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Re-imagining Arts-centered Inquiry as Pragmatic InstrumentalismLogsdon, Leann F 07 May 2011 (has links)
Arts education must continually provide justification for its inclusion in the K-12 curriculum. This dissertation utilizes philosophical and conceptual analysis to probe the tensions, ironies, and contradictions that permeate the arts education advocacy discourse. Using evidence from advocacy materials published online, scholarly critiques of themes in the advocacy discourse, and research reports describing school-based arts programs, I construct an argument that posits generative consequences for student learning when arts-centered inquiry is reimagined as pragmatic instrumentalism. Such a reimagining of arts-centered inquiry seeks to draw a distinction between utilitarian justifications for the arts and instrumental benefits the arts provide individual students in mediating complex and connected learning. In reclaiming the term “instrumental” for arts-centered inquiry, I offer a way to restore the notion of generativity to arts learning and a means to promote greater understanding among practitioners, researchers, policymakers, and advocates.
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Creativity, Cognition, and the ArtsHarris, Joelle Leigh 08 May 2012 (has links)
No description available.
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State Arts Agencies And State Arts Advocacy Groups: Partners In The Policy ProcessHallett, Janelle M., Ms. January 2008 (has links)
No description available.
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From the nightlife to the school day: a survey of informal music learning experiences and perspectives among music educatorsFlory, Wilson Reese January 1900 (has links)
Master of Music / Department of Music / Phillip D. Payne / The purpose of this study was to determine if music educators who have had experiences
with informal music are more likely to employ informal learning within their classroom. Secondary research objectives included a comparison of survey results against specific
demographics of the survey participants, an examination of the types of informal learning that the participants experienced and facilitated, and a look at the perceived barriers and benefits of informal music learning from the viewpoints of the participants.
Participants (N=25) were practicing music educators pursuing graduate music studies.
The participants were enrolled in a summer Master of Music program at a university in the
Midwest. Data was collected by employing a pen and paper survey that provided a demographic description and informal music learning questionnaire. The participants were asked to indicate the frequency of participation in informal music activities prior to becoming a music educator. They further reported what informal music learning activities they facilitate within their school music curriculum. Finally, the participants responded to two short answer questions where they identified barriers and benefits they perceive with the implementation of informal music practices within their music programs.
Results from a Pearson correlation showed a moderately strong relationship (p = 0.43)
between participants who had informal music experiences (E) and who employed informal music learning within their music curriculum (C). There were no significant differences observed in the results between participants of different gender or school division. Of the short answer responses cataloged, participants cited a lack of experience with informal music and difficulty of connecting informal music learning to the formal music curriculum as the barriers to employing informal music learning in the classroom. The participants discussed the increase in student motivation, expanding musicality, and real-world relevance as the benefits of informal music learning. Knowledge gained from this study may be useful to individuals facilitating informal music learning within music education programs at the primary, secondary, or collegiate levels.
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How They Decide: A case study examining the decision making process for keeping or cutting music education in a K-12 public school districtMajor, Marci L. 26 August 2010 (has links)
No description available.
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The Language of Cultural Policy Advocacy: Leadership, Message, and Rhetorical StyleHeidelberg, Brea M. January 2012 (has links)
No description available.
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SPEAKING PUBLIC FUNDING INTO EXISTENCE: Tracking the National Endowment for the Arts' Use of Cultural Economic Rationales to Advocate for Public SupportHeidelberg, Brea M. 01 October 2009 (has links)
No description available.
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