ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating Art Environments That Address Social Justice Issues
Author: Tremblay, Gail
Date: 2013-09-06
Type: Journal Articles
Subjects: Social Justice,Art Activities,Art Education,Art Materials,Censorship,Visual Arts,Exhibits,Curriculum Enrichment,Curriculum Implementation,Teaching Methods,Art Expression,Consciousness Raising

In this article, I examine strategies for teaching students to make socially conscious art using a variety of media that emphasizes installation work. I present issues of social justice in the contemporary art world and include concerns of censorship that artists sometimes confront. I offer examples of team taught coordinated studies programs where students did social justice through visual art installation work and refer to examples I have used as part of curriculums to teach students the skills needed to create and exhibit works about important social issues. The paper contains links to images of works by the author on Vimeo and lists and links to other artists who that people might want to include in their curriculum.
&quot;Raising the Point!&quot;: An Artistic Approach in Supporting a Community's Call to Action
Author: Mendez, Jason
Date: 2013-09-06
Type: Journal Articles
Subjects: Social Action,Individual Power,Community Action,Art,Pollution,Neighborhood Improvement,Social Justice,Public Schools,Urban Areas

This article discusses the notion of action and personal agency. The author discusses his experiences constructing an arts installation that supported a grassroots effort to revitalize Hunts Point, a community in the South Bronx that is home to 11,000 families, eighteen waste transfer stations, 40% of New York City's sewage, all of the Bronx's waste, a sewage treatment plant, a sewage pelletizing plant, four electrical power plants, and several public schools. More than 60,000 heavy trucks drive through the neighborhood each week. Due to pollution, asthma is the number one cause of absenteeism amongst children in Hunts Point's public schools. Educational reform typically focuses on improvements in the classroom, but students live in real communities with real problems. Giving students an enriching education in a community overwhelmed by pollution requires action outside of the classroom! This installation piece inspired the short documentary film, &quot;Raising the Point!&quot;
Narrative Texture: The Layering of Voices in a Secondary Classroom for Learners with Special Needs
Author: Blair, Deborah V.
Date: 2013-10-07
Type: Journal Articles
Subjects: High School Students,Special Needs Students,Music Education,Personal Narratives,Special Education,Access to Education,Inclusion,Privacy,Bias,Musical Composition,Teacher Researchers,Music Teachers

In this paper I explore the layers of voices represented in a classroom of high school students with special needs. As their guest music teacher, I learned about their strengths and challenges, their teachers, and their engagement with music. Issues of inclusion, access, privacy, and personal bias confronted me as I worked to construct narratives that honored the students&apos; story of school. To address, in particular, the issue of bias, I explored representations of the data (Blair, 2010) in various formats (Lather &amp; Smithies, 1997; Smith, 2009) and considered the influence of formatting to engage/disengage the reader (Barone, 1900, 1995). Here, I first share a narrative written from the learners&apos; perspective followed by a narrative layered with my voice as the teacher-researcher. The metaphor of &quot;musical texture&quot; frames this paper and serves to enable the reader a glimpse into the students&apos; musical ideas within their compositions as well as the multi-layered roles and perspectives within this special classroom.
&quot;No One&apos;s the Boss of My Painting:&quot; A Model of the Early Development of Artistic Graphic Representation
Author: Louis, Linda
Date: 2013-10-07
Type: Journal Articles
Subjects: Childrens Art,Painting (Visual Arts),Creative Development,Child Development,Models,Intention,Skills,Familiarity,Art Materials,Longitudinal Studies,Preschool Children,Grade 1,Elementary School Students

This article reports on the most recent phase of an ongoing research program that examines the artistic graphic representational behavior and paintings of children between the ages of four and seven. The goal of this research program is to articulate a contemporary account of artistic growth and to illuminate how young children&apos;s changing understanding and execution of the graphic representational task lead them to use paint in ways that might be termed &quot;artistic.&quot; The multidimensional model of &quot;painting development&quot; presented in this report, informed by the findings of a longitudinal study, describes changes along three parallel but functionally independent dimensions: symbolic intentions, pictorial concepts, and expressive use of material.
Translating the Essence of Dance: Rendering Meaning in Artistic Inquiry of the Creative Arts Therapies
Author: Manders, Elizabeth
Date: 2013-10-28
Type: Journal Articles
Subjects: Art Therapy,Inquiry,Personal Narratives,Translation,Research,Dance,Visual Arts,Aesthetics

The authors used artistic inquiry to study intersubjectivity in a weekly, stimulated creative arts therapy studio experience for one year. They found that the conversion of meaning from the meta-verbal, imaginal, aesthetic language of dance and visual art into verbal and textual discourse required complex translational processes. Personal narratives are presented which identify some challenges faced in translation and related data analysis. Strategies for building skills for translation of aesthetic material are provided to assist those conducting future artistic inquiries.
Where I'm From: Cultural Exchange through the Arts and Voicethread
Author: Song, Young Imm Kang
Date: 2013-10-07
Type: Journal Articles
Subjects: Foreign Countries,Exchange Programs,Elementary Schools,Audiovisual Aids,Cultural Influences,Elementary School Students,Grade 6,Elementary School Teachers,Integrated Activities,Poetry,Photography,Visual Aids,Art Products,Pantomime,Portraiture,Computer Mediated Communication,Computer Uses in Education

This paper discusses a cultural exchange project that is being conducted between classrooms at the Songwon Elementary School in South Korea and the Lee School in Massachusetts, USA. As its main communication tool between the students in the two countries, this project uses VoiceThread--an audiovisual discussion tool that can serve as an ideal match for specific learning and reflection tasks. Through the arts, media, and technology elements that are embedded in this project, students in the two countries have been sharing each other's cultures. The paper explores the progression of the work from multiple vantage points--through an analysis of the role of authorship in students, the power of poetry to illuminate nuance, and the opportunity that technology (VoiceThread) provides to connect students across cultures despite geographic and cultural differences.
Creating Multiple Pathways in the Arts: A New York City Case Study
Author: Maguire, Cindy
Date: 2013-08-08
Type: Journal Articles
Subjects: Art Education,High Schools,Urban Schools,Small Schools,Educational Opportunities,Educational Benefits,High School Students,Case Studies,Mixed Methods Research,Student Surveys,Focus Groups,Interviews,College Preparation,Advanced Placement Programs,Partnerships in Education,Specialization,Extracurricular Activities,Internship Programs,Educational Counseling,Attendance,Graduation Rate,Dropouts

Increasingly, education policy makers understand the importance of students and families having access to a range of high quality educational opportunities inside and outside of school, 365 days a year. This paper explores the concept of multiple pathways in arts education to further conceptualize and build upon such opportunities, inside and outside the regular school day. Using a mixed-methods approach, we examine the arts pathways schools provide for their students, the relationships that exist between pathways and academic benefits, and the work of cultural and art partners in supporting pathways. Implications for future research and arts education policy are addressed.
Engaging Families in Dance: An Investigation of Moving Parents and Children Together
Author: Warburton, Edward C.
Date: 2014-02-12
Type: Journal Articles
Subjects: Family Programs,Dance Education,Movement Education,Parent Child Relationship,Teaching Methods,Interaction,Motivation,Psychological Patterns,Interpersonal Competence,Mixed Methods Research,Interests,Immigrants,Action Research,Community Programs,Curriculum Development,Observation,Program Development,Interviews,Learner Engagement,Case Studies

This article describes a relationship-based dance program, &quot;Moving Parents and Children Together,&quot; and summarizes a 3-year study of teacher practice and parent-child interactions. Our work focuses on &quot;relational engagement&quot; in dance, which entails a person's basic motivation to connect plus a psychological investment in building interpersonal skills. We adopt an action research perspective, take a mix-methodological approach, and report on the design and use of a new measurement tool. We find evidence that using an &quot;engagement lens&quot; to assess behavior influences positively dance instruction and personal teaching practice. We also find general positive change in parent and child average engagement scores in two areas, activity and interest. Case studies of immigrant and multi-generational families show positive growth in, and increasing self-awareness of, interpersonal attitudes and behaviors. Taken together, participants view MPACT as a powerful vehicle for growing and nurturing relationships.
Teaching &quot;Art as Social Justice:&quot; Developing Prefigurative Pedagogies in the (Liberal) Art Studio
Author: Miner, Dylan A. T.
Date: 2013-09-06
Type: Journal Articles
Subjects: Social Justice,Art Education,Courses,Case Studies,Teaching Methods,College Instruction,Studio Art,Course Organization,Visual Arts

In an era of expanding global capital, our role as educators remains one in which we must confront the ever growing discrepancy between the North and South, including the South within the North. Through my experiences teaching a course called &quot;Art as Social Justice,&quot; I begin to situate my classroom labor within an emancipatory framework that &quot;prefigures&quot; a more just and equitable world, as well as a classroom that challenges inequality. Employing thick description, this essay investigates &quot;Art as Social Justice&quot; as a case study that employs specific pedagogical tactics to challenge hegemonic social relations, not only in the classroom, but outside it as well. As the essay explores, visual art enables different ways of dealing with issues inaccessible to political science, history, sociology, or even literature.
Dandelion Seeds: Poetry as Performance and Research for Social Justice in Education
Author: Hanley, Mary Stone
Date: 2013-09-06
Type: Journal Articles
Subjects: Poetry,Performance,Social Justice,Art,Research Methodology,Ethnography,Activism,Educational Research,Federal Legislation,Educational Legislation,Elementary Secondary Education

A rally in Washington, DC to transform the U. S. schools provided an example of merging poetry, performance, and research for social justice activism. The arts-based research forms of a/r/tography and performance ethnography provided the poet/performer/researcher/activist with frameworks of sense-making that were fluid, intrasubjective, and intersubjective. The work included ethnographic insights based on decades of lived experience for the poet and the audience that was embodied through performance. Metaphor, metonym, imagery and other elements of poetry, including the process of revision, were used to mine and represent attention to complexity as necessary for transformation and to pose simplistic thinking as a limited and narrowing aspect of social movement.
Image-Based Participatory Pedagogies: Reimagining Social Justice
Author: Powell, Kimberly
Date: 2013-10-22
Type: Journal Articles
Subjects: Visual Aids,Social Justice,Photography,Theater Arts,Teaching Methods,Research Methodology,Imagination,Perception,College Students,Preschool Children,Educational Philosophy,Democracy,Preschool Education

As educators and scholars in social studies and art education respectively, we describe two visual methods from our own research and teaching in pre-K to university settings that are embedded in visual practices. We underscore their transformative potential by using Maxine Greene's (1995) ideas of the education of perception as a critical means for opening up a social imagination as well as contemporary theories of visual culture in order to underscore the ways in which encounters with the arts may provoke and transform our and others' understanding of the world. Specifically, we describe our research and teaching with Image Theatre (Boal, 1985) and photo elicitation techniques and discuss the ways in which each of these methods enacts different aspects of the image and offers insights into pedagogical considerations and implications for social justice. We frame these approaches as image-based participatory pedagogies in which images are primary to renewed visions of possibility and imaginative action.
Pens and Ploughshares: The Historical Use of Art by African-Descended Women to Create Social Justice in the US Neo-Slavery Era
Author: View, Jenice L.
Date: 2013-09-06
Type: Journal Articles
Subjects: African Americans,Females,African American History,United States History,Racial Discrimination,Racial Bias,Artists,Slavery,Court Litigation,Whites,Social Bias,Feminism,Social Justice,Activism,Aesthetics,African American Culture,Poetry,Art Products

In the period after the 1896 U.S. Supreme Court decision (Plessy v. Ferguson), &quot;white&quot; supremacy was codified and reinforced through law, custom, and mob violence. Despite this, African-descended women artists in the Western Hemisphere committed the revolutionary act of declaring, &quot;I am; I am here; I am here remaking/reimagining the world you are destroying.&quot; This chapter offers some of the lesser-known counter-narratives of these artists of the period between the late 1890s and the 1960s.
The Power of Art to Develop Artists and Activists
Author: Prettyman, Sandra Spickard
Date: 2013-09-06
Type: Journal Articles
Subjects: Artists,Activism,Adolescents,Summer Programs,Art Education,Urban Youth,Program Effectiveness,Social Change,High School Students,Reflection,Critical Thinking,Adolescent Development,Citizen Participation

Many teens today feel as though they have limited opportunities to prove to society that they can make positive and meaningful contributions to their communities. They are presented with few opportunities to make important choices and decisions regarding their lives and communities and often have no mechanisms in their everyday lives to help them engage in meaningful ways in their communities (Youniss, Christmas-Best, Diversi, et al., 2002). In this article, we explore how Arts-UP, a summer art education program for urban teens, fosters self and social transformation by helping youth engage in their local community. Results demonstrate that Arts-UP participants see themselves as part of a larger community of artists, and also as active participants in their communities. We argue that programs like Arts-UP are imperative in creating not only future artists, but also future activists who will be critical thinkers and active, democratic citizens.
Key Dimensions of a Multicultural Art Education Curriculum
Author: Chin, Christina
Date: 2013-10-07
Type: Journal Articles
Subjects: Multicultural Education,Art Education,Integrated Curriculum,Critical Thinking,Transformative Learning,Cognitive Style,Equal Education,Social Action,Bias,Stereotypes

In an effort to encourage further integration of multicultural curricula, this article aims to detail several key dimensions of multicultural education, particularly as they apply to art education. Drawing on Banks&apos;s (1994b, 1995b, 1996e, 2004) dimensions for multicultural education, these dimensions include content integration, equity pedagogy, knowledge construction and transformation, empowering school culture and social structure, and prejudice reduction. Each dimension is explored in depth, and how scholars in art education have addressed each of these dimensions is highlighted within the article. Armed with the understandings offered within this paper, perhaps art teachers will feel more versed and find greater comfort in attempting to incorporate multicultural programming into their art curricula or to extend their existing multicultural endeavors.
The Role of Responsive Teacher Practices in Supporting Academic Motivation at the Middle Level
Author: Kiefer, Sarah M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Qualitative Research,Student Motivation,Adolescents,Middle Schools,Middle School Teachers,Middle School Students,Student Diversity,Assistant Principals,Teacher Student Relationship,Teacher Expectations of Students,Teaching Methods,Student Needs,Student Attitudes,Teacher Attitudes,Self Determination,Student Characteristics,Bias,Credibility

The purpose of this descriptive qualitative study was to investigate the ways teachers support young adolescents' academic motivation in one large, urban, ethnically diverse middle school. Data included individual interviews of 24 participants (18 students, 5 teachers, and 1 middle school assistant principal). Findings suggested that the following may support student academic motivation: teacherstudent relationships, teacher expectations, and instructional practices responsive to students' basic and developmental needs. Further, the potential for educators to meet students' needs and support their motivation may be maximized when such expectations and instructional practices are implemented within the context of high-quality teacher-student relationships. Drawing on the perspectives of both students and educators, these findings extend current research on academic motivation at the middle level by capturing the complexity of the phenomenon. An implication for educators is to understand the ways all three practices may help foster an environment responsive to students' needs and support motivation. Findings inform middle level educational research and practice, especially in urban, ethnically diverse middle schools.
The Motivational and Information Needs of Young Innovators: Stimulating Student Creativity and Inventive Thinking
Author: Small, Ruth V.
Date: 2014-00-00
Type: Journal Articles
Subjects: Creativity,Innovation,Student Needs,Information Needs,Student Motivation,School Libraries,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Librarians,Library Services,Role Models,Mixed Methods Research,Online Surveys,Interviews,Intellectual Property,Role,Teacher Role,STEM Education,Mentors,Student Surveys

Innovation is the essence of the American spirit. In the twenty-first century, it will be the innovative thinkers who will make the greatest contributions to our society, find cures for diseases, create technologies that enrich our lives, and find innovative solutions to the world's problems. Schools must provide more opportunities for students to create, innovate, and explore their ideas; the school library is the one place in the school in which all children can think outside the box, seeking solutions to real-world problems that interest and challenge them. This article describes a study conducted by a research team at Syracuse University's Center for Digital Literacy, in collaboration with the Connecticut Invention Convention, investigating the attitudes toward innovation activities, motivational supports, and information needs of young innovators in grade 4-8 as they progressed through the innovation process. Implications of this initial research are that school librarians have an opportunity to (1) provide &quot;innovation spaces&quot; that foster curiosity and exploration within their libraries and (2) become role models or &quot;innovation mentors&quot; to all students, supporting their motivational and information needs throughout the innovation process.
School Librarians' Experiences with Evidence-Based Library and Information Practice
Author: Richey, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Evidence,Library Services,Experience,Surveys,Qualitative Research,Statistical Analysis,Public Schools,Library Education,Library Science,Elementary Secondary Education,Library Administration,Long Range Planning,Position Papers,Objectives,Data Collection,Information Dissemination

Evidence-based library and information practice (EBLIP) provides school librarians a systematic means of building, assessing, and revising a library program, thus demonstrating a school library program's worth to the larger school community. Through survey research collecting both qualitative and quantitative data, 111 public school librarians in Texas shared the extent to which they applied components of EBLIP to practice, the extent to which they shared EBLIP data and with whom, and the extent to which formal LIS education has supported their applications of EBLIP. Findings indicate the large majority of respondents engaged in some form of EBLIP, typically referencing professional journals, standards, and guidelines; informally collecting evidence from stakeholders; and writing mission statements. Few respondents, however, engaged in the complete process. With the intent of gaining, increasing, or securing something, respondents were most likely to share goals and data with administrators and teachers than with other stakeholders. Despite so few respondents' engaging in the complete process, approximately half expressed the belief that their LIS programs contributed to their understanding of EBLIP.
Massive Open Online Courses (MOOCS): Emerging Trends in Assessment and Accreditation
Author: Chauhan, Amit
Date: 2014-06-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Assessment,Accreditation (Institutions),Student Behavior,College Students,College Faculty,Feedback (Response),Academic Achievement,Information Systems,Government Role,Cooperative Learning,Research,Prior Learning

In 2014, Massive Open Online Courses (MOOCs) are expected to witness a phenomenal growth in student registration compared to the previous years (Lee, Stewart, &amp; Claugar-Pop, 2014). As MOOCs continue to grow in number, there has been an increasing focus on assessment and evaluation. Because of the huge enrollments in a MOOC, it is impossible for the instructor to grade homework and evaluate each student. The enormous data generated by learners in a MOOC can be used for developing and refining automated assessment techniques. As a result, &quot;Smart Systems&quot; are being designed to track and predict learner behavior while completing MOOC assessments. These automated assessments for MOOCs can automatically score and provide feedback to students multiple choice questions, mathematical problems and essays. Automated assessments help teachers with grading and also support students in the learning processes. These assessments are prompt, consistent, and support objectivity in assessment and evaluation (Ala-Mutka, 2005). This paper reviews the emerging trends in MOOC assessments and their application in supporting student learning and achievement. The paper concludes by describing how assessment techniques in MOOCs can help to maximize learning outcomes.