Intermediate Students' Experiences with an Arts-Based Unit: An Action Research

Gamwell, Peter

doi:10.2307/4126475

Cited by 8 publications

(6 citation statements)

References 15 publications

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“…Researchers (Upitis & Smithrim ; Smithrim & Upitis ; Gamwell ) have found many benefits from the learning through the arts method: pupils became more engaged with science and other school activities and they enjoyed learning. Surveys of LTTA pupils, teachers, parents and administrators referred repeatedly to the ‘cognitive, physical, emotional, and social benefits of learning in and through the arts’ (Smithrim & Upitis , 120).…”

Section: Previous Studies About Learning Through the Artsmentioning

confidence: 99%

“…Surveys of LTTA pupils, teachers, parents and administrators referred repeatedly to the ‘cognitive, physical, emotional, and social benefits of learning in and through the arts’ (Smithrim & Upitis , 120). According to Gamwell (), learning through the arts has increased all learning modalities (aural, visual and kinaesthetic). When students are engaged physically and mentally in learning situations, they are more likely to retain the information.…”

Section: Previous Studies About Learning Through the Artsmentioning

confidence: 99%

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‘I – from dreams to reality’: A Case Study of Developing Youngsters’ Self‐Efficacy and Social Skills through an Arts Educational Project in Schools

Ruókonen¹

2017

Int J Art Design Ed

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This is a case study of a one‐year arts educational project ‘I – from dreams to reality’ in which artists worked at school with teachers and learning at the school was planned through arts‐based, co‐operative teamwork during one extra school year of 10th grade students in Finnish basic education. The theme of the year was ‘I’, and so the project was designed to highlight everyone's own way of thinking and expressing art. The research task was to determine whether long‐term holistic arts pedagogy and artist co‐operation at school have any significant connection to students’ self‐efficacy and social skills. Data has been collected through students’ self‐evaluations before and after the school year. Altogether 40 students from 10th grade participated in this case study. Half of the pupils participated in an arts educational project called ‘I – from dreams to reality’ and half formed the control group. Artists worked with the test group weekly during a period of one school year (altogether nine months). Students’ self‐evaluations concerning their self‐efficacy and social behaviour were collected by e‐questionnaire. The measures used were Likert‐based evaluation scores of pupils’ self‐assessment of their self‐efficacy and social behaviour in everyday situations at school. According to the results, artist–teacher co‐operation and learning through the arts can be worthwhile experiences to develop students’ self‐efficacy and social skills.

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Section: Previous Studies About Learning Through the Artsmentioning

confidence: 99%

Section: Previous Studies About Learning Through the Artsmentioning

confidence: 99%

‘I – from dreams to reality’: A Case Study of Developing Youngsters’ Self‐Efficacy and Social Skills through an Arts Educational Project in Schools

Ruókonen¹

2017

Int J Art Design Ed

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“…Therefore, as the researcher in this study, I determined I would also serve in the dual role as an active participant. From his personal research experience, Gamwell (2005) reported the benefits as serving in the dual role of researcher and educator. "The intimate connection between me, as teacher and researcher, and the students provided an excellent opportunity to obtain the rich data from which to develop a thick description of the students' experiences" (p. 365).…”

Section: Participantsmentioning

confidence: 99%

Rhythm in shoes: student perceptions of the integration of tap dance into choral music

Wagoner¹

2017

Voice and Speech Review

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I would like to convey my thanks to my colleagues, Frances Duffy and SusanGleeson, for their willingness to listen, read and suggest improvements related to the study and dissertation. In addition, I want to extend my appreciation to Dr. Rockford Sansom for lending his expertise, examining my work and providing an external perspective regarding my study. Additionally, I want to thank my students for their willingness to participate in the study and offer their insights with regard to how this approach affected their learning and how it might be modified to improve the rhythmic learning of other singers. ABSTRACTThe purpose of this qualitative study was to collect descriptive data pertaining to students' perceptions regarding the use of tap dance movement and its effect on the understanding of rhythms found in choral literature. This enquiry investigated the following questions: (a) What are the perceptions of high school students regarding the difficulty of tap dance movement? (b) What are the perceptions of high school students regarding the effectiveness of tap dance movement as a method toward promoting their rhythm accuracy when performing rhythms featured in choral music? (c) What are the perceptions of high school students regarding the effectiveness of integrating tap dance movement with the study of select rhythm patterns chosen from choral literature in their retention of the rhythms? Over a five-month period, high school choral ensemble members (N = 88) were taught twenty-five rhythm patterns excerpted from choral literature, integrating tap dance movement with the instruction. The results revealed that the difficulty level of the movement, tempo at which it is executed, the changing of feet while performing the movement, and the amount of tap experience an individual possesses influence students' perceptions regarding the degree of complexity of tap dance viii movement. Additionally, the data indicate the enjoyment of the movement, the demonstrations of the movement, the integration of music with the movement, the use of step names and counting, and the use of tap shoes are elements related to tap dance movement that students perceived to help promote their understanding of rhythms found in choral music. Moreover, the results pertaining to the students' perception of how tap dance movement was an effective method of promoting their retention of rhythms found in choral music indicate a lack of agreement. While there were singers who found the movement to benefit their ability to memorize the examined rhythms, there was a comparable amount of students who indicated that they were unable to remember the rhythms following the instruction. Lastly, the findings provide information regarding the specific types of movements that students found beneficial to their rhythmic comprehension, adding to the existing literature and useful for replication in future Baudin (2011) substantiated the idea that "Rhythmic movement is a part of nature" (p. 1). Baudin explained that rhythmic movement is "a very primitive...

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“…Based on what participants proposed, presented, and learned, the unit of study's title demonstrates a shift from participants thinking about the local as narrowly defined by geo-political borders, to a more inclusive understanding of cross border regional influences. I shared in multiple roles of participant, observer, and researcher as we collected and analyzed data about place and people (Gamwell, 2005;Heron & Reason, 2007).…”

Section: First and Second Person Researchmentioning

confidence: 99%

Using Action Research Methodologies In Building a Frame for Practicing Research

Langdon

2016

Marilyn Zurmuehlen Working Papers in Art Education

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Intermediate Students' Experiences with an Arts-Based Unit: An Action Research

Cited by 8 publications

References 15 publications

‘I – from dreams to reality’: A Case Study of Developing Youngsters’ Self‐Efficacy and Social Skills through an Arts Educational Project in Schools

‘I – from dreams to reality’: A Case Study of Developing Youngsters’ Self‐Efficacy and Social Skills through an Arts Educational Project in Schools

Rhythm in shoes: student perceptions of the integration of tap dance into choral music

Using Action Research Methodologies In Building a Frame for Practicing Research

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