This descriptive exploratory case study examines the significance and value an elementary school music teacher attributes, to play. The study examines the teacher's classroom practices and strategies to develop play with the students and carry out her professional tasks. Participant observation, semi structured interviews and document analysis provided the data. Stern's (1989, 2002) notion of social play and its derived concepts of mutual regulation and attunement, and Noddings' (2005) care theory provide the conceptual framework for interpreting how the teacher's values and beliefs about play informs her pedagogical approaches, her classroom management strategies and her relations and engagement with her students. Findings suggest that the ethic of care is the foundation of the teacher's orientation towards play. The study sheds light on the social dimension of play as revealed through the pedagogical relationship in the search for pleasure with the students. An affective attunement to the students is present in the teacher's strategies to engage their attention and participation. The mutual participation of the students and the teacher in play, the creativity, pleasure and the anticipated learning that follow, point to the regulatory aspects of social play through the pedagogical relationship. The study reveals the community aspect of play and the challenges pertaining to the music teacher's play experience at school. / Cette étude de cas descriptive exploratoire examine les significations et valeurs attribuées au jeu d'une enseignante en musique au primaire. L'étude examine la pratique de l'enseignante en classe et ses stratégies pour développer le jeu avec ses élèves et s'acquitter de sa tâche professionnelle. L'observation de la participante, des interviews semi structurées et l'analyse de documents ont fourni les données de l'étude. La notion de jeu social de Daniel Stern (1989, 2002) avec ses concepts associés de régulation mutuelle et d'accordage, ainsi que la théorie de la sollicitude de Nel Noddings ( 2005) ont fourni le cadre conceptuel pour interpréter comment les valeurs et croyances de l'enseignante sur le jeu influencent ses approches pédagogiques, ses stratégies de gestion de classe, ainsi que ses relations et son engagement avec les élèves.Les résultats de l'étude suggèrent que l'éthique de sollicitude est indissociable de l'orientation de l'enseignante à l'égard du jeu. L'étude met en lumière la dimension de jeu social révélée à travers la relation pédagogique dans la recherche de plaisir avec les élèves. Un accordage affectif avec les élèves est présent dans les stratégies de l'enseignante pour engager leur attention et leur participation. La participation mutuelle des élèves et de l'enseignante dans le jeu, la créativité, le plaisir et les apprentissages anticipés qui en résultent marquent l'aspect régulateur du jeu social à travers la relation pédagogique. L'étude révèle l'aspect communautaire du jeu ainsi que les défis inhérents à l'expérience de jeu à l'école de l'enseignante en musique.

<p> The purpose of this dissertation was to examine how I can facilitate experiences with art that promote "productive ambiguity," or the ability to transform tensions that disrupt our current understandings into opportunities for personal growth. Ambiguity becomes productive when our encounters with difference stimulate curiosity, imagination, and consideration of new possibilities and perspectives. While employing a multi-methods practitioner inquiry that combined elements of action research, autoethnography and arts based research, I addressed the following questions with a voluntary group of fifth grade research participants: How can I facilitate experiences with art that promote productive ambiguity? How do my students interact with the various visual content and instructional strategies that I develop and implement? How might these interactions inform my future teaching practice, and how does my own reflective visual journaling process inform my research? In addition to employing reflective sketching to document and analyze data, I also presented research findings in the form of a visual research narrative. </p><p> My analysis of research findings produced the following teaching strategies for facilitating meaningful experiences with art that promote productive ambiguity: (a) Use an inquiry approach to instruction as much as possible in order to position students to actively navigate the space between the known and unknown while seeking fresh understandings rather than passively accepting new information. (b) Explore how new concepts or themes relate to students' lives in order to situate unknowns in relation to their present knowns. (c) Aim to balance structure, flexibility and accountability while developing and implementing curricula. This promotes productive ambiguity as both teachers and students negotiate their pre-conceived ideas or plans and push themselves to respond to challenges encountered within their immediate environment. (d) In order to avoid unnecessary confusion, explicitly state that students should takes risks while generating new ideas rather than identifying a pre-existing solution. (e) Finally, ask students to identify why skills and knowledge generated during these activities are valuable in order to promote meta-cognition of how this ambiguous space can become more productive. </p><p> In addition to these practical findings, research participants agreed that sharing their interpretations of visual phenomena with one another enabled them to understand each other better. I also discovered the ways in which productive ambiguity emerged in the spaces in between my teacher/researcher/artist roles when I perceived challenges as prospects for personal transformation. As a whole, this dissertation exhibited how relational aesthetics and arts based research theories translated into my elementary art classroom practice while simultaneously integrating these concepts into the research study design and presentation.</p>

<p> <i>Purpose:</i> Arts education has been included in the Cypriot school curriculum. The importance of arts education is therefore a major curricular objective. It is used as one of the most widespread methods of experiential learning. The purpose of this research was to investigate the relationship among arts education and social-emotional variables of empathy, trait EI, strengths and difficulties as well as the changes on these variables between arts and no arts groups in the five state schools of Cyprus, gathering B' Lyceum students as samples. The significance of this issue proved the necessity for immediate and effective changes in the educational system of Cyprus. </p><p> <i>Methods:</i> The study employed quantitative research methods. Data collection was achieved including the use of questionnaires in two time periods. The target population of this study was B' Lyceum students in the state schools of Cyprus. Purposeful sampling was used and the final sample selected for the statistical analysis was 589 at the beginning and at the end of the school year was 552 cases. </p><p> <i>Findings:</i> Based on the analysis there is a significant change of empathy (affective) between time one and time two. Moreover, the degree of change is not significantly different between the "arts" and "no arts" group nor if there is a significant change of trait EI between time one and time two and also between the "arts" and "no arts" group. In addition, a significant change of strengths and difficulties was noticed between time one and time two (for conduct, hyperactivity, total SDQ). </p><p> <i>Implications:</i> This study suggested that the current educational system in Cyprus must be revised on pedagogy regarding curriculum and further research. The Cypriot curricular of arts education must incorporate methods of experiential learning, revise teaching methods in order to cultivate empathy, trait EI, and strengths and difficulties. This study showed that most of the students who chose arts education faced conduct and hyperactivity problems. According to the findings, students who chose arts education usually face conduct or behavioural problems and arts education is a way to activate multiple intelligence.</p>

<p> Today's societies are becoming ever more culturally diverse. A traditionally mono-cultural society, South Korea is in the midst of remarkably rapid changes that have made cultural diversity a widely discussed topic in education and many other fields. Though art educators in South Korea have adopted some of the longstanding multicultural approaches developed by other countries, cultural diversity issues in South Korean society must be examined in the context of the country's unique history and cultural values. Based on the assumption that art reflects life, this study used a pragmatically grounded contextual art criticism model to examine art dealing with cultural diversity by three South Korean contemporary artists whose work may function as a barometer of our social and cultural climate. For the data collection, the researcher takes a role as the critic and three artworks from each of the selected three artists were chosen as research objects. The works of the three participating artists were carefully and critically analyzed in their authentic context including document examination and personal interview. </p><p> The critical analysis revealed several themes related to increased cultural diversity in South Korean society today: the influence of media on cultural understanding, a self-centered view of culture, less access to authentic traditional culture, missing the uniqueness and originality of local culture, generalization and prejudice vs. individuality, and multicultural groups in South Korean society. Though the role and the direction of the gaze may differ for each of the artists studied, all share the conviction that art can change society. Because art education is a means to this end, implications for art education are included for those who wish to meaningfully incorporate cultural diversity issues in South Korea classrooms. The findings of the study and their analysis point to the ways art can function as a mirror and window on today's culturally diverse societies in South Korea and many other places in the world.</p>

This study examines the link between theatre and positive development in adolescent girls. Using Portraiture and Performative Inquiry methodologies, I worked closely with eight girls at a private single-sex school in Montreal over the course of eight months, teaching a theatre curriculum that allows students to create their own dramatic works by looking at topics of concern to them and performing in front of their peers. The theatre class developed their communication, expression and imagination, among other skills. My research also shows how theatre allowed the participants to create deeper bonds of friendship, develop a sense of empathy and an understanding of others, and a greater ability to express their experiences, thoughts and feelings. These abilities enabled a shared experience with their peers and an understanding that they have anxieties, perceptions and fears in common with others. Therefore, this study shows how important it is for theatre to be an essential part of the high school curriculum, since it not only benefits adolescents in their present lives, but also develops individual capacities that will serve them in the future. / Cette étude examine le lien entre le théâtre et le développement positif chez les adolescentes. À travers l'utilisation de la méthodologie portraitiste et de la recherche-action sur la performance artistique, j'ai travaillé étroitement avec huit filles d'une école privée pour fille à Montréal pendant huit mois. J'ai enseigné un programme de théâtre qui permet aux élèves de créer leurs propres œuvres dramatiques en rapport avec des sujets qui les concernent et de les jouer devant leurs pairs. Les élèves de la classe de théâtre ont, entre autres, développé leurs compétences de communication, d'expression et d'imagination. Mon étude montre également comment le théâtre a permis aux participantes de créer des liens plus profonds d'amitié, de développer un sentiment d'empathie et une compréhension d'autrui ainsi qu'une plus grande capacité à exprimer leurs expériences, leurs pensées et leurs sentiments. Ces capacités leur ont permis de créer une expérience partagée avec leurs pairs de comprendre qu'elles ont des angoisses, des perceptions et des craintes en commun avec les autres. Par conséquent, cette étude montre à quel point il est important que le théâtre fasse partie intégrante du programme d'études secondaires, car il bénéficie aux adolescentes non seulement dans la période actuelle de leur vie, mais développe également des capacités individuelles qui leur seront utiles dans l'avenir.

<p> Children with special needs often have a tendency to be externally oriented because of their accumulated failure experiences. Accordingly, when children enjoy successful experiences through art making, they may be more likely to feel a sense of control and employ their own abilities The purpose of this study was to identify differences in the impact of two-dimensional (2D) versus three-dimensional (3D) art materials on LOC in South Korean elementary school children with special needs. This study compares the effects of 2D and 3D clay-based art materials in art therapy on LOC in special needs children in group art therapy in South Korea.</p><p> This mixed methods study employed a quantitative pre and post-test control group design with a qualitative component. 15 Children with special needs in a South Korean elementary school were divided into three groups using: (1) 2D art media only, (2) only 3D clay-based art media only, and (3) no artistic intervention. The two treatment groups underwent 10 sessions of art therapy. The age of the15 participants ranged from 7-12 years. The <i>Stanford Preschool Internal-External</i> Scale (Mischel, Zeiss, and Zeiss, 1974) was utilized for both the pre- and posttests. For qualitative data, observation, teacher interview, and art pieces were used. One-way ANOVA, Shapiro-Wilk Statistic, post hoc test (Student-Newman-Keuls, Duncan, and Keuky HSD test), paired samples test, and Wilcoxon singed rank test were used for quantitative analysis. Result of quantitative and qualitative data indicate that 2D group and 3D group both showed increased internal LOC score, however, 3D group showed more significant change when analyzed the data using Post-hoc test (SNK and Duncan). The result supported the use of clay-based 3D art media aimed special needs children group art therapy programs.</p>

This work explores the concept of empathy, what empathy is and why it is important in relation to the field of education. The idea of a compassionate empathy, in which one moves from understanding to deeply caring, is examined as an essential component of creating a more just world. The ability to empathize is based on recognition and identification with another's feelings, beliefs or experience. In order to develop this type of compassionate knowing, it is important that a strong imagination be present. Simply put, without imagination empathy cannot exist. As with compassionate empathy, so too does the imagination need to be centered around care. Education can play a vital role in helping to foster a moral imagination. In this context, both the arts and media are explored as specific examples of tools for nurturing this type of imagination and empathy. / Ce travail explore le concept de l'empathie, sa signification et son importance en matière d'éducation. L'idée d'une empathie compatissante, où l'on se réoriente à partir de la compréhension pour en arriver à la bienveillance, est examinée comme élément essentiel à la création d'un monde plus juste. La capacité d'empatiser est fondée sur la reconnaissance et l'identification des sentiments et croyances ainsi que sur l'expérience des autres. Pour développer ce type de savoir compatissant, il est important qu'une forte imagination soit présente. En termes simples, sans l'imagination, l'empathie ne peut pas exister. Tout comme l'empathie compatissante, l'imagination doit par le fait même être centrée sur la bienveillance. L'éducation peut avoir comme rôle vital de favoriser une imagination morale. C'est à l'intérieur de ce contexte que les arts et médias sont explorés à titre d'exemples spécifiques d'outils pour cultiver ce type d'imagination et d'empathie.

A qualitative study of a special-needs class: how attention to aesthetic considerations informs learning and individual growth. This thesis describes a qualitative study of how attention to aesthetic considerations informs learning and individual growth in a special-needs class. The study is intended to provide an understanding of the evolving classroom environment and its influences on the individual students and myself as the teacher. The research context was a junior high school special-needs class (B111) of eleven students, one teacher and an attendant. Art-based educational research methods were used to conduct and analyze the data. Literature on aesthetics, meaning making and learning are discussed and connected to the documented comments, opinions and art works of the participants. The question whether or not a sense of belonging, if fostered through attention to aesthetic considerations, could motivate students to come to class and respect school grounds and property is addressed in the research. This qualitative study illustrates that getting to know the student population and the nature of the class and school is a crucial factor amongst others that contribute towards a healthy learning environment. This can be inspiring to administrators, educators, interior designers and architects when considering the factors involved in designing, building or organizing a school or classroom. / Étude de cas d'une classe d'éducation spécialisée : De quelle façon l'esthétisme influence-t-elle l'apprentissage et le développement personnel?Ce mémoire présente une étude de cas sur la façon dont l'esthétisme influence l'apprentissage et le développement personnel dans une classe d'éducation spécialisée. L'objectif est de mieux comprendre l'environnement évolutif de la classe et de son influence sur les élèves et sur moi-même, l'enseignante de la classe témoin. Le cadre de cette étude était une classe d'éducation spécialisée (B-111), située dans une école secondaire de premier cycle. Onze élèves, une préposée et une enseignante ont pris part à cette étude. Les données ont été recueillies et analysées à partir de méthodes issues des récentes recherches en éducation de l'art et plus précisément, sur l'enseignement à partir de l'art. La littérature sur l'esthétisme, sur la négociation de sens et sur l'apprentissage a servi les besoins de cette étude et les commentaires, les opinions ainsi que les travaux artistiques des participants y sont reliés. La question à savoir si l'esthétisme de la salle de classe crée un sentiment d'appartenance, agissant comme source de motivation sur l'assiduité en classe et sur le respect de l'établissement scolaire a été soulevée. Cette étude de cas démontre l'importance de la création de liens avec les élèves. La connaissance de la nature spécifique de la classe s'avère être un facteur crucial dans la création d'un environnement d'apprentissage sain et équilibré. Cette étude inspirera peut-être les directeurs d'école et les commissions scolaires, les décorateurs d'intérieur et les architectes, lorsque viendra le temps de concevoir les plans architecturaux, la décoration, la construction et l'organisation d'une école ou d'une salle de classe.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4216. Adviser: Elisabeth Delacruz. Includes bibliographical references (leaves 247-275) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Elizabeth Delacruz. Includes bibliographical references (leaves 183-190) Available on microfilm from Pro Quest Information and Learning.