Partnerships and Local K-12 Arts Education Policy Development: Significant Beginnings

Colley, Bernadette

doi:10.3200/aepr.109.5.9-18

Cited by 10 publications

(7 citation statements)

References 8 publications

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“…: les couleurs chaudes). Cependant, les approches utilisées par les spécialistes, bien qu'elles aient été conçues par des éducateurs en art (axé sur la discipline) et des éducateurs en musique (axé sur la compétence), n'ont pas été adoptées par tous les éducateurs en art dramatique et en danse (Dorn et Jones, 1988;Simpson, 2002) (Colley, 2008;Wilson, 1994).…”

Section: Le Curriculum D'éducation Artistique : éTat De La Questionunclassified

Rear-view Mirror: Towards a Better Understanding of the Needs of French Immersion Teachers in Regards to Professional Development in Visual Arts

Vignola,

Andrews

2018

JCACS

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An Ontario bilingual university and a community arts committee collaborated in offering a professional development program for elementary and high school teachers to improve their instructional competence in visual arts. A year after offering the professional development program, researchers did a qualitative study in order to verify the effectiveness of the program as well as gather detailed information about its impact on classroom teaching. The group of participants in the follow-up project was comprised of French immersion teachers. Data was collected with a questionnaire used during a phone interview with each participant. Findings indicate that the program was successful in changing practices. The critical factor effecting change was the emphasis throughout the program on participants playing the role of children in age-appropriate activities. Confidence and motivation increased considerably during field applications; skills and concepts were effectively integrated into the school curricula; and creativity, experimentation and flexibility were employed to overcome instructional obstacles and effectively deliver visual arts lessons.

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Section: Le Curriculum D'éducation Artistique : éTat De La Questionunclassified

Rear-view Mirror: Towards a Better Understanding of the Needs of French Immersion Teachers in Regards to Professional Development in Visual Arts

Vignola,

Andrews

2018

JCACS

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“…Les programmes n'ont pas nécessairement amélioré de façon significative, par exemple, le lien entre la théorie et la pratique (Anderson, 2007;Cole et McNay, 1989;Slavin, 2002;Wideen et Holbourn, 1986). Cependant, les recherches ont montré, d'une part, que la collaboration est en mesure de minimiser l'écart entre la théorie et la pratique (MacPhail---Wilson et Guth, 1983;Roeuche et Baker, 1986;Stankiewicz, 2001;Wolf, 2008) et, d'autre part, que des partenariats efficaces découlent des collaborations qui sont issues des besoins des clients (Bennis et Nanus, 1985;Taggart, Whitly etmSharp, 2004;Colley, 2008). En arts, le lien entre l'environnement professionnel et l'université a été réalisé en invitant des artistes professionnels à participer à l'élaboration du curriculum (Andrews, 2010a;Dorn et Jones, 1988;Patteson, 2002;Smithrim et Upitis, 2001).…”

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“…Les connaissances, la confiance, la volonté et la compréhension des liens entre la théorie et la pratique ont donc été possibles grâce aux partenariats (Andrews, 2008b;Upitis, 2005). Ces derniers ont aussi donné un moyen d'aborder les intérêts particuliers des généralistes et des spécialistes (Colley, 2008;Wolf, 2008). Ces nouvelles connaissances permettront aux facultés d'éducation de structurer des cours de façon plus efficace et amélioreront l'expertise des participants à enseigner les arts.…”

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Virage pédagogique : Le cas du développement professionnel en arts visuels

Andrews,

Vignola

2013

JCACS

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Les enseignants de l’élémentaire en Ontario, sont tenus d’offrir des cours en arts, soit en danse, en arts dramatiques, en musique et en arts visuels. L’acquisition d’une compétence élevée dans ces quatre disciplines représente un défi de taille pour eux. Une université bilingue ontarienne et un comité consultatif des arts de l’est de l’Ontario ont collaboré à la mise sur pied d’un programme de développement professionnel en arts visuels visant à répondre à ce besoin. Une étude du programme a su démontrer que les participants ont pu améliorer leur expertise, ont augmenté leur niveau de confiance, ont démontré plus d’efficacité au niveau de leur enseignement, se sont sentis plus à l’aise avec la discipline en général et ont, par conséquent, pris goût d’enseigner cette discipline. L’acquisition des connaissances des enseignantes dans le domaine des arts visuels a été favorisée en s’initiant aux différentes stratégies d’apprentissage utilisées dans l’enseignement des arts visuels, en étant encouragé de façon soutenue à explorer leur propre créativité, en s’engageant dans des activités concrètes, en ayant l’occasion d’observer le processus artistique et en se retrouvant dans un environnement dépourvu de risques et de préjugés. Les participants ont clairement énuméré leurs besoins par rapport à l’amélioration de leurs techniques d’enseignement des arts: l’acquisition d’une meilleure connaissance des habiletés à développer en arts visuels, l’accès à un programme de perfectionnement sur place, l’établissement d’un lien entre les habiletés en arts et les résultats d’apprentissage qui s’y rattachent et la possibilité d’avoir accès au développement professionnel dans toutes les disciplines des arts.

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“…Arts education partnerships are increasingly becoming key in providing arts programs in elementary schools (Carlisle, 2011;Colley, 2008;Remer, 1996). The forms and longevity of such alliances vary widely.…”

Section: Significance Of the Studymentioning

confidence: 99%

“…The forms and longevity of such alliances vary widely. Research shows that, while some partnerships grow and prosper over time, many others cease after a few years (Colley, 2008;Remer, 2010). Large-scale arts education partnerships have been widely investigated, particularly with regards to learning outcomes (Bodilly, Augustine & Zakaras, 2008;Catteral & Waldorf, 1999;Duma, 2014;Peppler, Powell, Thompson & Catterall, 2014;Scripp & Paradis, 2013).…”

Section: Significance Of the Studymentioning

confidence: 99%

Examining the Role of Arts Education Partnerships in Sustaining Arts Programs in California Elementary Schools

Bauguil¹

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This study investigated three arts education partnerships in California elementary schools. The research questions that guided the inquiry were exploratory in nature and intended to reveal the day-today functioning of these partnerships, the challenges they faced, and the factors that contributed to their success, through the recounted experiences of the various institutional actors involved. The participants (n=21) comprised school principals and teachers, arts organizations administrative staff, and teaching artists. Qualitative inquiry methods (in-person interviews, classroom observations, and review of relevant documents) were used to analyze the data. The findings showed that the schools' administrators and faculty appreciated the arts residencies, and they reported the programs' positive impact on students. Despite many benefits, the arts partnerships held a small place in the schools' life: the arts programs were considered supplemental to the core curriculum at one school, rather than being fundamental to student learning, and the two other partnerships reached only one grade level (second grade). The study uncovered several ongoing challenges: lack of proper facilities for the residencies, finding the right teacher-teaching artist match, and inconsistencies in the arts programs. The findings also demonstrated that the teacher-teaching artist relationship was key for the programs' success. The study concluded with a discussion of recommendations for practice and future research. v ACKNOWLEDGEMENTS This dissertation is the culmination of a long journey, through which I have grown professionally and personally. Many people have accompanied me along this path and believed in me. I am forever thankful for their support. My deepest gratitude goes to the College of Education faculty for accepting me into the program, and for trusting me to complete this journey. Thanks, also, to my professors for their help and their dedication to seeing me succeed. I appreciated the diverse opinions and perspectives they presented. There was something to take away from each and every class, and my practice was made better because of this program.

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Partnerships and Local K-12 Arts Education Policy Development: Significant Beginnings

Cited by 10 publications

References 8 publications

Rear-view Mirror: Towards a Better Understanding of the Needs of French Immersion Teachers in Regards to Professional Development in Visual Arts

Rear-view Mirror: Towards a Better Understanding of the Needs of French Immersion Teachers in Regards to Professional Development in Visual Arts

Virage pédagogique : Le cas du développement professionnel en arts visuels

Examining the Role of Arts Education Partnerships in Sustaining Arts Programs in California Elementary Schools

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