We Love Our Public Schools: Art Teachers’ Life Histories in a Time of Loss, Accountability, and New Commonalities

Trafí-Prats, Laura; Woywod, Christine

doi:10.1080/00393541.2013.11518913

Cited by 5 publications

(3 citation statements)

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“…This also is not the only recent example of cuts to arts specialist positions in urban areas. High-profile cases of proposed or executed cuts include districts in Buffalo (Kingston, 2014), Milwaukee (Trafi-Prats & Woywod, 2013), and Los Angeles (Plummer, 2014). The Center for Arts Education (2013) reported an 18% reduction in certified arts teachers at the middle school level in New York City between 2004 and 2012.…”

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confidence: 99%

The Vulnerability of Urban Elementary School Arts Programs: A Case Study

Shaw

2017

Journal of Research in Music Education

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With the intent of improving understanding of cuts to elementary arts programs, the purpose of this research was to investigate how one urban school district (Lansing School District in Lansing, Michigan) eliminated its elementary arts specialists. Research questions were (1) What policy conditions enabled the Lansing School District’s decision to cut its elementary arts specialists? and (2) How did the decision-making process unfold? This instrumental case study drew on policy analysis, and data sources included 18 interviews with former Lansing School District teachers, current employees, and community arts provider representatives as well as related documents and researcher memos. After coding for themes, I used the Advocacy Coalition Framework to organize findings by research question. Findings showed that a confluence of macro- and microlevel policy conditions enabled the cuts, including declining enrollment, budget problems, and a negative perception of elementary arts teachers facilitated by permissive teacher certification/assignment policies. Analysis also showed that the decision-making process was characterized by rival coalitions whose membership was defined by belief systems. Based on the findings, I offer critical reflection on a number of topics and offer general recommendations as well as implications for researchers.

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confidence: 99%

The Vulnerability of Urban Elementary School Arts Programs: A Case Study

Shaw

2017

Journal of Research in Music Education

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“…As a result of this expanded time spent on language arts, math, and science-as well as district budget pressures-arts specialist positions in many school districts were used to instead hire general classroom teachers (Shaw, 2018;Trafi-Prats & Woywod, 2013). These actions occurred despite the empirical evidence showing positive associations between arts engagement and the cognitive, social, and emotional development of youth (for meta-analytic reviews see, See & Kokotsaki, 2015;Winner et al, 2013).…”

Section: Changes In Visual and Performing Arts Programs During The Ncmentioning

confidence: 99%

Did consequential accountability policies decrease the share of visual and performing arts education in U.S. public secondary schools during the No Child Left Behind era?

Gara

Farkas

Brouillette

2020

Arts Education Policy Review

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“…Throughout this article, I propose a role for drawing as part of classroom‐based pedagogy as a means of creating rich and varied, contextually‐bound ‘evidence’, which embodies and focuses on relationships with children, rather than emphasising knowledge gaps. Challenging well‐established representational ideologies, which are ingrained within curricular guidelines that attempt to reduce children's broad, nuanced and contextualised educational experiences to standardised ‘outcomes’ (Trafí‐Prats & Woywod ), therefore became the overarching purpose of this study. Critically, moving beyond such representational understandings is dependent upon engaging with children as subjects holding subjective perspectives, and who are capable of creating knowledge, as opposed to children as objects of study (James & Prout ).…”

Section: Purpose Of the Studymentioning

confidence: 99%

Beyond Representation: Exploring Drawing as Part of Children's Meaning‐Making

Darling-McQuistan¹

2017

Int J Art Design Ed

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Drawing is an everyday feature of primary school classrooms. All too often however, its role within the classroom is limited to a ‘representational’ one, used to demonstrate the accuracy of children's images and representations of the world. Furthermore, drawings, which most closely ‘match’ objective, dominant perspectives are generally given greater value. Reflecting on the role of drawing in the classroom is particularly interesting at a time when there is increasing emphasis on ‘evidenced‐based’ and research‐informed practice within schools. Such a policy context, which is primarily concerned with ‘objective’ forms of evidence, raises questions about a possible role for drawing to support a more nuanced understanding of learning processes, taking account of the uniquely contextualised experiences of the children. In response to this context, this article reports on my engagement – as a primary school teacher in Scotland – with a Participatory Action Research (PAR) project with children aged five to seven. The project enabled us to explore how drawing could support our own, collective meaning‐making. The process involved employing walking and drawing as methods to open up rich linguistic spaces to enable the children to engage with and reflect on their lived experiences. The analysis of the drawings that were created surfaced many tensions within the Scottish education system, highlighted from the perspectives of the children. Such findings point to the need for more relational interpretation of ‘evidence’, arising from classroom actions and interactions, which include the perspectives of children.

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We Love Our Public Schools: Art Teachers’ Life Histories in a Time of Loss, Accountability, and New Commonalities

Cited by 5 publications

References 5 publications

The Vulnerability of Urban Elementary School Arts Programs: A Case Study

The Vulnerability of Urban Elementary School Arts Programs: A Case Study

Did consequential accountability policies decrease the share of visual and performing arts education in U.S. public secondary schools during the No Child Left Behind era?

Beyond Representation: Exploring Drawing as Part of Children's Meaning‐Making

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