How Arts Education Makes a Difference: Research Examining Successful Classroom Practice and Pedagogy. Routledge Research in Education

Literaturnachweis - Detailanzeige

Trefferliste

Sonst. Personen	Fleming, Josephine (Hrsg.); Gibson, Robyn (Hrsg.); Anderson, Michael (Hrsg.)
Titel	How Arts Education Makes a Difference: Research Examining Successful Classroom Practice and Pedagogy. Routledge Research in Education
Quelle	(2015), (302 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1388-4579-4
Schlagwörter	Art Education; Outcomes of Education; Learning Motivation; Learner Engagement; Educational Psychology; Best Practices; Drama; Dance Education; Music Education; Visual Arts; Film Study; Technology Uses in Education; Educational Policy; Educational Quality; Role of Education; Foreign Countries; Educational Research; Research Methodology; Leadership; Creativity; Teaching Methods; Australia; United Kingdom; Canada; Singapore + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Lernleistung; Schulerfolg; Motivation for studies; Lernmotivation; Erziehungspsychologie; Pädagogische Psychologie; Schauspiel; Dance; Tanzerziehung; Musikerziehung; Optische Gestaltung; Filmkurs; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Bildungsauftrag; Ausland; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Führung; Führungsposition; Kreativität; Teaching method; Lehrmethode; Unterrichtsmethode; Australien; Großbritannien; Kanada; Singapur
Abstract	This book presents ground-breaking research on the ways the Arts fosters motivation and engagement in both academic and non-academic domains. It reports on mixed method, international research that investigated how the Arts make a difference in the lives of young people. Drawing on the findings of a longitudinal quantitative study led by the internationally renowned educational psychologist Andrew Martin, the book examines the impact of arts involvement in the academic outcomes of 643 students and reports on the in-depth qualitative research that investigates what constitutes best-practice in learning and teaching in the Arts. The book also examines drama, dance, music, visual arts and film classrooms to construct an understanding of quality pedagogy in these classrooms. With its evidence-based but highly accessible approach, this book will be directly and immediately relevant to those interested in the Arts as a force for change in schooling. "How Arts Education Makes a Difference" discusses: (1) The Arts Education, Motivation, Engagement and Achievement Research; (2) Visual Arts, Drama and Music in Classrooms; (3) Technology-mediated Arts Engagement; and (4) International Perspectives on Arts and Cultural Policies in Education. This book is a timely collation of research and experiential findings which support the need to promote arts education in schools worldwide. It will be particularly useful for educationists, researchers in education and arts advocates. This book contains four parts and eighteen chapters. Part 1, Rationale for the Research, contains: (1) Introduction: Perceptions of the role of arts education within the academic context of Australian schools (Robyn Gibson); (2) Negotiating arts education research (Michael Anderson); and (3) Arts and Cultural Policy in Australia (Robyn Gibson and Josephine Fleming). Part 2, Introducing the Research: Examining Mixed Methodologies, contains: (4) The project's research methods: Addressing gaps in previous arts research (Marianne Mansour, Andrew J. Martin, and Gregory Arief D. Liem); (5) Reading the intersection of combined quantitative and qualitative approaches (Josephine Fleming and Marianne Mansour); (6) School, home, and community arts participation and students' outcomes: Quantitative findings (Marianne Mansour, Andrew J. Martin, and Gregory Arief. D. Liem); and (7) The qualitative findings: Quality arts pedagogy (Robyn Gibson, Michael Anderson, and Josephine Fleming). Part 3, Understanding Successful Classroom Approaches, contains: (8) Understanding the social aesthetic (Caitlin Munday and Michael Anderson); (9) The primary visual arts classroom: The imperative of narrative (Robyn Gisbon); (10) The drama classroom: The practices of learning within community (Caitlin Munday and Josephine Fleming); (11) Motivation and engagement in music: Theory, research, practice, and future directions (Andrew J. Martin, Rebecca J. Collie, and Paul Evans); (12) Arts education and school leadership: A case study (Josephine Fleming); and (13) Technology mediated arts engagement: Theoretical views, empirical bases, and applied implications (Gregory Arief D. Liem, Andrew J. Martin, and Robyn Gibson). Part 4, International Perspectives, contains: (14) The role of teaching frameworks: International perspectives on policy and arts education research (Robyn Gibson and Josephine Fleming with Pam Burnard, Ellen Shattuck Pierce and Steve Seidel, Janice Valdez and George Belliveau, Prue Wales and Chee Hoo Lum); (15) (Re-)Positioning creativities in relation to effective arts pedagogy: UK perspectives on teaching for creativity and teaching creatively in the arts (Pamela Burnard); (16) Perspectives on drama and performance education in Canadian classrooms (George Belliveau and Monica Prendergast); (17) Tracing arts education policy and practice in Singapore (Prue Wales and Chee Hoo Lum); and (18) Where to from here? Implications for future research (Michael Anderson, Robyn Gibson, and Josephine Fleming). (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/SE0393/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01