Arts-based methods in education around the world

Arts-Based Methods in Education Around the World aims to investigate arts-based encounters in educational settings in response to a global need for studies that connect the cultural, inter-cultural, cross-cultural, and global elements of arts-based methods in education. In this extraordinary collect...

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Detalles Bibliográficos
Autor principal:	Du, Xiangyun (-)
Otros Autores:	Chemi, Tatiana, editor (editor), Du, Xiangyun, editor
Formato:	Libro electrónico
Idioma:	Inglés
Publicado:	Gistrup, Denmark : River Publishers 2022. 2017.
Edición:	1st ed
Colección:	River Publishers series in innovation and change in education.
Materias:	Art in education.
Ver en Biblioteca Universitat Ramon Llull:	https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009703333606719

Tabla de Contenidos:

Front Cover
Half Title Pages
RIVER PUBLISHERS SERIES IN INNOVATION AND CHANGEIN EDUCATION - CROSS-CULTURAL PERSPECTIVE
Title Page - Arts-Based Methods in Education Around the World
Copyright Pages
Contents
List of Contributors
List of Figures
List of Tables
List of Abbreviations
Chapter 1 - Arts-Based Methods in Education -A Global Perspective
1.1 Learning and the Arts: A Long Journey
1.1.1 The Arts Are Good for Learning
1.1.2 The Arts in Society
1.1.3 Our Contribution
References
Chapter 2 - Artistry in Teaching: A Choreographic Approach to Studying the Performative Dimensions of Teaching
2.1 Introduction
2.2 Artistry in Teaching
2.3 Choreography as a Framework for Exploring Teaching
2.3.1 Data Collection
2.3.2 Embodied Method
2.4 A Day in the Life of the Classroom
2.4.1 Before the Class Begins
2.4.2 During the Class
2.4.3 Summary
2.5 The Choreography and the Dance: Curriculum Embodied
2.5.1 Scripting an Experience
2.5.2 Creating Experiences on the Fly
2.5.3 Structure Embodied
2.6 Conclusion
References
Chapter 3 - New and Different: Student Participation in Artist-School Partnerships1
3.1 Something New in the State of Denmark
3.2 A Laboratory for the Arts and Culture
3.3 Partnership: What's in a Name?
3.4 The Arts Education Tradition
3.5 Methodology
3.6 Findings
3.7 "This Is Really Cool"
3.8 Different from School
3.9 Broader and Future Perspectives
References
Chapter 4 - Designing Activities for Teaching Music Improvisation in Preschools - Evaluating Outcomes and Tools
4.1 Introduction
4.2 Previous Literature
4.2.1 Understandings and Applications of Improvisation in Music
4.2.2 Existing Approaches in Improvisation Pedagogy
4.2.3 The Scottish Context for 3-18 Education.
4.3 Theoretical and Methodological Tools
4.3.1 Activity Theory as an Analytical Framework
4.3.2 Research Questions
4.3.3 Novel Constructs
4.3.4 Methods
4.3.4.1 Study design
4.3.4.2 Data gathering and analysis
4.4 Results
4.4.1 Workshop Activity 1: Descriptive Improvisation
4.4.2 Tensions in Star Music
4.4.3 Workshop Activity 2: Free Improvisation
4.4.4 Tensions in Free Improvisation Activity
4.5 Discussion and Conclusions
4.5.1 What Was the Educational Outcome in My Improvisation Activities?
4.5.2 What Tools Were Used in Mediating These Outcomes?
4.5.3 Conclusions
Acknowledgements
References
Chapter 5 - Revisiting Japanese Multimodal Drama Performance as Child-Centred Performance Ethnography: Picture-Mediated Reflection on 'Kamishibai'
5.1 Introduction
5.1.1 Kamishibai as Performance Ethnography
5.1.2 Brief Sketch of Kamishibai
5.2 Materials and Methods
5.3 Results and Discussion
5.3.1 Collaborative Story-Making with Children's Drawn Pictures
5.3.2 Child-Initiated Kamishibai
5.4 Conclusion
Acknowledgements
References
Chapter 6 - The Accordion Book Project: Reflections on Learning and Teaching
6.1 Background
6.2 A Proposition
6.3 Research Questions
6.4 What Is Accordion Book Practice?
6.5 Core Idea #1: Mapping the Terrain: Exploring, Guiding and Getting Lost
6.5.1 Mapping
6.5.2 Getting Lost and Seeing Anew
6.6 Core Idea #2 Exchange as Art: What Happens in an Exchange?
6.6.1 Collaboration
6.6.2 Dialogue/Feedback
6.7 Core Idea #3 Things Talk to Me: Being Alert to What Grabs Me
6.7.1 Grabbiness
6.7.2 Revisiting Documentation
6.7.3 Unintentional, Intentional and Natural Grabbiness
6.7.4 Using Accordion Books to Capture the Dialogue
6.8 Core Idea #4: What Would an Artist Do? Teachers and Students as Contemporary Artists.
6.8.1 Contemporary Art Practice/Pedagogic Practice/Accordion Book Practice: Challenges, Methods and Forms
6.9 Core Idea #5: Getting Out of My Own Way: Trusting the Process and Resisting Closure
6.9.1 How Do We Get Out of Our Own Way?
6.10 Pictures of Accordion Book Practice
6.10.1 Derek Fenner: Things Talk to Me, Exchange, What Would an Artist Do?
6.10.2 Caren Andrews: Mapping Terrains, Getting Out of My Own Way, Exchange
6.10.3 Devika G: Things Talk to Me, Mapping Terrains, Getting Out of My Own Way
6.11 Some Challenges to Accordion Book Methodologies
6.12 Conclusion
Acknowledgements
References
Chapter 7 - Practice-Based Reflections of Enabling Agency through Arts-Based Methodological Ir/Responsibility
7.1 Disrupting Positionality in Educational Research
7.1.1 The Possibilities for Methodological Ir/Responsibility
7.2 Methodology
7.3 Practice-Based Reflections on the Purposive Validity of Arts-Based Methods
7.3.1 Creating the Conditions to 'Listen' to Participants' Experiences in and of HE for Evaluation Purposes
7.3.2 Creating the Conditions for Participants to Author their Stories of HE
7.3.3 Concerns, Limitations and Improvement
7.4 Conclusion
References
Chapter 8 - Blind Running: 25 Pictures Per Page
Acknowledgements
References
Chapter 9 - How Can Inspiration Be Encouraged in Art Learning?
9.1 Introduction
9.2 A Brief Review of Psychological Studies on Inspiration
9.2.1 Psychological Model of Inspiration for Art-Making through Art Appreciation (ITA)
9.3 Factors That Promote Inspiration for Art-Making through Art Appreciation in Educational Settings
9.3.1 Interventions
9.4 An Example of Educational Practice for Promoting Inspiration
9.4.1 Changes in the Students with Each Educational Intervention
9.4.2 The 1st Intervention.
9.4.3 The 2nd Intervention
9.4.4 Presentation
9.4.5 Changes in Students' Artistic Activities throughout the Course
9.5 Conclusion
Acknowlegdements
References
Chapter 10 - What Are the Enabling and What Are the Constraining Aspects of the Subject of Drama in Icelandic Compulsory Education?
10.1 Introduction
10.2 Learning Through the Arts
10.2.1 Learning Through Drama
10.2.2 Drama in the Icelandic National Curriculum
10.3 Theoretical Perspective
10.3.1 The Practice Architectures
10.3.2 Feedback Loops and Dialectical Tensions
10.3.3 Data
10.4 Four Perspectives on the Implementation of a Drama Curriculum
10.5 The Intersubjective Spaces in the Drama Teaching Practice
10.5.1 The Importance of the Semantic Space
10.5.2 The Importance of Activity in Space-Time
10.5.3 The Importance of the Social Space: Relations, Solidarity and Power
10.5.4 Enabling Feedback Loops of the Practice Architectures in Drama Practice
10.5.5 Constraining Feedback Loops of the Practice Architectures in Drama Practice
10.6 Conclusion
References
Chapter 11 - The Art of Co-Creating Arts-Based Possibility Spaces for Fostering STE(A)M Practices in Primary Education
11.1 Creating Possibility Spaces for STE(A)M in Primary Education
11.1.1 Introducing Art-Based Perceptual Ecology (ABPE) Methodology
11.1.2 Introducing the Installation 'With the Heart of a Child'
11.2 Analysis and Findings
11.2.1 Teachers' Experience of and Interaction with the Installation (First Exposure to the Installation and Artist-Led Participatory Teacher Workshop)
11.2.2 Children's Exposure to and Interaction with the Installation
11.2.3 Trans-Disciplinary Learning Spaces
11.2.4 Teacher-Led Didactic Formal Classroom Session
11.3 Concluding Discussion
Acknowledgements
References
Index
About the Editors.
About the Authors
Back Cover.

Arts-based methods in education around the world

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