Education Through Art

In this article, the author revisits a case study presented in Arts Education Policy Review 105(1) in September/October 2003. The author discusses Arts Collaborator's Incorporated's (ACI) efforts to educate the community about art and about arts opportunities in River City. Themes visited in the discussion are community development through the arts, and connecting economic development to education. Implications for the arts education community that the author draws from this discussion are (a) ACI has assets and connections that the arts education community may not have, (b) ACI uses its influence to teach and promote certain kinds of art, and (c) the arts education community needs to be aware of advocacy groups to maintain education standards and to fully use available opportunities.     

Textile Decorating as a Handicraft

The rhetoric of the creative economy agenda has influenced the revised Ontario curriculum in the arts for grades 9–12. Yet, increasing rhetorical and substantive support for a creative economy agenda in Ontario at large is not sufficiently reflected in the revised Ontario arts curriculum. The expanded agenda is not matched by expanded substantive attention to the arts in the curriculum. Two new elective arts courses have been introduced in the revised curriculum; however, students are still only required to pass one art course to graduate from high school. This article argues that one compulsory art course is not sufficient to respond to the demands of the creative economy and thus recommends that further consideration of the curriculum be undertaken.     

From Lessons Learned to Local Action: Building Your Own Policies for Effective Arts Education

This article explores the process of using lessons learned about high quality, effective arts education programs to help local educational leaders and practitioners create their own policy statements. It raises questions about policy implications from those lessons and connects them to the readers'own experience. It provides an intellectual framework and an action agenda for developing local policy at the classroom, school, or district level that supports high quality arts education for every student. It argues that effective arts education programs must be supported by responsive policy and ongoing tax levy funds to have a greater chance for providing quality arts teaching and learning that endures.     

Improve your Frames with Inserts

The field of education in the United States is in a period of unprecedented change. Educators in all disciplines are challenged to understand and respond to the waves of reform sweeping over the national education landscape. Linking these reforms to meaningful outcomes that will produce more rigorous and effective measures of quality and performance in our schools is an ongoing goal for all educators as they work to respond to calls for educational reform. Changes in the general field of education have direct implications for arts education policy and practice. Arts educators find themselves in the position of making sense of these landmark reforms and changes in the context of arts education and determining what courses of action and responses they should pursue on the road to meaningful reform. This report provides an overview of a selected number of contemporary developments in the general field of education, brief summaries of consequential studies and education-related reports, and an examination of some policy issues these developments and reports raise for arts educators as they work to shape the future landscape of arts education.     

Novel Ideas for Silk Screens

School-based management, or local school control, is an organizational school reform effort aimed at decentralizing school decision-making that has become prevalent in districts throughout the United States. Using the groundbreaking Chicago system of local school control as an exemplar, this article outlines the implications of such reform efforts for arts education, especially in a time of increasing centralization at the level of federal education policy. Following a brief examination of Chicago's path to school-based management and its impact on the district's arts programs, this article describes both the challenges and the opportunities that such reforms may provide for arts education.     

Don’t Throw it Away!

This historical narrative tracks the evolution and devolution of visual arts education from Dewey's progressive era pedagogy and the theory of the arts as experience through the modern accountability movement. Archival material, state curricular documents, and conversations with policymakers show an increasing focus on core subject areas of reading, writing, and mathematics at the expense of arts education. Texas House Bill 3, the third generation of accountability legislation in the Lone Star State, provides a case study of the status of arts education after more than fifteen years of high-stakes testing and accountability. Policy considerations are offered for arts education and its future standing within the public educational curriculum.     

An Ode to Joy … or the Sounds of Silence? An Exploration of Arts Education Policy in Australian Primary Schools

The arts are an integral and important component of our everyday lives. As such, they need to be a vital part of our children's education. However, this has rarely been the case in Australian state primary schools over the past two hundred years. This article explores the history of the arts in Australian state primary schools since the colonization of Australia to the present day. I examine how arts education has been subject to policy changes and inquiries that have not seemed to significantly benefit the arts in our schools and that have at times seemed to marginalize the arts in primary schools. The article concludes with a challenge to arts educators and other stakeholders to develop and implement a long-term approach to policy and practice to ensure that the arts serve as an “Ode to Joy” rather than dissolving into “Sounds of Silence.”     

Catalogue

The author presents reviews that identify success factors in music and arts education partnerships between cultural institutions and K-12 schools. She incorporates the evaluation of one Massachusetts partnership, Arts Can Teach (ACT), to examine the connection between partnerships and K-12 arts-program policy decisions. ACT is a collaborative effort among Boston's Wang Center for the Performing Arts, the Lynn Public Schools, and LynnArts, which matched music specialists and teachers in other disciplines with practicing artists for oneyear partnerships. Success factors of the ACT partnership are considered in terms of their similarity to success factors from the literature on music education partnerships. The author discusses implications for increasing and sustaining music and arts education programming and local arts education policy development.     

Arts curriculum implementation: “Adopt and adapt” as policy translation

This article examines macro, meso, and micro understandings of policy enactment within Western Australian primary school arts education where a new national arts curriculum is being revised and implemented through a process colloquially known as “adopt and adapt.” This article focuses on how a government-led implementation policy has influenced arts teaching and learning in unintended ways. It Includes a theoretical reflection and a consideration of the effects of such policies. Using policy enactment theory as the enquiry lens, four contextual variables are highlighted for their impact on teachers and schools. The variables include situated contexts, material contexts, professional cultures, and external factors. Effects are discussed through the perspectives of 11 arts curriculum leaders drawn from in-depth semi-structured interviews. Marginalization of the arts, the disconnection of schools and teachers to the arts and professional learning impacts are discussed as results of this policy translation.     

中国生物化学课程教学改革的历程(1985~2021)与成绩——基于NVivo 11 Plus软件的系统分析

课程是人才培养的核心要素,是学生从大学里受益最直接、最核心和最显效的途径。生物化学是生命科学中重要的核心课程。梳理我国生物化学课程教学改革的变迁对促进全国生物化学教育事业的发展具有实践意义。本文收集了自1985年以来,生物化学教学改革研究的文献5 871篇。按照国家主要教育方针政策和策略转变文件,将文献按其年份划分为1985~2006,2007~2012,2013~2016和2017~2021四个阶段。运用软件NVivo 11 Plus对文献题录文本和关键词进行相似性分析表明,生物化学课程教学研究与国家教育发展策略相适应,具有鲜明的时代特征。依据扎根理论,通过编码处理和客观分析,将生物化学教学研究划分为“教学策略”、“教学方向”、“教学对象”和“教学评价”四个范畴。详细阐述了“以学生为中心”的生物化学教学改革研究取得的成效:整合包括结构性思维、问题导向、团队合作、翻转课堂和线上线下混合的多种教学方法;结合包括多媒体、虚拟仿真和互联网的先进教学技术;发掘思政元素并将思政教育贯穿到生物化学教学全过程。从强化学生学习能力,关注学习效果和促进学生发展的多元角度促进我国生物化学教学事业的全面发展。     

Using education as a public relations tool for biotechnology

The advances in the biotechnology industry, and in biosciences research are impressive by any measure, but it is not sufficient just to continue to make spectacular scientific breakthroughs. It is important that the general public is assisted to keep up with the pace of technological change. Some efforts have been made, but they have not been enough. A public relations strategy is required. The biotechnology industry needs to influence public opinion as well as lead discovery. The aims of a public relations campaign should not be just to inform and convince legislators and regulators, but should target the average consumer of the 21st century. There are two areas where the science community must direct its attention if the international public is to be brought along on this biotechnological odyssey: the compulsory school sector – including teachers, students and policy makers; and key sector groups that can be specifically targeted such as farmers, indigenous peoples, horticulturists, food sector people, health professionals, and in particular, the recently retired. If the potential of biotechnological advances is to be realised, scientists must be proactive in educating the general public. This will also involve educating the educators. No amount of public education will completely remove the opposition to genetic engineering, but with an educated public there is an increased opportunity for a fair debate and scare tactics, half-truths and innuendo will gain less traction.