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Follows the stories of 3 young women activists of color fighting for some of today's most pressing movements of defunding the police, environmental justice, and arts education Girls of color have always been on the front lines of the fight for equal rights—to vote, to learn, to live—even when they are the last to benefit from the outcomes of their work. In Don't Wait, journalist Sonali Kohli follows 3 teenagers'efforts to make their communities safer, healthier places. Don't Wait highlights what propelled the teenagers into their activism to their experiences organizing and incorporates Q&As with important lessons from activists who have led the way. The 3 teen activists include: Nalleli has lived across the street from an active oil well in South Los Angeles and at age 7, developed serious health problems. Nalleli and her mother take on an oil company and become environmental justice activists.Kahlila, following the murder of George Floyd and looking to help fight back, becomes involved with Black Lives Matter movement in Los Angeles and fights to defund school police in one of the largest school police forces in the nation.Sonia, an accomplished singer who was grappling with finding an creative outlet in the pandemic, strove to increase access to arts education in schools across California. As the young women are transitioning from teen to adult activists, Don't Wait reflects the powerful lessons they've learned in their activism while building movements in their communities that will continue to live on as they move forward.

Conceptualized as a tool to expand creativity, questioning, and experimentation in arts research, Disruption and Convergences: Generating New Conversations through Arts Research offers timely narratives, musings, and descriptions of experimental and scholarly practice that ignite new creative considerations for graduate students and aspiring arts research practitioners. The book features a collection of practice-based research projects for which the experiential unfolding leads to unexpected outcomes. In its openness and generativity, this mode of questioning removes the need for conclusive findings. Prominent threads that emerged from the collection encompass collaboration and interconnectedness, disputed and shared spaces, and transformation through storytelling. Contributors to the book address ways of knowing that complicate familiar categories, learning with and listening to the fragile, the provisional, and heralding unthought futurity. Disruption and Convergences offers a scholarly and artistic exchange through dialogues between contributors and invites artful and multisensorial expressions, imaginative experimentations, poetic and critical propositions that carry the voices of creators at different stages in their research careers. This form of publication is itself an international symposium of sorts, and therefore an opportunity for readers to engage in wide-ranging approaches to making, writing, and arts thinking. Contributors are: Cathy Adams, jelena aleksic, Carolina Bergonzoni, Rébecca Bourgault, Rachel Epp Buller, Aurora Del Rio, Christine D'Onofrio, Hannah L. Drake, Emese Hall, Damali Ibreck, Rabeya Jalil, Estée Klar, Linda E. Kourkoulis, David LeRue, Stephanie Loveless, Katri Naukkarinen, Yolanda M. Manora, Rachel Payne, Patti Pente, Nicole Rallis, Roni Raviv, Catherine M. Roach, Catherine Rosamond, Myrtle Sodhi and Alice Wexler.

Arts Education: A Global Affair highlights the adaptations that arts educators and researchers have undertaken to successfully adjust to the changes in arts education practices as a consequence of the global pandemic and its ongoing variants. Moreover, teaching and research in arts education have changed significantly as a consequence of the world-wide pandemic, COVID-19. Emerging variants have exacerbated the situation and show no signs of subsiding. In response to these challenges, arts educators and researchers have developed new modes of instructional delivery and data collection. These include asynchronous, synchronous, hybrid and bi-modal online learning, and online questionnaires, surveys, focus groups, and video interviews. This volume highlights the adaptations that arts educators and researchers have undertaken to successfully adjust to this new reality in education.

The Necessity of Aesthetic Education is a manifesto. That which is experienced through engagement with art, through the many various and diverse art forms and media, is uniquely and essentially valuable to the lives of human beings. In order to fully appreciate and gain the most out of the arts, which offer a variety of aesthetic experience, there are concepts, skills and techniques integral to such understanding. In this book, Laura D'Olimpio argues that aesthetic education ought to be a compulsory part of education for all school-aged students, from pre-primary to high school, on the basis of its distinctive value. Such an argument is timely, given the so-called crisis in the arts and humanities, with declining student numbers in subjects that do not have a direct vocational correlative, and increased focus on science, engineering, technology and mathematics (STEM) subjects. As funding cuts increasingly slash the support for the arts, there is a need to argue for why the arts and arts education is valuable, for their own sake, as well as for the positive contributions they can and do make to society. Through critical engagement with a range of thinkers including Maxine Greene, John Dewey and Elliot Eisner, D'Olimpio offers a unique and important contribution to aesthetic education, and to research within philosophy of education.

Everyday STEAM for the Early Childhood Classroom offers a rich, rewarding pathway for early childhood educators integrating the arts into STEM instruction across ages 0–8. Science, technology, engineering, and math are mainstays of early childhood curricula, but young learners can have even more engaging experiences in these subjects with the inclusion of the arts. In this comprehensive resource, early childhood educators will learn key principles for the effective teaching of STEAM in their classrooms and be guided to leverage their existing knowledge and strengths toward meaningful learning opportunities. Packed with hands-on resources, ready-to-use teaching tools, and developmentally appropriate practices, this book is ideal for in-service and pre-service educators ready to explore and experiment with STEAM.

Active and Transformative Learning in STEAM Disciplines is a unique reference volume for the new student-centric and objectives-oriented learning environment where individual and team learning paths enhance problem solving capabilities. These practices may range from simple teaching methods such as class discussion and role playing, to peer teaching and flipped learning. Focusing on STEAM education (science, technology, engineering, arts and mathematics), scholars from the three disciplines of education, business, and Information Technology highlight the importance of the class as a place for collaborative knowledge sharing, involving active engagement of both students and instructors, and explore the connection between innovation and sustainability at the curriculum and research levels. Chapter authors discuss the timely issues of digital transformation in higher education, the required active learning strategies, the novel methodological approaches to instructional design and the new student-centric paradigm for active and collaborative exploration of learning content. Filling a significant gap in the body of knowledge related to the emerging agenda of active and transformative learning strategies for STEAM disciplines, this volume is a helpful tool to faculty, higher education administrators, policymakers, curriculum designers and school leaders aiming to develop value-based strategies for promoting quality education with an emphasis on active and transformative learning.

La educación es una herramienta fundamental para el desarrollo integral de los estudiantes. En la actualidad, la educación debe ser vista como una oportunidad para desarrollar habilidades y competencias que permitan la formación de ciudadanos críticos, creativos, responsables y comprometidos con el mundo que les rodea. En este sentido, las expresiones artísticas y las ciencias sociales y humanas tienen un papel fundamental en la formación integral de los estudiantes.Este libro de experiencias didácticas se enfoca en dos secciones principales: Expresiones Artísticas: Música y literatura y Ciencias Sociales y Humanas. Cada una de estas secciones tiene como objetivo proporcionar a los estudiantes una educación integral en las expresiones artísticas y en las ciencias sociales y humanas.

‘Why study the arts at school?'This book offers a fresh perspective on this question. Informed by rigorous research, the book argues that the arts help young people to develop key skills, knowledge and practices that support them to become both critical appreciative audiences and socially engaged cultural producers. Drawing on a three-year study in partnership with the Royal Shakespeare Company and Tate art museum, Schools and Cultural Citizenship sets out an ecological model for cultural citizenship that goes beyond the classroom to include families, the media and popular culture.The authors introduce new, interrelated concepts to change how we consider arts education. Chapters provide fresh insights, guidance and practical recommendations for educators, including: An introduction to the Tracking Arts Learning and Engagement research Detailed case studies featuring arts-rich schools and arts-broker teachers Analysis of the importance of immersive professional development for teachers and the benefits of partnerships with arts organisations An ecological model for cultural citizenship Focusing on the ways in which cultural citizenship can be taught and learnt, this is an essential read for arts educators, education staff in arts organisations, researchers, postgraduate students, arts education activists and policy makers.

This volume investigates the role of the arts in character education. Bringing together insights from esteemed philosophers and educationalists, it looks to the arts for insight into human character and explores the arts'relationship to human flourishing and the development of the virtues.Focusing on the moral value of art and considering questions of whether there can be educational value in imaginative and non-narrative art, the nine chapters herein critically examine whether poetry, music, literature, films, television series, videogames, and even gardening may improve our understanding of human character, sharpen our moral judgement, inculcate or refine certain skills required for virtue, or perhaps cultivate certain virtues (or vices) themselves.Bringing together research on aesthetics, ethics, moral and character education, this book will appeal to students, researchers and academics of philosophy, arts, and education as well as philosophers of education, morality, aesthetics, and teachers of the arts.

Kulturelle Bildung birgt viele Chancen für gesellschaftlichen Wandel und Transformation. Das Buch greift zentrale Diskussionen zu den Potenzialen kultureller und künstlerischer Bildung in ländlichen Räumen auf und präsentiert aktuelle empirische Befunde. Im Mittelpunkt der Beiträge stehen die Zusammenarbeit zwischen Wissenschaft und Praxis und ihre Bedeutung für die Produktion, die Mobilisierung und den Effekt von Wissen.

Decolonial Arts Praxis: Transnational Pedagogies and Activism illustrates the productive potential of critical arts pedagogies in the ongoing work of decolonization by engaging art, activism, and transnational feminisms.Offering contributions from scholars, educators, artists, and activists from varied disciplines, the volume highlights how arts can reveal intersectional forms of oppression, inform critical understandings, and rebuild transnational solidarities across geopolitical borders. The contributors present forms of inquiry, creative writing, art, and reflection that grapple with issues of colonialism, racism, and epistemological violence to illustrate the power of decolonial arts pedagogies in formal and informal education.Using a range of multiple and intersectional critical lenses through which readers can examine ways in which transnational feminist theorizing and art pedagogy inform, shape, and help strategize activism in various spaces, it will appeal to scholars, postgraduate students, and practitioners with interests in arts education, the sociology of education, postcolonialism, and multicultural education.

In this book, award-winning art educator Debrah C. Sickler-Voigt offers user-friendly, approachable strategies for STEAM planning, instruction, and assessment to help cultivate PK-12 students'full potential, and draws from wide-ranging artists and designers to help you develop inspired, creative approaches to teaching STEAM in your classroom.Beginning with the basics and best practices of STEAM planning, instruction, and assessment, Sickler-Voigt then encourages readers to move full steam ahead with chapters based around diverse contemporary and historical artists and designers. In helping you to explore the interdisciplinary connections between Science, Technology, Engineering, Arts, and Mathematics, Sickler-Voigt identifies strategies to build off from STEM subjects to form authentic, well-designed, and age-appropriate learning tasks that encourage your students to make deep connections and learn subject matter in context through art media and technologies.Each chapter includes flexible, choice-based classroom resources—with tips for adapting to different grade levels—and STEAM amplifiers, which fuse contextual learning on artists and designers with real-world STEAM topics to spark student learning and ignite creative approaches to planning, instruction, and assessment.Featuring 150 visually stunning, full-color images, this book fuses tried-and-true best practices with highly applicable instructional models inspired by artists and STEAM professionals, ideal for PK-12 teachers and STEAM specialists.

This edited volume broadens the understanding of the media arts at a global scale bringing together practices and ideas from artists and art educators from around the world. Authors explore issues of cultural and social diversity in fields of education, media theory, and critical theories of education and pedagogy with particular attention to digital technologies'impact on visual arts learning. Researchers utilize a range of methodologies including participant-researcher ethnographies, action research, case study, and design based research. These artists and art educators share new research about the pedagogical and theoretical aspects of media arts in educational systems that are facing unprecedented change. This volume begins to map why and how experts are working within networked society and playing with digital innovations through media arts education as a critical and creative practice.

A partir de los avances investigadores internacionales más recientes en el ámbito científico de la educación patrimonial y de la educación democrática para una ciudadanía activa, este volumen bilingüe castellano-inglés busca ofrecer modelos teórico-prácticos aplicables para un desarrollo transdisciplinar, integrado y sostenible de la educación STEAM (STEM [ciencia, tecnología, ingeniería y matemáticas] + A [arte]) en todas las etapas educativas preuniversitarias. Lo hace tomando como referente una de las expresiones culturales más relevantes del patrimonio de la humanidad: la Catedral de Burgos (VIII Centenario – Burgos 2021). Esta obra tiene como objetivos principales la reflexión epistemológica y el análisis de las potencialidades y retos de una Enseñanza Integrada Transdisciplinar en Didácticas Específicas, así como la contribución de esta a la comprensión, intervención y resolución de problemas sociales contemporáneos, y a los Objetivos de Desarrollo Sostenible de la Agenda 2030, teniendo en el horizonte una educación vinculada al ejercicio de un ciudadanía activa a partir del compromiso y la responsabilidad social y patrimonial. Based on the most recent international research advances in the scientific field of heritage education and democratic education for active citizenship, this bilingual Spanish-English volume seeks to offer applicable theoretical and practical models for a transdisciplinary, integrated and sustainable development of STEAM education (STEM [science, technology, engineering and mathematics] + A [art]) in all pre-university educational stages. It does so by taking as a reference one of the most relevant cultural expressions of human heritage: the Burgos Cathedral (VIII Centenary - Burgos 2021). The main objectives of this monograph are the epistemological reflection and analysis of the potentialities and challenges of an Integrated Transdisciplinary Education in Specific Didactics, as well as its contribution to the understanding, intervention and resolution of contemporary social problems, and to the Sus-tainable Development Goals (2030 Agenda) from active citizenship, commitment, and social and patrimonial responsibility.

The development of technology and online learning has transformed not only the way information is transmitted but also the way learning and teaching are approached. As a socio-cultural construction, arts and creativity reflect the societal context. Accordingly, nowadays, educating the arts and creative potential is necessarily affected by technology. Sustaining Creativity and the Arts in the Digital Age discusses from a global perspective how the relationship between the arts, creativity, and education is evolving and developing in the digital age and considers the multiple dimensions of creativity. Covering key topics such as robots, dreaming, art education, innovation, and digital technologies, this reference work is ideal for artists, industry professionals, researchers, academicians, practitioners, scholars, educators, and students.

This open access book discusses how cultural literacy can be taught and learned through creative practices. It approaches cultural literacy as a dialogic social process based on learning and gaining knowledge through emphatic, tolerant, and inclusive interaction. The book focuses on meaning-making in children and young people's visual and multimodal artefacts created by students aged 5–15 as an outcome of the Cultural Literacy Learning Programme implemented in schools in Cyprus, Germany, Israel, Lithuania, Spain, Portugal, and the UK. The lessons in the program address different social and cultural themes, ranging from one's cultural attachments to being part of a community and engaging more broadly in society. The artefacts are explored through data-driven content analysis and self-reflexive and collaborative interpretation and discussed through multimodality and a sociocultural approach to children's visual expression. This interdisciplinary volume draws on cultural studies, communication studies, art education, and educational sciences.

This book outlines how teachers, music / arts therapists and teacher trainers have engaged in participatory action research to facilitate regular group music listening and improvisational music making with children and young people in their classrooms, highlighting its impact in addressing issues of mental health and providing social and emotional access to learning.The book includes examples of classroom practice, evidencing how safe, inclusive and interactive music making can stimulate experiences that alter children and young people's moods, enhance their social skills and enable their connectivity with each other and with learning. It describes participatory action research approaches that support inter professional learning between teachers and music / arts therapists. Five narrative accounts of classroom episodes provide a basis for continuing reflection and critical theorising about young people's relational health and sensory engagement. The book explores outcomes from non-verbal dialogic interaction and attachment focussed practices. It advocates new forms of rights respecting professionalism.Providing new frameworks with which to enhance the wellbeing of vulnerable children and young people in classroom settings, the book will be important reading for researchers and students in the fields of inclusive education, music / arts therapy and teacher training. The contents are significant for practitioners looking to support children and young people's recovery and reconnections in the classroom.

Este libro se constituye de doce textos que se organizan en base a cinco coordenadas referenciales: Formación docente en artes visuales, Educación artística infantil, Enseñanza del cine y audiovisual, Pedagogía del arte, afectos y sentidos, y Educación, arte, espacio y poder. Los textos son contribuciones de autores nacionales e internacionales que transitan por diversos temas y que interrogan a la educación artística actual, ensayando respuestas que permitan visibilizar la importancia de educar en, para y a través de las artes.

This book comprises the responses of a group of multi-disciplinary writers/ researchers/practitioners to the proposition that arts education in the twentyfirst century has become industrialised. Historical and contemporary examples of how arts education prepares students for working in industry are discussed to show how the expectations of educators, students and industry representatives do not always concur. The extent to which arts pedagogies have been informed by the agendas of the cultural industries as well as wider neoliberal ideologies are also considered. This leads to questions about the function and value of arts education. The debates expose tensions of producing students who are ‘industryready'in an educational context that must, at the same time, consider other issues such as sustainability and widening participation. Writers, educators and researchers in vocational education, creative writing, jewellery design, animation, fashion branding and popular music investigate the complexities relating to this topic from their own diverse points of view.

Este libro ofrece una serie de actividades para el aula y estudios relacionados con laeducación artística. El desarrollo vocal, el canto, el movimiento y la danza, la músicay la segunda lengua, los proyectos artísticos, entre otros, son explorados en diferentesentornos desde la primera infancia hasta los contextos de educación superior. Estelibro está organizado en cuatro secciones principales más un capítulo final sobre lasperspectivas de futuro: artes e infancia; música en educación primaria y secundaria;artes, valores y educación, y artes y tecnología.

We are currently experiencing an unprecedented era in the history of the planet. Our addiction to fossil fuels and powerful technologies is dangerously altering the Earth's natural systems, giving rise to well-documented global crises of climate change, plastic pollution of the oceans, and tragic loss of biocultural diversity. These crises have created a unique challenge for STEM educators, given that STEM disciplinary knowledge and skills are often viewed as the panacea to the world's economic and environmental problems. This popular view tends to focus narrowly, however, on students learning scientific, technological, engineering and mathematical concepts about the world out there, thereby ignoring the crucial role education must play in shaping students'attitudes and values – their inner worlds – that drive moral agency to live and work in sustainable ways. It is moral agency that empowers socially and environmentally responsible citizens to tackle global crises. In this timely book you will read inspiring stories of how professional educators in STEM-related fields have embraced transformative learning and arts education to develop and implement integrated STEAM education programs and practices that are preparing young people with special capabilities and values to actively contribute to the sustainable development of a world in crisis.

Use the arts to inspire, engage, and motivate students in language arts class! This book provides meaningful strategies to help teachers integrate creative movement, drama, music, poetry, storytelling, and visual arts in language arts topics. These teacher-friendly strategies bring language arts to life while building students'creativity and critical thinking skills.

This book stems from the 2019 meeting of the UNESCO UNITWIN international network for Arts Education Research for Cultural Diversity and Sustainable Development. It presents scholarly, international perspectives on issues surrounding arts education and sustainability that addresses the following questions: What value can the arts add to the education of citizens of the 21st century?; What are the challenges and ways forward to realize the potential of arts education in diverse contexts? The book discusses empirical research and exemplary practices in the arts and arts education around the world, presenting sound theoretical and methodological frames and approaches. It identifies policy implications at national, regional and global levels that cut across social, economic, environmental and cultural dimensions of sustainable development.

Der Begriff Kooperation bezeichnet das gezielte Zusammenwirken mehrerer Lebewesen oder Systeme, die ein gemeinschaftliches Ziel verfolgen. Einzelne Personen oder Teams arbeiten parallel an unterschiedlichen Teilaufgaben, sind jedoch nicht zwingend an der Produktion aller (Projekt-)Ergebnisse beteiligt. Erst durch das Zusammenwirken wird dabei ein größeres Ganzes geschaffen, das für alle erhoffte Vorteile bringt. Auch in Kollaborationen arbeiten Personen oder Teams parallel an einem Teil des Endergebnisses, wobei i.d.R. Einzelne in die Produktion aller Ergebnisse eines Projektes involviert sind. Die Metapher „Netzwerk“ schließlich zielt auf einen sozialen Zusammenschluss, Menschen agieren gemeinsam und werden zusammen schöpferisch tätig. Im Sammelband, der als Festschrift zu Ehren von Monika Oebelsberger entstanden ist, vereinen sich Beiträge aus unterschiedlichen Disziplinen, die zeigen, wie vielfältig Formen von Zusammenarbeit, des Miteinander-Machens, des Voneinander-Lernens und Füreinander-Daseins in der Musik und der Musikpädagogik bzw. in und mit angrenzenden Disziplinen aussehen können.

This book can be viewed as a series of investigations into the ongoing imbrications of the practices of art, ethics and education as conducted within each author's specific context of practice as artist, educator, researcher. It constitutes an international anthology of explorations that are by no means exclusive but conscious of the ongoing iterations, mutations and individuations of relations between art, ethics and education, which, in turn, seek to expand how we might conceive these terms as practices. This ongoing evolution reminds us that as practices art, ethics and education are always incomplete processes affected by and affecting their specific milieus and environments. Chapters within the book cover a wide range of ethical questions and educational contexts, broaching subjects as varied as higher education, artificial intelligence, animal ethics, transcultural encounters, collaborative art, the education of senior citizens and experiences of conflict. Art, ethics and education are not conceived in terms of established orders, representations, ideals, criteria or bodies of knowledge and practice, but rather in terms of dynamic, relational processes and their potentialities, that arise within specific locations, cartographies and ecologies of practice. The notions of art, ethics and education are viewed in terms of assemblages that have the capacity to generate new modes of practice that may question established values and advance new overlappings of aesthetic, ethical and political relations. Contributors are: Dennis Atkinson, Hashim Al Azzam, John Baldacchino, Bazon Brock, Carl-Peter Buschkühle, Sahin Celikten, Ana Dimke, Brian Grassom, Leena Hannula, Brian Hughes, jan jagodzinski, Timo Jokela, Mira Kallio-Tavin, Joachim Kettel, Guillermo Marini, Catarina Martins, Joe Sacco, Francisco Schwember, Juuso Tervo, Raphael Vella and Branka Vujanovic.

The addition of the arts to STEM education, now known as STEAM, adds a new dimension to problem-solving within those fields, offering students tools such as imagination and resourcefulness to incorporate into their designs. However, the shift from STEM to STEAM has changed what it means for students to learn within and across these disciplines. Redesigning curricula to include the arts is the next step in preparing students throughout all levels of education. Challenges and Opportunities for Transforming From STEM to STEAM Education is a pivotal reference source that examines the challenges and opportunities presented in redesigning STEM education to include creativity, innovation, and design from the arts including new approaches to STEAM and their practical applications in the classroom. While highlighting topics including curriculum design, teacher preparation, and PreK-20 education, this book is ideally designed for teachers, curriculum developers, instructional designers, deans, museum educators, policymakers, administrators, researchers, academicians, and students.

Arts educators have adopted social justice themes as part of a larger vision of transforming society. Social justice arts education confronts oppression and inequality arising from factors related to race, ethnicity, nationality, religion, class, ability, gender, and sexuality. This edition of Common Threads investigates the intersection of social justice work with education in the visual arts, music, theatre, dance, and literature. Weaving together resources from a range of University of Illinois Press journals, the editors offer articles on the scholarly inquiry, theory, and practice of social justice arts education. Selections from the past three decades reflect the synergy of the diverse scholars, educators, and artists actively engaged in such projects. Together, the contributors bring awareness to the importance of critically reflective and inclusive pedagogy in arts educational contexts. They also provide pedagogical theory and practical tools for building a social justice orientation through the arts. Contributors: Joni Boyd Acuff, Seema Bahl, Elizabeth Delacruz, Elizabeth Garber, Elizabeth Gould, Kirstin Hotelling, Tuulikki Laes, Monica Prendergast, Elizabeth Saccá, Alexandra Schulteis, Amritjit Singh, and Stephanie Springgay

O livro Arte e Estética na Educação: pesquisa e processos tece relações entre a cultura e a arte, e tem como foco à educação formal e não formal e suas possibilidades de mediação cultural com vistas à educação estética. Os diversos espaços educativos em arte ganham protagonismo: escolas, universidades, bibliotecas, museus, redes sociais, espetáculos e galerias de arte. A epistemologia que se desenha passa a auxiliar na compreensão dos percursos e ações subjacentes aos processos de criação e fruição em arte como fator de desenvolvimento humano. O livro é dividido em três conjuntos de textos nos quais se articulam: aspectos teóricos que possibilitam a relações com a arte e o ensino da arte; textos que dialogam com processos poéticos da arte e artigos que se articulam à educação em diversos contextos. Apresenta reflexões acerca dos processos de mediação cultural com vistas a formação estética, artística e política que possam contribuir em desenvolvimento de metodologias e materiais que potencializem ações educativas em arte para espaços formais e não formais de educação.

Why Science and Arts Creativities Matter is a ground-breaking text which significantly extends current understandings of STEAM and debates about individuation of disciplines vis-à-vis transdisciplinary theory. Drawing upon posthumanism, new materialism and enactivism, this collection of chapters aims to dwell further into the ways in which we come to know in relationship with the world. The text draws together a wide set of approaches and points of views to stimulate dialogue and awareness of the different ways in which we can extend the repertoire of human faculties for thinking and experiencing the world. A unique invitation is shared with readers to develop greater understanding of the contribution of education across the arts and sciences and to re-imagine our collective futures. This book is a unique and timely volume that opens up several new lines of enquiry and arguments on STEAM education. It rebalances and readdresses the current emphasis in the literature around STEAM as another, newer opportunity to teach content. Instead, it brings a more specific focus on an entwining of contemporary theorists – putting theory to work – to extend the means for understanding and cultivating science and arts creativities, and make explicit key connections with the materiality of practices. This new go-to text offers a demonstration of how the latest research and theoretically engaged thinking (thinking through theory) on STEAM education can be put to work in practice. Contributors are: Ramsey Affifi, Sofie Areljung, Chris Brownell, Pamela Burnard, Kerry Chappell, Laura Colucci-Gray, Carolyn Cooke, Kristóf Fenyvesi, Erik Fooladi, Cathy Francis, Lindsay Hetherington, Anna Hickey-Moody, Christine Horn, Tim Ingold, Riikka Kosola, Zsolt Lavicza, Elsa Lee, Saara Lehto, Danielle Lloyd, James Macallister, Caroline Maloney, Tessa Mcgavock, Karin Murris, Lena Nasiakou, Edvin Østergaard, Anne Pirrie, Hermione Ruck Keene, Ruth Sapsed, Diana Scherer, Pallawi Sinha, Margaret Somerville, Keiren Stephenson, Carine Steyn, Jan Van Boeckel, Nicola Walshe, Olivier Werner, Marissa Willcox, and Heather Wren.

Van kunstwerken kun je als student veel leren. Het boek Art-Based Learning is een uniek handboek voor toekomstige docenten in het kunst- en cultuuronderwijs. Het helpt ze om samen met hun studenten te onderzoeken hoe kunst kan bijdragen aan het ontwikkelen van een creatieve en onderzoekende geest. De methode Art-Based Learning (ABL) is vernieuwend binnen het onderwijs. ABL beschouwt kunstobjecten als unieke kennisbronnen. Het is een reflectieve methodiek waarbij het vrije associatieve denken centraal staat. Studenten leren van kunstwerken, of dit nu boeken, beelden, films of schilderijen zijn, en komen vervolgens tot een eigen verhaal. De methode kent vier overzichtelijke fasen die zelfbewustzijn ontwikkelen, een open studiehouding stimuleren, het creatieve denken bevorderen en handvatten bieden om kunst te integreren in het dagelijkse handelen. Het boek Art-Based Learning geeft methodische en didactische richtlijnen voor het ontwerpen en geven van lessen en voor het toetsen en beoordelen van de opbrengsten van de ABL-methode. De bijbehorende website biedt aanvullend materiaal, zoals verdiepende bronnen en interessante links. Dit boek is geschreven voor (aankomende) leerkrachten en leraren op het gebied van beeldende kunst, theater, dans, muziek, literatuur, (kunst)geschiedenis, filosofie en levensbeschouwing. Het is ook geschikt voor professionals die met de methode ABL aan de slag willen. ABL kan worden toegepast binnen het primair, secundair en tertiair onderwijs (mbo, hbo en wo). Daarnaast is de methode geschikt voor diverse buitenschoolse vormen van kunsteducatie, in het bijzonder binnen musea.

Die Kulturelle Bildung hat in den vergangenen Jahren an Bedeutung gewonnen. Damit geht eine Stärkung der Forschung zu diesem Feld einher. Nach einer Phase der Überprüfung von Wirkungen Kultureller Bildung stellt sich zunehmend die Frage nach einer (kultur-) theoretischen Einbettung der Forschung, nicht zuletzt mit Blick auf die Bedeutsamkeit der Befunde für die Praxis. Vor diesem Hintergrund bündelt der Band Beiträge zu aktuellen Befunden, Forschungsmethoden und Perspektiven der kulturellen Bildungsforschung.

This book closely examines the pedagogical possibilities of integrating the arts into history curriculum at the secondary and post-secondary levels. Students encounter expressions of history every day in the form of fiction, paintings, and commemorative art, as well as other art forms. Research demonstrates it is often these more informal encounters with history that define students'knowledge and understandings rather than the official accounts present in school curricula. This volume will provide educators with tools to bring together these parallel tracks of history education to help enrich students'understandings and as a mechanism for students to present their own emerging historical perspectives.

In Expressive Arts Education and Therapy the reader follows the creation of art-making in tandem with the unfolding of sense-making. A dance theatre lab is the stage for exploration where what was discovered was phenomenologically and collaboratively reflected upon, the participatory nature of the creative work pouring into the research methodology. Creative Process-based Research efficacy is contingent upon the interaction of three poles – the creator, the product and an experience of the internal/external creative process of the creator. All three perspectives comprise the dynamics required of this research methodology in order to understand what is occurring in these three distinct and essential elements of the creative process. What results is an experience of cohesion that consciously describes this interplay. The author outlines his influences that contributed to both the art-making and sense-making over the seven year research project. His work in experimental theatre in New York, as an educator with The European Graduate School in Switzerland and his studies with philosopher John de Ruiter in Canada are integrated into the world of research in the field of expressive arts. The visceral component of creating clarity is uncovered and articulated. This book inspires new ways of thinking about participatory, collaborative, arts-centered research where the skill of exposing the artist/researcher's modus operandi for making art and making sense is named in a myriad of ways that call upon the intellect as well as the artist's intuitive sense of what to focus on and its relevance to education, therapy and global health.

Artist and educator Tim Needles brings a fresh approach to STEAM topics, focusing on creativity, innovation and collaboration.There are numerous books on STEAM, but most are either arts and crafts project books designed for children or high-level books that can be weighty and inaccessible for new teachers. This accessible and engaging book offers creative ideas for blending arts and STEM learning (STEAM). It covers the fundamentals of STEAM, with project ideas and best practices, while providing insight from educators in the field.Technologies covered include: coding, robotics, 3D printing, virtual and augmented reality, photography, video, animation and digital drawing. In addition, the book addresses several different approaches to bringing STEAM learning to the next level, such as collaboration, global learning, project-based learning, makerspaces and social-emotional learning.The book:Features a breadth of technology and project possibilities, with project ideas organized by technology type.Explores long-standing concepts that are relevant regardless of specific advances in technology, providing the pedagogy behind the projects rather than technology for technology's sake.Offers a highly visual approach, incorporating photographs and hand-drawn sketchnotes.Illustrates concepts through author examples as well as a series of interviews featuring STEAM professionals and expert teachers.Presents topics in a clear, concise manner that's useful for repeated reading and as a practical resource.With its friendly style and visual design, the book is a practical guide for new and emerging educators, and for educators looking for fun and creative ways to invigorate their STEAM curriculum.Audience: K-12 educators

This book examines the push and pull of factors contributing to and constraining conversion of STEM (science, technology, engineering and math) education programs into STEAM (science, technology, engineering, math and arts) education programs. The chapters in this book offer thought-provoking examples, theory, and suggestions about the advantages, methods and challenges involved in making STEM to STEAM conversions, at levels ranging from K12 through graduate university programs. A large driving force for STEM-to-STEAM conversions is the emerging awareness that the scientific workforce finds itself less than ideally prepared when engaging with so-called ‘wicked problems'– the complex suite of emerging, multifaceted issues such as global climate change, social injustice, and pandemic diseases. Dealing with these issues requires cross-disciplinary expertise and the ability to insert technical and scientific understanding effectively into areas of public planning and policy. The different models and possibilities for STEAM, as the next phase of the STEM revolution, laid out in this book will promote research and further our understanding of STEAM as a forward-thinking approach to education.Gillian Roehrig, STEM Education, University of Minnesota, USAThe ideal teacher sees opportunities for integrating ideas from multiple disciplines into every lesson. This book offers many worthwhile suggestions on how to do that deliberately and systematicallyGeorge DeBoer, Project 2061 of the American Association for the Advancement of Science, USAFor the last several years, calls for expanding STEM education have grown, but so too have concerns about technocratic approaches to STEM. This volume challenges the community to consider broader views on STEM by focusing on the place of arts education within this movement. The chapters offer much needed, new perspectives on the (re)integration of the arts and sciencesTroy Sadler, School of Education, University of North Carolina, USA

This book highlights the unique and co-generative intersections of the arts and literacy that promote critical and socially engaged teaching and learning. Based on a year-long ethnography with two literacy teachers and their students in an arts-based public high school, this volume makes an argument for arts-based education as the cultivation of a critical aesthetic practice in the literacy classroom. Through rich example and analysis, it shows how, over time, this practice alters the in-school learning space in significant ways by making it more constructivist, more critical, and fundamentally more relational.

You are an artist, living the artist's life. But you also want to make a difference in the world as a teaching artist. You know how to pursue excellence in your art form; how can you pursue excellence in teaching artistry? A Teaching Artist's Companion: How to Define and Develop Your Practice is a how-to reference for veteran and beginning teaching artists alike. Artist-educator Daniel Levy has been working in classrooms, homeless shelters and correctional facilities for over thirty years. With humor and hard-won insight, Levy and a variety of contributing teaching artists narrate their successes and failures while focusing on the practical mechanics of working within conditions of limited time and resources. Levy organizes teaching artist practice within a framework of View, Design, and Respond. View is everything you value and believe about teaching and learning; Design is what you plan before you go into a classroom; Respond is how you react to and support your students face to face. With the aid of checklists, worksheets, and primary sources, A Teaching Artist's Companion invites you to define your own unique view, and guides your observing, critiquing, and shaping your practice over time.

This volume gathers, analyses, discusses and evaluates results of current research on arts and cultural education in Europe, focusing on the challenges of cultural diversity. Cultural diversity is an increasingly characteristic feature of contemporary societies. Groups with different ethnic, social or cultural backgrounds coexist, interact and merge. The challenges of cultural diversity – its innovative potential as well as tensions and conflicts – are reflected in transnational discourses on education, culture, democracy, and citizenship. Transcultural approaches, multicultural education, and intercultural learning are key concepts. The same challenges are reflected in arts and cultural education within and outside schools, in teachers'and artists'training, cultural and educational policies, and research.The thirteen chapters in this book report on nine countries represented in the European Network of Observatories in the Field of Arts and Cultural Education (ENO). They showcase good practices in research and teaching, foster the exchange of experiences, stimulate researchers and stakeholders and give insights into their professional practices.

Library facilitators of art-based creativity sessions will learn how to choose materials and art experiences appropriate for young people from toddlers to teens and for intergenerational groups.In the modern world, innovative and creative individuals have a distinct advantage: the creative edge. The Creative Edge explains how you can design and conduct art-based creativity programming in your library. Written by a library creativity specialist, this book is the result of the author's many years of experience facilitating art groups for all ages. Her programs have achieved national recognition and will serve as a guide for others to establish art-based creativity sessions. In this book, she incorporates research that documents the importance of creativity as an essential component of childhood development and connects it to library learning goals, including literacy.Creativity research can be applied in libraries and at other public institutions to develop programs that will meet the needs of the next generation. The book includes many practical elements, such as lists for recommended art materials, step-by-step instructions on setup and procedures, and ideas inspired by picture book illustrations that connect to story time themes. The Creative Edge teaches readers how to provide programs that promote child-led exploration, experiential learning, innovative thought, and creative confidence.

In Performative Approaches in Arts Education, researchers, artists and practitioners from philosophy and the arts elaborate on what performative approaches can contribute to 21st century arts education. Introducing new perspectives on learning, the contributors provide a central international perspective, developing a paradigm in which the artist, teacher and researcher's form of teaching is enmeshed with content, and human agency is entangled with non-human matter.The book explores issues connected to both teaching and learning in the arts, engaging in debates about the value of meaning making in the artistic process, the way social ethos can guide performative approaches and the changes in education that performative approaches can bring.Performative Approaches in Arts Education will be of great interest to academics, researchers and post-graduate students in the fields of arts education, philosophy of education and education research methods. It will also appeal to teachers and teacher educators, artists and teaching artists.