributions alongside contemporary traditional Native American bead weaving and historical Native American bead weaving. We consider how to make visual patterns from aspects of our cultural identity and how how to make a bead weaving art project in the elementary art classroom. This lesson plan pairs Georgia Visual Art standards with third grade Social Studies standards.

Female Representation In Jazz, Melonee Gray

Fall Showcase for Research and Creative Inquiry

Louis Armstrong, Charlie Parker, Thelonius Monk, Dizzy Gillespie, the list of jazz greats goes on and on. These are the people who developed the culture, style, and rules of jazz we know and love today. The question lingers, where are the women? In most other genres, styles, and even in pop culture, most people can list one or two women who had an impact on the development. However, in jazz, there are seemingly no women who made a lasting impact on the genre. Women were incredibly prevalent in the development of jazz, but they are not remembered by history. Although …

V.1 Fall 2024, Center For Arts & Language, Students Of Risd, Risd Archives

All Student Newspapers

v.1 is a publishing platform for the ongoing work, ideas, discussions, debates, and aspirations of students at the Rhode Island School of Design. The Fall 2024 issue contains articles on RISD Alumni Graciela Batista's Commencement speech on friendship and community, Britain's Royal Festival Hall, birds crashing into glass buildings, an Ojibwe student's reflecting on his native identity, RISD student interviews, an abandoned Bed Bath and Beyond store, Ai Weiwei's Kui Hua Zi, life in Banaras, a student's Yankee Swap experience, the 2024 RISD Grad Show, and indentations, along with student creative writing and a feature on images students saw out …

Maxine Greene And Relational Imagination: Interrelationality As Discourse In Critical Imagination., Seungho Moon

Education: School of Education Faculty Publications and Other Works

Dearest Maxine

Metaphors are your life.

We are strangers as teachers—

we play the Blue Guitar; we

challenge our taken-for-grantedness

and resist “the things as they are”

enthusiastically. I am inspired by you,

my dearest Maxine,

to imagine what might be, what should be.

Disabling Critique: Structural Barriers To Critical Disability Approaches In Teacher Education, Albert Stabler

Feminist Pedagogy

Considerable research has documented student resistance to efforts at diversity and equity in college curricula. Scholars have also focused on negative attitudes among K-12 teacher candidates toward anti-racist and culturally informed approaches within education, as well as on the instrumental and teacher-centered approaches that typify special education teacher preparation. Through citing this research and drawing on my own experiences as a disabled art teacher education faculty instructor attempting to encourage a critical disability perspective, I make the argument that numerous factors contribute to an anti-critical attitude among teacher candidates preparing to work with students receiving special education services.

An Interview With Susan Loesl: Pioneering Adaptive Art For Students With Disabilities, Sedigheh Fatollahzadeh Dizaji, Jennifer Elaine Smith

Journal of the Arts and Special Education

Abstract

While art education, which often focuses on skill development, and art therapy, which typically centers more on personal expression and client goals, are two different areas of art, they have many benefits when used together. Susan Loesl is an art therapist and art educator with over 40 years of experience. In this article she shares her expertise in art therapy, art education, and adapting art tools for students with disabilities. Her work highlights the importance of creativity, collaboration, and the need for more art therapists in schools. She also shares advice for those considering careers in art therapy and …

"I Have To Be On Their Side": A Pedagogy Of Kindness, Linda Hoeptner Poling, Juliann B. Dorff

Journal of the Arts and Special Education

The contemporary expectation for visual arts teachers to meet the needs of all learners was explored in this 2011 case study conducted in a secondary visual arts classroom. Exploring ways that care for students manifested, specifically through a pedagogy of kindness, in a classroom designed to meet the needs of students experiencing attention-deficit/hyperactivity disorder (ADHA) and/or autism is revisited and contextualized in our post-COVID reality, where care in education is a central concern. The authors outline how one visual arts educator developed a pedagogy of kindness resulting in the need for specific teacher dispositions. Teacher-student relationships are also discussed within …