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The growing call to foster interdisciplinary learning has found educators struggling to co-design learning across disciplinary boundaries. Aiming to contribute to the area of interdisciplinary learning design, we explored how to support educators in co-designing interdisciplinary projects integrating Educational Robotics (ER) and Arts, hereafter called Artful ER projects. Our research included developing the "FERTILE" Learning Design methodology as a conceptual tool scaffolding the integration of discipline-oriented viewpoints while educators co-design. Acknowledging that one of the challenges in interdisciplinary collaboration derives from educators' different intentions for students' learning outcomes, the "FERTILE" methodology introduces Computational Thinking (CT) skills as an Artful ER project's primary learning outcome. In this line, the "FERTILE" methodology adapts the Creative Computational problem-solving model, which has been reported to cultivate CT skills through its staged process. Furthermore, we developed the "FERTILE" Community Platform as an online environment providing two-fold support to educators as designers of interdisciplinary learning. The "FERTILE" Community Platform incorporates community functionalities that address collaboration practicalities while educators co-design. Additionally, it integrates authoring functionalities scaffolding educators in designing Artful ER projects based on the "FERTILE" Learning Design methodology. This paper explores how the authoring functionalities of the "FERTILE" Community Platform support educators in designing interdisciplinary learning. We report on a pilot study conducted with Greek and Spanish educators. In this study, we applied a mixed-method research design with a quantitative strand adopting indicators from the Usability Metric for User Experience (UMUX) model and a qualitative strand providing insights into participants' perceptions. The findings indicate that scaffolding disciplinary elaboration (e.g., robot technical requirements and art forms) and systematising interdisciplinary context (e.g., through project categories) may trigger educators' mutual understanding. The participants endorsed authoring functionalities that adopted high contextualisation levels for learning design representation to communicate their design ideas across disciplinary boundaries. Also, the participants valued CT skills as the primary outcome of interdisciplinary learning, indicating that CT skills' cultivation may be the broker among disciplines and trigger educators to overcome disciplinary barriers. Finally, we discuss the findings and implications for refining the "FERTILE" Community Platform as an online environment for educators co-designing Artful ER projects. [ABSTRACT FROM AUTHOR]

The aim of this paper is twofold: first, it proposes how the analysis of students' implicit and indirect identifying as found in previous studies, can be used as for the analysis of teachers' identities; second, it seeks the characteristics of actions according to which teachers' identities are manifested. To achieve this aim, I analyzed a trigonometric ratios class that took place in the first year of a Japanese public high school. It was found that indirect verbal identifying was found in the activities set by the teacher for the students, and implicit nonverbal identifying was found in the teaching arts used by the teacher. I also demonstrate that the teacher intentionally set learning opportunities for exploration routine while simultaneously having the students perform a ritual routine. [ABSTRACT FROM AUTHOR]

The paper proposes an approach based on different types of game elements and techniques to support the study of mathematics in primary school using mobile devices. The state of the art of games in education (in particular for learning mathematics) and the game elements and techniques are presented. The appropriate game-based learning methodology for young students, for individual and collaborative play, is described. The experience and emotions that the game elements and techniques provide to the learners are shown. Game elements and techniques suitable for young students and to motivate all different types of learners are explained. The integration of the concept of microlearning in the proposed game-based learning is shown. A prototype of a math educational game on the basis of game templates and the proposed methodology is created. [ABSTRACT FROM AUTHOR]

The aim of INARTdis is to promote social inclusion through art and arts education. This paper presents the Austrian results of the first survey phase with focus groups, interviews, and questionnaire surveys of teachers and museum staff as well as the results of the guided museum visits, guided interviews, and video stories. Both surveys focused on desires, experienced barriers, and perceived conditions for success for inclusive access to museums and art education. From the results of both phases of the survey, conducive and inhibiting factors as well as adaptation possibilities for the design of inclusive museums are pointed out. [ABSTRACT FROM AUTHOR]

For a long time, a common ingredient of management education has been the use of case studies of real companies describing real circumstances. Thus, entrepreneurship education which draws upon the traditional business paradigm is based on real case studies to a large extent. Alternatively to the previous dominant stream of teaching, the present article focuses on the use of art in entrepreneurship education in accordance with Dewey’s perspective for the utility of the aesthetic experience. To make entrepreneurial art-based teaching more systematic, three distinct levels for art adoption are introduced with different learning objectives and expectations. Accordingly, pieces of art can be used for entertainment, facilitating the classroom climate, for comprehension of concepts and skills and further, for reflection or critical reflection. The features of each separate level are discussed and examples from music, poetry, painting, literature, theatre or cinema are given. Furthermore, empirical evidence is sought from an elective course where students were free to choose either to elaborate a business plan or to work with a piece of art. Comparisons between the two groups indicate that the first group seeks for acquisition of business skills and knowledge whilst the second advocates gratification and deeper thinking on the notions. The preferences and expectations of the latter group are consistent with the present framework for art-adoption and provide insights for future research. Therefore, the article develops a theoretical framework for art-based teaching in entrepreneurship, supported by rudimentary empirical evidence, in order to motivate scholars and educators towards art adoption as learning innovation in entrepreneurial teaching. [ABSTRACT FROM AUTHOR]

This article discusses the problem of the impact of distance learning on the motivation to learn in students studying arts. Learning arts such as music, dance, and fine arts via distance learning is proving to be a real challenge for students and teachers. The aim of the present study is to determine how distance learning affects the learning motivation of students studying art at the university. Method: a questionnaire for measuring academic motivation and a modified scale for measuring students' engagement in online learning, and a survey. Sample: 109 students from first to fourth-year in university, studying specialties related to music, fine arts and dance Results: The results showed that distance learning did not prove to be a major obstacle in establishing the learning material, but students who are internally motivated to learn prefer traditional learning. The main difficulties in distance learning turned out to be technical - the use of too many and different learning platforms, lack of a good internet connection, organizational - time management difficulties, easy distraction and psychological factors such – overwhelming written information, the high demands of the teachers, and a lack of social exchange. Correlation analysis found that students who prefer traditional education have a high intrinsic motivation to study art-related disciplines. ANOVA did not establish statistically significant differences in the factors, course and specialty. [ABSTRACT FROM AUTHOR]

Business model visualisation has become popular since Osterwalder and Pigneur published their 'business model canvas' in 2010. However, there have been few visualisations specific to the creative and cultural industries, despite the fact that these industries have particular characteristics and perceived lack of business knowledge is a barrier for graduates. This paper presents qualitative and quantitative data from a pilot project carried out in 2019-2020 at University of the Arts London (UAL) with funding from Enterprise Educators UK. The aim was to increase students' understanding of business models, specifically in the context of the art school and the cultural and creative industries. The project had two phases: the first looked at business models as a general concept, the second at the specific business models of graduate entrepreneurs. Core to both phases were three Design students, who created business model visualisations. In the first phase, the Design students tested their visualisation of the business model concept with a focus group of six fellow students. In the second phase, the Design students interviewed three graduate entrepreneurs about their business models, then tested their visualisations of the graduates' business models with a second focus group of five fellow students. While enterprise education is sometimes understood as something done to the art school, this project came from the art school, in that it deployed visualisation, testing and iteration as core methodologies. As well as the principles of design, the project was informed by active learning and 'learning by doing', which is key to effective entrepreneurship education. [ABSTRACT FROM AUTHOR]

Based on interviews with families participating in a free and inclusive music education program, this paper explores the relationship between families' engagement in the organization, cross-class boundaries, culture and social mobility. The Nucleo Project, a branch of the global Sistema movement, offers a unique platform by which families can build their resources of social and cultural capital without the input of economic capital. I explore how form, content and context of the organization shape social processes such as network building and resource exchange among its participating families. Building upon the classic Bourdieusian delineation of the forms of capital, this study engages with theory from sociology of parenting, education, arts and culture, and integrates into the sociological tradition of inquiry into class stratification and inequality. The empirical findings of this investigation demonstrate that families increase their reserves of social and cultural capital by engaging with the organization, both through its formal structure and informal relationships. Despite including students from a range of class backgrounds, the program still disproportionately advantages a self-selecting subset of the population who share similar parenting values, and already predisposed to help their children succeed within the dominant structures of society. The distribution of such cultural norms in this case subverts the prevailing literature, which suggests that parenting values bisect the population by class position, providing a more complex picture of how inequality is operating that is linked more closely with beliefs and experiences around social mobility. [ABSTRACT FROM AUTHOR]

This paper is a theoretical discussion about the extent to which school subjects can contribute to teaching students computational thinking. Or is it the other way around and, perhaps surprisingly, how computational thinking might transform existing school subjects? The discussion takes as its point of departure the national experimental project Technology Understanding, which is the Danish response to a worldwide interest in bringing digitalization to students in primary and secondary schools and the Danish governmental initiative regarding implementation of digital literacy as a new school subject and as an integrated part of existing school subjects in primary school (Ministry of Education 2018). Visual arts education is one of the subjects chosen for the integration of technology, and this paper follows up on the ministry's intention by considering visual arts as the starting point for computational thinking. At issue is how visual art may be informed by computational thinking and how computational thinking may be informed by visual art. I argue that teaching students to understand algorithms and data processes can be inspired by practices from contemporary art and the ideas of new materialism (Barad 2008). Contemporary art may be characterized as conceptual, distributive, and interventional in life practices, and programming principles may illuminate how human activities and algorithms intertwine. I also argue that the teaching of contemporary art can be inspired by principles from programming and algorithms. These practices can illuminate how artistic concepts may be planned and designed for human interaction. However, programming for contemporary art requires openness regarding use, while programming for data processes requires the opposite. Thus, the integration of computational thinking into visual arts education is more than a means for understanding programming and algorithms; the dynamic also works in reverse. This paper will bring a wider societal perspective to bear on teaching computational thinking by bringing school subjects into the center of discussions and drawing on current discussions of STEAM education and contemporary art. [ABSTRACT FROM AUTHOR]

Engineering and art were not always completely separate disciplines. Take Leonardo da Vinci (born 1452) for example, who was equally as great an artist as an engineer. In recent years, there has been a resurgence in efforts to bring these disciplines more closely together by adding the arts back into STEM education - or moving from STEM (science, technology, engineering and math) to STEAM (science, technology, arts, engineering, and math). Engineering may give you the skills to design and build, but the arts will give you the ability to design and build for the human condition. This paper describes an engineering and arts education project that we've named Convergence. The project, made up of a multi-disciplinary and multi-national faculty and student team, involves the design and manufacture of 100 smart LED lighted miniature vessels that float down a river with two different colors, eventually mixing together and changing to the same color further downstream. The convergence of the vessels themselves is symbolic of the convergence of the disciplines and nationalities of the people who designed and built the project and indicative of how combining engineering with the arts can help impart a social message - the need for convergence in a disparate world. The rest of the paper is organized as follows. We begin by introducing the origin of the project idea and the formation of the multi-disciplinary, multi-national team. We then describe the engineering design of the project (both the vessel and microcontroller system design). We then describe the system tests and the final art installation at SUNY Canton's Sustainability Day. We conclude by discussing how effectively the project accomplished its goals and perceptions of the project's impact from those involved in its making. [ABSTRACT FROM AUTHOR]

More than 10 years ago we started to produce video recordings of singing performances to give students feedback in many different ways. When the recorded and cut material first was delivered on typical CD or DVD media we changed formats and platforms to optimize outcomings and handling of the produced content. Right now in 2018, we spread out our services by using an open cast video server, several cameras and a fully automated connected system to the very common learning management system Moodle. This article describes learning processes, shows technical solutions, and gives a roadmap to a video-based teaching environment empowering face to face teaching situations. [ABSTRACT FROM AUTHOR]

This paper aims to highlight the main approaches to creativity that directly influence the creative processes that occur both in plastic education events into creative processes itself; to expose some techniques to stimulate creativity encountered in plastic approach of great artists, with observation of general techniques to develop creativity in which their attempts individual falls, and in the end - some conclusions about the quality of the environment that supports creativity and cognitive processes favoring both the emergence creativity and its development. [ABSTRACT FROM AUTHOR]

Why should we consider integrating the Arts with Science, Technology, Engineering and Mathematics? Is this just another curriculum fad? In this paper I argue that STEAM (STEM + Arts) Education is an important response to the pressing need to prepare young people with higher-order abilities to deal positively and productively with 21st Century global crises that are impacting the economy, the natural environment and our diverse cultural heritage. [ABSTRACT FROM AUTHOR]

Copyright of Proceedings Music Pedagogy in the Context of Present & Future Changes 5 is the property of Academy of Music in Pula, Juraj Dobrila University of Pula and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Proceedings Music Pedagogy in the Context of Present & Future Changes 5 is the property of Academy of Music in Pula, Juraj Dobrila University of Pula and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Proceedings Music Pedagogy in the Context of Present & Future Changes 5 is the property of Academy of Music in Pula, Juraj Dobrila University of Pula and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Proceedings of the International Scientific Conference of Daugavpils University / Daugavpils Universitates Starptautiskas Zinatniskas Konferences Materiali is the property of Daugavpils University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study descibes the development of a mathematical design process based on symmetry that was designed for first year high school students' creative research program at an elite gifted science school in South Korea. Symmetry is known for its universal principle of shape formation and which has inspired mathematicians, scientists and artists. Through the theme of inspiration, the research project was designed. A graphic module system created a symmetrically-structured formation. The structure created focused on the creative process of art & design through mathematical concept. [ABSTRACT FROM AUTHOR]

The growth of interdisciplinary majors has sparked debates about the relevance of disciplines to a 21st century liberal education. Can interdisciplinary majors assure depth of knowledge, breadth of knowledge, both, or neither? Should curricula for a 21st century liberal education revisit the curricular aims of depth and breadth? We draw on our affiliation with an interdisciplinary program and our experience designing and teaching a bi-disciplinary course to re-examine the place and purpose of interdisciplinarity and the disciplines in 21st century liberal education. Analysis of students' experiences in the course suggests that bi-disciplinary co-taught courses can contribute to students' liberal learning in several ways. We argue for including connective knowledge in the central aims of a 21st century liberal arts curriculum, for the utility of bi-disciplinary co-teaching in fostering connective knowledge and liberal learning, and for the continuing relevance of disciplines in an interdisciplinary world. [ABSTRACT FROM AUTHOR]

This study explores the advantages of computer-based assessment in visual arts education. It outlines a model of spatial abilities and shows an online testing tool for its assessment. Tests were piloted in different regions of Hungary, in school grades 4-8. (N=1189) In multiple iterations, eight test types were applied with altogether 62 tasks of different difficulty level, targeted to the skills of the five school grades. The test system proved to be a motivating and comprehensive assessment method to define the developmental level of a wide range of spatial skill components. I discuss factors influencing the perception and interpretation of space and present strategies of preadolescents (ages 10-14 years) in solving spatial problems. [ABSTRACT FROM AUTHOR]

In arts education, the 'iconic turn' became an agent for paradigm change in the 21th century. Beyond fine arts, contemporary curricula focus on visual communication. Research has consequently intensified on its skill structure and developmental stages. The Arts section of the Hungarian Diagnostic Assessment System, eDIA assesses spatial abilities, colour sensitivity and visual communication. Visual communication tests contain 90 interactive tasks. Content ranges from decoding images, sorting and matching styles or concepts to learning from infographics, and cultural interpretation. Taken by more than 2000 students aged 6-12. Eye tracking is used for item improvement, but it also reveals perceptual patterns and decoding strategies of students. The study presented here discusses test results for young adolescents and illustrates how eye tracking is used to improve validity. Digitally literate children perform best in modality change tasks but have problems with matching concepts with complex images. Perceptual style also influences visual communication. [ABSTRACT FROM AUTHOR]

The article reports on the transition from STEM (Science, Technology, Engineering, and Math) to STEAM (Science, Technology, Engineering, ARTS, and Math) to enhance K-12 education in an out-of-school program in the U.S. The transition was done with the incorporation of the Arts into an existing informal educational model.

While tertiary institutions in Australia are embracing e-learning and urging, or making compulsory, some use by academics, it is often the educators themselves who engage with innovative e-learning approaches. These approaches, in turn, influence others in the institution and the institution's thinking on e-learning. This paper focuses on the introduction or extension of ePortfolio usage into four creative arts departments in Australian universities. Each creative arts educator adopted the ePortfolio for a different purpose - music performance, theatre performance, music technology, music teacher training, professional writing - and in doing so has influenced, or at least is being monitored by, their university. All four projects have resulted in growth, development and enrichment of teaching and learning because of the ePortfolio's facility to engage students in such activities as reflection, ongoing student-teacher dialogue, collaborative essay writing, peer evaluation, identity formation, long-term career planning, and, in doing so, to influence institutional curriculum design and e-learning policy. The researchers wanted to assess the use of ePortfolio for creative arts students in how they could appropriately document skills, competencies and graduate attributes learnt during their degree programs for career readiness. Literature notes institutional interest in ePortfolios for purposes including career preparation (Reese and Levy, 2009); demonstrating and assessing student learning (Jafuri, 2004); academic advising (Reese and Levy, 2009); and addressing public accountability concerns (Lorenzo and Ittelson, 2005a) by facilitating internal and external departmental review and accreditation (Reese and Levy, 2009). Within the four creative arts departments of our study the two-way impact between institution and educator is discussed. The findings of this study will inform future development of curriculum, policy and practice for creative arts students and academics in a variety of tertiary institutions. ePortfolios provide an efficient and transparent means to archive and access student work, and facilitate internal and external departmental review and broader institutional assessment. [ABSTRACT FROM AUTHOR]

The intent of this case study was to explore the leadership capacity of teachers to infuse the arts and humanities across the curriculum. The site used for this study housed 346 students in grades kindergarten through six, thirteen classroom teachers, a principal, counselor, and librarian, and remedial, art, music, and physical education specialists to deliver classes in the basic academic core and a variety of concentrated programs focusing on the arts and humanities. A ten item qualitative instrument investigating the perception of teachers about the strengths, challenges, and their commitment to integration of arts and humanities into the core curricula was designed for this study. Data was collected anonymously from eleven faculty members from the school. Results of this study are presently under analysis, and will be discussed at the conference. [ABSTRACT FROM AUTHOR]

Requirements of modern education, interest and understanding of students, the application of knowledge in various fields of physics and changed teacher-student relations impose the need for better understanding of scientific notions and their connections. The aim of research presented in this paper is to establish the effects of complementary or integral teaching of physics and arts and connections of the corresponding topics from these two subjects. [ABSTRACT FROM AUTHOR]

Since the introduction of information and communication technologies, many consider the rise of social software a cultural phenomenon. This paper focuses on exploratory learning, from the student perspective. University level Audiovisual Arts students are presented with basic programming knowledge in the classroom and subsequently asked to develop a customised interactive multimedia game, acquiring knowledge and resources from Internet sources. Observation of this process has revealed a plethora of interesting points, including a wide variety of approaches used in task-completion, collaboration techniques and learning difficulties. Ultimately, oral presentation and written examination were used to reveal the depth and breadth of knowledge gained, for both knowledge covered by the courses syllabus, and experience gained through the research process. As social software technologies provide true and direct communication, interaction and research capabilities, the examination of creativity aspects in one of the most demanding application areas, may aid the identification of working and learning patterns which subsequently can be employed for the development of adaptive and user-customisable e-Education pedagogies and systems. [ABSTRACT FROM AUTHOR]

What factors lead to artists being employed in artistic occupations? The current project proposes that artists are more likely to be employed in an artistic occupation if they have received a formal arts education. Moreover, it also aims to see whether artists with formal arts education are more likely to be employed within the art world. Analysis is done on the Information on Artists Survey from the 1988/89 wave. Artists names were gathered from local and national lists of artists in 10 metropolitan areas and randomly sampled. Sampled artists were contacted via a mailed questionnaire, yielding a final sample size of 3,203. The current project finds that formal arts education does correlate with an increased probability of being employed in an artistic occupation. Moreover, artists who have a formal arts education but are not employed as artists are more likely to work in the art world rather than outside of it. The results highlight that formal arts education is a useful stepping stone for artists seeking access to both the art world broadly as well as artistic employment. Implications for future research into the sociology of arts and the occupations of artists are discussed. [ABSTRACT FROM AUTHOR]