Author: Margaret E. MathiasPublisher:
ISBN:
Category : Art
Languages : en
Pages : 184
Book Description
The Beginnings of Art in the Public Schools
Author: Margaret E. MathiasPublisher:
ISBN:
Category : Art
Languages : en
Pages : 184
Book Description
Arts education in public elementary and secondary schools
Author: Basmat ParsadPublisher: DIANE Publishing
ISBN: 1428928014
Category :
Languages : en
Pages : 85
Book Description
Student access to arts education and the quality of such instruction in the nation's public schools continue to be of concern to policymakers, educators, and families. Specifically, research has focused on questions such as: To what extent do students receive instruction in the arts? Under what conditions is this instruction provided? What is the profile of arts education instructors? (Ruppert and Nelson 2006). This study is the third of its kind to be conducted by the National Center for Education Statistics (nces) in the Institute of Education Sciences (ies), U.S. Department of Education, to provide national data that inform these issues. The first study was conducted in the 1994-95 school year to provide baseline data on public schools' approaches to arts education. The second study was conducted during the 1999-2000 school year to provide broader coverage of arts education issues by collecting the first national data on educational backgrounds, professional development activities, teaching loads, and instructional practices of elementary school teachers--self-contained classroom teachers, music specialists, and visual arts specialists. To update the information from a decade ago, Congress requested that the U.S. Department of Education's Office of Innovation and Improvement (oii) and nces conduct a new study that would borrow from and build on the previous studies. This study examines many of the issues from the previous studies, including the extent to which students received instruction in the arts; the facilities and resources available for arts education instruction; and the preparation, work environments, and instructional practices of music and visual arts specialists and non-arts classroom teachers. This study also addresses emerging issues such as the availability of curriculum-based arts education activities outside of regular school hours and the presence of school-community partnerships in the arts. In addition, the current study provides broader coverage of arts education instructors by including two new surveys for secondary music and visual arts specialists. Selected indicators on arts education in public elementary and secondary schools are organized into four sections, one for each arts education subject area--music, visual arts, dance, and drama/theatre. Using its Fast Response Survey System (frss), nces conducted the surveys during the 2009-10 school year, with the two school surveys and the collection of sampling lists for the teacher surveys starting in fall 2009. frss is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The findings in this report have been chosen to demonstrate the range of information available from the frss study rather than to discuss all of the observed differences; they are not meant to emphasize any particular issue. The findings are based on self-reported data from public school principals and teachers. Where relevant, national findings are broken out by the poverty concentration at the school, measured as the percent of students eligible for free or reduced-price lunch. Appended are: (1) Technical Notes; and (2) Standard Errors for Text Tables and Figures. (Contains 63 tables, 27 figures and 16 footnotes.) [For "Supplemental Tables to the nces Report. Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10 (nces 2012-014)," see ed530716.].
Art Education in the Public Schools of the United States
Author: James Parton HaneyPublisher:
ISBN:
Category : Art
Languages : en
Pages : 448
Book Description
The Beginnings of Art in the Public Schools
Author: Margaret E. MathiasPublisher:
ISBN: 9781258924126
Category :
Languages : en
Pages : 170
Book Description
This is a new release of the original 1924 edition.
Why Our Schools Need the Arts
Author: Jessica Hoffmann DavisPublisher: Teachers College Press
ISBN: 0807775452
Category : Education
Languages : en
Pages : 150
Book Description
Arts Education in Public Elementary and Secondary Schools, 1999-2000
Author: Arts Education in Public Elementary and Secondary Schools
Author: Nancy Lane CareyPublisher:
ISBN:
Category : Education
Languages : en
Pages : 92
Book Description
This report, based on findings from The Elementary Arts Education Survey, 1994, looks at information regarding the general questions: (1) What art subjects are being taught in public schools? (2) How do schools and districts support arts education? (3) How have schools' arts programs changed compared to 5 years ago. Survey responses indicate that the primary focus of public school arts education is music and visual arts, with music instruction receiving more commitment than visual arts. Creative writing is typically incorporated into the language arts curriculum. Dance instruction by a dance specialist is rare, and dramatic and theatre activities are most often used by classroom teachers to reinforce instruction in other subjects. Elementary students are receiving about the same amount of instruction time in music and visual arts, although classroom teachers are more likely to teach visual arts than music, which is taught predominantly by music specialists. Very little is being done to promote arts education through external resources. But school districts' commitment to keeping arts education in the mainstream of basic education is evidenced by allocation of funds to arts education; developing and providing curriculum guidelines in arts subjects; and by employing an arts curriculum coordinator. An examination of changes in terms of arts programs as compared to 5 years ago indicates that increases in instructional time, number of arts staff, allocation of supplies and materials, funds for teachers' classroom use, and use of museums, galleries, and performances are reported by 20 to 30 percent of the respondents. Forty-one percent of elementary schools and 62 percent of secondary schools reported increases in enrollment. About half of the schools reported an increase in the number of courses offered, while 39 percent reported that the number of courses had remained the same. Fifteen tables present survey data. The appendices present the following: "Survey Methodology and Data Reliability"; "Tables of Standard Errors"; and examples of survey forms. (MM)
A History of Art Education
Author: Arthur D. EflandPublisher: Teachers College Press
ISBN: 0807776378
Category : Art
Languages : en
Pages : 487
Book Description
Arthur Efland puts current debate and concerns in a well-researched historical perspective. He examines the institutional settings of art education throughout Western history, the social forces that have shaped it, and the evolution and impact of alternate streams of influence on present practice.A History of Art Education is the first book to treat the visual arts in relation to developments in general education. Particular emphasis is placed on the 19th and 20th centuries and on the social context that has affected our concept of art today. This book will be useful as a main text in history of art education courses, as a supplemental text in courses in art education methods and history of education, and as a valuable resource for students, professors, and researchers. “The book should become a standard reference tool for art educators at all levels of the field.” —The Journal of Aesthetics and Art Criticism “Efland has filled a gap in historical research on art education and made an important contribution to scholarship in the field.” —Studies in Art Education
Supervision and Administration:
Author: E. Andrew MillsPublisher: National Art Education Association (NAEA)
ISBN:
Category : Art
Languages : en
Pages : 228
Book Description
This anthology is a collection of 17 articles by arts supervisors and administrators. The authors discuss both specific and general aspects of art education program supervision. Topics include staff development, evaluation of art learning, integrating community cultural resources, establishing elementary art specialists, coordinating multiple arts programs, inner city programming, developing management skill, and art education from the state viewpoint. The volume includes: (1) "The Need for a Supervisor" (E. Andrew Mills); (2) "Art Beyond the School Walls" (Gene C. Wenner); (3) "Building Relationships: Quality Visual Arts Education in the 1990s" (Gretchen A. Boyer); (4) "Arts Administration in a City System: Pittsburgh, Pennsylvania" (Laura J. Magee); (5) "Arts Education and the Effective Schools Research: Practical Strategies for Including Art in School Improvement Efforts" (Robert Eaker; Mary Ann Ranells); (6) "Elementary Art Supervision in the Los Angeles Unified School District" (Nan Yoshida); (7) "Art Specialist Versus Arts Generalist: Timely Considerations" (Ronald J. Topping); (8) "From Art Teacher to Art Supervisor: Views of Teacher Collegiality" (Katherine O'Donnell; Gary M. Crow); (9) "Uniquely Inner City" (Billie McKindra Phillips); (10) "Art Is for Everyone: A Systematic Approach to Implementing and Evaluating Elementary Art Specialist Services" (Richard R. Doornek); (11) "Partners in Art Education: Supervising Art Education at the State Level" (Martin Rayala); (12)"Art Education Curriculum: A View from the Classroom" (Larry N. Peeno); (13) "Arts Networking as Staff Development" (Carolyn White-Travanti); (14) "The Role of the State Art Specialist: Executive Management Survival Skills" (Mac Arthur Goodwin); (15) "Coordinating the Fine Arts" (Paul M. Patterson); (16) "Evaluation of Art Learning" (Sandra Finlayson); and (17) "A Status Report of the Art Program: Anchorage School District, Alaska" (Myrna B. Clark). Short biographic data about the authors concludes the volume. (MM)
The Muses Go to School
Author: Herbert KohlPublisher: New Press, The
ISBN: 1595587683
Category : Education
Languages : en
Pages : 256
Book Description
What do Whoopi Goldberg, Phillip Seymour Hoffman, Rosie Perez, and Phylicia Rashad have in common? A transformative encounter with the arts during their school years. Whether attending a play for the first time, playing in the school orchestra, painting a mural under the direction of an art teacher, or writing a poem, these famous performers each credit an experience with the arts at school with helping them discover their inner humanity and putting them on the road to fully realized creative lives. In The Muses Go to School, autobiographical pieces with well-known artists and performers are paired with interpretive essays by distinguished educators to produce a powerful case for positioning the arts at the center of primary and secondary school curriculums. Spanning a range of genres from acting and music to literary and visual arts, these smart and entertaining voices make surprising connections between the arts and the development of intellect, imagination, spirit, emotional intelligence, self-esteem, and self-discipline of young people. With support from a star-studded cast, editors Herbert Kohl and Tom Oppenheim present a memorable critique of the growing national trend to eliminate the arts in public education. Going well beyond the traditional rationales, The Muses Go to School shows that creative arts, as a means of academic and personal development, are a critical element of any education. It is essential reading for teachers, parents, and anyone who really cares about education.