Teacher collaboration and elementary arts integration: policy and possibility

Estrada, Tara Carpenter; Graham, Mark; Peterken, Corinna; Cannon, Mikaela; Harris, Anna

doi:10.1080/10632913.2022.2037482

Cited by 5 publications

(2 citation statements)

References 18 publications

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“…Arts education has the potential to enhance emotions, character, and cultural awareness, while also promoting sustainable development and addressing stereotypes and ways of thinking [4], [5]. Arts integration in schools can enhance the educational experience for all students and engage underserved or less engaged students with academic disciplines through the arts [6]. Out-of-school time arts learning environments offer opportunities to reimagine learning and teaching, focusing on youth and community assets, expanding funding and design models, supporting creative professionals, and rethinking assessment systems [7], [8].…”

Section: Introductionmentioning

confidence: 99%

The Influence of Arts Education on Creativity and Innovation in Community Development

Hartatik,

Rukmana,

Judijanto

et al. 2023

WSSHS

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This research conducts a comprehensive bibliometric analysis to explore the effect of arts education on creativity, innovation, and community development. Drawing upon key citations, thematic clusters, and the frequency of terms within the literature, the study provides a nuanced understanding of the theoretical foundations and practical implications within this dynamic field. Thematic clusters reveal diverse dimensions, ranging from the economic aspects of tourism to the educational dimensions of university-community relationships. Key citations, including seminal works by Dewey, Knowles, and Greene, contribute to the theoretical framework, emphasizing experiential learning, andragogy, and the transformative potential of arts education in driving social change. The frequency of terms underscores the centrality of learning and participation while also recognizing the relational, ethical, and conceptual dimensions within the discourse. Practical implications for educators, practitioners, and policymakers are discussed, highlighting the importance of active community engagement, sustainable development, and the transformative role of arts education. The synthesis of findings offers a roadmap for future research, guiding scholars and practitioners in exploring innovative pedagogies, longitudinal impacts, demographic considerations, and global perspectives within the evolving landscape of arts education and community development.

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Section: Introductionmentioning

confidence: 99%

The Influence of Arts Education on Creativity and Innovation in Community Development

Hartatik,

Rukmana,

Judijanto

et al. 2023

WSSHS

View full text Add to dashboard Cite

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“…These virtual exhibitions have enabled students to continue showcasing their artwork and performances but have posed new challenges for educators when evaluating students (Turchi et al, 2020). As a result, the evaluation of performance tasks creates a picture of an effective teacher as a designer (Martin et al, 2019) and assessor for the success of the performance of students also serves as an avenue for reflection to see the real-world practice from different disciplines (Estrada et al, 2022;Vu, 2014).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Arts-Based Performance Tasks in Hybrid Classes

Fernandez

2022

IRJ

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Performance tasks are the major requirements that senior high school students demonstrate, especially from the core art subject, Contemporary Philippine Arts from the Regions (CPAR) in De La Salle Santiago Zobel School (DLSZ). CPAR provides annual strand-based art-integrated exhibitions and performances in various strands in DLSZ. Amidst the ongoing pandemic and the new hybrid concurrent class setup in the setting, three (3) varied art-integrated performance tasks were mounted. The aim of this small-scale ethnographic action research study is to analyze the development of the art-integrated performance tasks through document analysis in the Arts & Design Track, HUMSS, and ABM strands; identify its educational objectives by conducting a structured interview of the teachers involved (u=9); explore the perceptions of the integration from selected students (n=7); and evaluate the success ratings based on the educational objectives of the integration by conducting a survey from the students (n=149) using 5-point Likert scale. Results revealed that the art integration of the subjects is generally perceived as connected and the art-integrated performance tasks from each strand are deemed beneficial, challenging, excellent, and very successful. Further studies are needed to discuss the issues in a larger context and on the socioemotional impact of the students and teachers involved.

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