Painting masterpieces on Walls

Arts organizations that partner with schools to design, implement, and evaluate arts education programs are rethinking traditional practices of evaluation to more directly engage school partners, artists, and administrators. External arts partners are also being held accountable for learning outcomes that result from their programs. In this article, the authors describe an urban arts organization that is moving toward an institutional culture that engages teachers, artists, students, parents, and administrators in a process of documentation and action research that enhances the ability to evaluate teaching and learning. This layered research approach within an arts organization enables participants to link teaching standards to student work and contributes to the larger dialogue about arts education programs in schools.     

Faith in Art

Individual creativity is ubiquitous. New technologies both enable and urge fresh approaches to creativity in the context of education. University-level education offers a natural place to adjust pedagogical structures in favor of a more individual approach to learning that organizes the intellectual community into new patters of interaction and time allocation. This direction is made possible by the vast improvements in access to information, data, knowledge, and opinion. College students live in this world of access, in an ever-expanding sea of material. Networking second-by-second is central to their zeitgeist. The result is far more than social. Interaction and collaboration are now important in most workplaces, and are expected to be even more important in the future. Higher education needs to use its natural resources in ways that develop content knowledge and skills in a culture infused at new levels by investigation, cooperation, connection, integration, and synthesis. Creativity is necessary to accomplish this goal. When central and culturally pervasive, creativity becomes exemplified and enhanced for every student. Problem solving becomes the driving pedagogy. Problem solving is a technique that can be advanced through practice, but practice takes time. Universities must meet the challenge of reapportioning time if suggested changes are to occur. These matters are important to P–12 arts education, because colleges prepare teachers and citizens who then provide leadership. Possibilities abound for changing paradigms that now hold arts education back in many policy situations. It is important to take advantage of opportunities inherent in the coincidence of present conditions, youthful energy, technological capabilities, and interest in creativity.     

SongMakers: An industry-led approach to arts partnerships in education

Reported benefits of arts partnerships with schools range from improvements in students' motivation and engagement in learning to teachers' increased confidence in teaching the arts, and strengthened school and community relationships. Yet, in the scholarship on arts partnerships to date, limited critical attention has been given to the impact of programs primarily driven by government supported industry-based imperatives. There may be legitimate concerns that, in primarily servicing economic or employment needs, industry–school partnerships overlook social and interpersonal aspects of learning in favor of goal-orientated skills training to meet “the market.” This article informs arts education policy and industry directions by acknowledging this concern and reporting on the outcomes of an industry–schools partnership where industry “training” appears to be leveraging a number of more holistic student learning outcomes. Jointly funded by industry and government, SongMakers is an Australian artist in residence program that aims to improve the export potential of Australia's contemporary music industry and contribute to the implementation of a contemporary music curriculum. It involves professional songwriters and producers with international recording experience working as mentors to students who create and produce new music in intensive two-day workshops. This article outlines how the program is demonstrating emergent positive impact not only on students' music knowledge and skill development, and understanding of the contemporary music industry, but on engagement, confidence in learning, and self-efficacy. It does not argue that all industry programs can or will achieve such impacts, but that diverse kinds of arts partnerships in schools can contribute to a viable ecology of quality educational practice in the arts.     

Assessing the professional development needs of arts instructors working in multi-age classrooms

This article presents the results of a national survey conducted with 223 arts teachers working in public schools that feature mixed-age classrooms rather than traditional grade levels. The purpose of the survey was to identify the professional development needs of arts teachers working in these unique environments and to offer suggestions for policymakers who might provide appropriate training or foster the development of multi-age school sites. The results showed that most respondents (73.1%) were in favor of developing new multi-age training for arts teachers and revealed their preferences for workshop content related to organizational strategies, collaboration with colleagues, assessment, integrated curriculum, collaborative student work, research, and thematic instruction. The results also revealed respondents' preferences for venues, formats, and the scheduling of such professional development experiences. The implications of these findings provide a number of options for policymakers to weigh in planning optimum training opportunities for multi-age arts instructors.     

Easter Art Feast

The purpose of this report is to provide insight into how state departments are implementing legislative requirements for educator evaluation, particularly the specific circumstances states encounter around arts education. Spotlights on Delaware, a first-round recipient of Race to the Top funding, and Colorado and Arizona, third-round recipients, provide a variety of state-level approaches. Not only do the state contexts differ because of funding variability and level of focus on arts education, size and state laws around local control also play a factor in how states are able to implement educator evaluation requirements. To add to the complexity of this implementation, educator evaluation is a component within several education reforms in all disciplines, including new standards adoption, student assessment development and/or implementation, and need for professional development for arts educators. These multiple components play important roles in state efforts to meet educator evaluation requirements for arts educators. This report outlines each state context and other reform elements at play, and shares opportunities and challenges within the educational landscape. This report does not advocate for, speculate on, or share opinions about these efforts, as the primary role of state departments is to oversee, manage, and support schools and districts in any change process required by state and/or federal law.     

Arts integration in rural Minnesota: A collaborative arts integration framework

In this article, we demonstrate that arts integration holds unique promise and benefits for helping rural teachers to provide more equitable arts opportunities for their students. These benefits include: professional network development in the service of both curricular development for arts integration and connecting teachers who often work in isolation; additional funding to allow for collaborative planning; and introduction to arts experiences and cultural resources for use in arts-integrated unit planning and implementation. We describe the Perpich Arts Integration Project—an innovative, state-funded program centered on a Collaborative Arts Integration Framework in three rural regions of Minnesota. Then, through data collected via a three-year longitudinal program documentation and evaluation, we describe several themes that we have identified about the implementation of arts integration in rural schools. Finally, we will describe a series of considerations and implications for rural schools seeking to implement such a program in the future.     

Bridging the gap: How the National Core Arts Standards forge the divide between the arts and assessment-based learning

ABSTRACT

This article is a review and thematic analysis of the 2014 National Core Arts Standards (NCAS). Historically, there exists a gap between the arts and assessment-based educational practices. Thematic analysis of the NCAS reveals a policy striving to bridge the gap between the way arts educators envision arts in schools, and the current reality of assessment-based schooling in the United States. This policy could become the foundation for the recognition of the arts as academically rigorous subject matter, capable of existing and thriving in an assessment-oriented world; it remains to be seen as to how and if arts educators will use and adapt NCAS. Is the NCAS merely a symbolic policy or does it have the support behind it to be a material policy that truly creates change in the educational system?     

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.     

Arts students in debt: Concerns,consequences, and interventions

While there are many educational and experiential benefits to attending professional higher arts education programs, students who incur excessive student loan debt during their studies may experience unanticipated or poor professional outcomes either over the course of their artistic careers, shortly after the expiration of a loan grace period, or after they can no longer defer payments. To date, little to no research exists on the effects of an excessive student loan debt burden on professional arts careers. To address this gap in the higher arts education literature, and in an effort to facilitate scholarly discussion on the topic, this article identifies concerns, consequences, and potential interventions.     

For what purpose the arts? An analysis of the mission statements of urban arts high schools in Canada and the United States

While general arts programs have declined in many schools across the United States and Canada, the number of specialized art programs in public secondary schools has swelled since the 1980s. While this increase is often celebrated by arts educators, questions about the justification of specialized arts programs are rarely raised, and their value is often taken for granted. In this article, we examine the mission statements of eighty-four specialized arts programs across two countries to examine the ideas, values, and commitments that are expressed in these public statements. In addition to a close thematic analysis, we describe how these mission statements reflect different conceptions of the role of the arts in education and consider the ways in which arguments that seek to broaden access to the arts are combined with the goal of serving a narrow subset of the student population. We argue that analyzing mission statements provides a clearer picture of the ideas that shape these programs, and that in order to foster an informed public conversation about the purpose and value of an education in the arts, educators committed to the arts must engage in this serious discussion.     

An exploratory study of student teachers’ conceptions of teaching life science outdoors

Abstract

The purpose of this exploratory qualitative study was to investigate elementary student teachers’ conceptions of teaching life science outdoors. The study involved 99 student teachers who were enrolled in an elementary science methods course at a large public university in the United States of America. The study utilised drawings, and narratives to investigate the nature of these teachers’ conceptions. Data analysis revealed that three conceptions of teaching life science were common among the participants: (1) teaching life science is predominantly conceptualised as being situated in the schoolyard, (2) teaching life science outdoors is teacher-directed, and (3) teaching life science outdoors is disconnected from in-class science instruction. Implications include the need for (1) teacher education programmes to provide reflective supports that explicate student teachers’ conceptualisation of teaching life science and thus exposing prior frameworks; and (2) teacher educators to examine student teachers’ prior frameworks for teaching life science outdoors and provide knowledgeable theory and practice platforms that will serve as frameworks for student teachers to adopt, connect and routinize outdoor life science teaching with in-school teaching of life science.     

The Framework for 21st Century Learning: A first-rate foundation for music education assessment and teacher evaluation

Federal laws and funding initiatives, such as the No Child Left Behind Act and the Race to the Top campaign, have created an increasing incentive for schools nationwide to document student progress, standardize assessment practices, and evaluate teachers according to student success. In response, the Common Core State Standards, a popular yet controversial policy, has emerged. Implemented at the state level, these standards focus heavily on the areas of English language arts and mathematics, subjects not traditionally incorporated to a great extent in music classrooms. In order for music to maintain a role as an essential subject in the school curriculum, it is imperative that music educators be able to associate themselves with a complementary initiative that allows them to demonstrate how students are meeting benchmarks required at the state and national levels without sacrificing the integrity of music instruction itself. Of the existing models available, the Framework for 21st Century Learning provides the most appropriate structure for determining music teacher effectiveness and for organizing learning objectives that can be assessed to show student growth in music education classrooms.     

Maternal Milk Concentration of Zinc,Iron, Selenium,and Iodine and Its Relationship to Dietary Intakes

The dietary intake of zinc (Zn), iron (Fe), selenium (Se), and iodine (I) of 31 lactating Mexican–American women attending the Hidalgo County WIC program in Rio Grande Valley (RGV), Texas was estimated from 24-h dietary recall interviews. Milk samples were obtained from lactating mothers who had infants 3 months of age and younger. Milk samples were collected in two visits to assess change in breast milk composition after 1–3 months postpartum: group A—after 30–45 days and group B—75–90 days. Dietary intakes indicated that the study participants had significantly inadequate percent energy intakes than the DRI (Dietary Recommended Intakes) percent recommended kilocalorie values but protein intakes were substantially higher than the percent recommended values. The estimated percent Zn, Fe, Se, and I intakes were also significantly lower than the DRI percent recommended values. The lactating mothers consumed significantly less Zn, Se, and I when compared to the Recommended Dietary Allowances (RDA) even though Fe intake was higher than the RDA value. Breast milk concentration of Zn, Fe, and Se were in agreement within the range of representative values for Constituents of Human Milk but I has significantly less concentration than the representative value. There was no statistically significant correlation observed between dietary intake and milk concentration of Zn, Fe, Se, and I. This study compares the estimated dietary intake of zinc, iron, selenium, and iodine to the concentration of these trace elements in the maternal milk of lactating women of Mexican–American heritage who attend the Rio Grande Valley WIC clinic.     

Serological Strains of Tobacco Ringspot Virus Transmitted by Xiphinema americanum

Five serological strains of tobacco ringspot virus isolated from naturally infected tobacco in North Carolina, and a strain isolated from watermelon in the Rio Grande Valley of Texas were transmitted from cucumber to cucumber by mass-screened and handpicked Xiphinerna americanum from North Carolina. The Eucharis mottle strain from Peru was not transmitted, indicating that a specific strain-vector relationship may exist between the geographically isolated strains from North and South America.     

Nations of The World to Sign Roerich Treaty to Protect Culture

This article synthesizes current dance education research that demonstrates connections between the culturally relevant pedagogy and student academic achievement, details why the arts are exponentially important and valuable to all communities, and provides practical solutions for the everyday teacher. Through a pointed focus on culturally relevant reading materials the research presented herein supports and advocates for educational policy designed to diversify arts curricula. Only when the diversity in our curricula reflects the diversity of our communities can our educational system affirm a multicultural world.     

What Is Everyone Saying About Teacher Evaluation? Framing the Intended and Inadvertent Causes and Consequences of Race to the Top

The purpose of this study was to understand how contributors to national media, education publications, and arts education publications interpret aspects of teacher evaluation enacted in response to Race to the Top. Using Stone's (1989) policy framework, researchers coded articles for intended and inadvertent causes. Analysis indicated that although the authors of Race to the Top explained that in order to win funds, states must take student growth into account, authors for both national media and journals aimed at teachers defined consequences directly resulting from such actions as unintended. Arts educators might hold policymakers accountable for intending or at least foreseeing many of the consequences from Race to the Top as well as consider their own potential role as policy creators and challengers.     

Helminth parasites of the western willet, Tringa semipalmata inornata, from Montana and Texas with a checklist of helminth parasites

In total, 26 western willets, Tringa semipalmata inornata , were examined for helminth parasites, including 8 spring migrating hosts from the Chihuahua Desert, Rio Grande Valley, Texas, and 18 post-breeding hosts from east central Montana. Sixteen species of helminth parasites were present in component communities for both spring migrants and post-breeding birds. There were 9 species of trematodes, 2 cestodes, and 5 of nematodes, with a total of 1,593 individual specimens (X = 99.6, ±SE = 57.9, M = 9) present in migrating willets, and 5 species of trematodes, 8 cestodes, and 3 nematodes for a total of 1,148 individual specimens (X = 71.8, ±SE = 34.4, M = 12) present in post-breeding hosts. Species richness in infracommunities ranged from 2 to 10 (X = 5.1, ±SE = 0.95, M = 5.3) for spring migrants, and from 1 to 4 (X = 2.8, ±SE = 0.26, M = 3) for post-breeding birds. Diversity and evenness were 0.72 and 0.23 for spring migrants and. 0.62 and 0.17 for post-breeding hosts. Trematodes were the dominant taxa in spring migrants and cestode taxa in post-breeding hosts. Helminths with marine-associated life cycles were present in larger numbers in spring migrants from the Rio Grande Valley (11 of 16 species) than in post-breeding hosts from Montana hosts (4 of 16 species). The higher number of marine species in spring migrants was probably related to their more recent association with a marine habitat. Several species of Anomotaenia were major contributors to the component communities in both localities. Four species of nematodes with large prevalence, i.e., Schistorophus skrjabini, Sciadiocara umbellifera, Skrjabinoclava inornatae, and Sobolivicephalus lichtensfelsi, observed in spring migrants from the Rio Grande Valley were absent from Montana hosts. There was only a 2% similarity between the Rio Grande Valley and Montana. All helminth species, except for the possibility of Anomotaenia spp., were generalists. A checklist of helminth parasites of the willet is included.     

Intersections between music education and music therapy: Education reform,arts education,exceptionality, and policy at the local level

In this article, a music teacher educator and a music therapy clinician and educator discuss special education policy and arts instruction at the district level. To illustrate the gulf between federal and local policies with regard to exceptional learners and arts instruction, we examine the intersections of music therapy and music education with regard to self-contained classes of students with moderate to severe disabilities. Our discussion focuses on provision of services and opportunity to learn, and results in specific policy suggestions, including: (a) increasing administrators' understanding of music therapy, adaptive music education, and music education, so that decisions regarding arts instruction can be better-informed and more child-centered, (b) treating music therapists as allied health professionals who do not need to be certified teachers to practice in schools, and (c) improving initial music teacher preparation and providing opportunities for professional development to increase awareness of necessary information and effective strategies to improve music teaching and learning for students with special needs.     

Seeking a higher level of arts integration across the curriculum

To seek a higher level of arts integration across the education curriculum, I investigated designs of teaching through arts activities that would motivate educators to adopt the spirit of “aesthetic teaching.” Two different designs were tested, with the second as a continuation of the first. Each ascribes a different educational role to arts activities—in the first design the role of art is that of a teaching medium, while in the second its role is as a teaching approach to the taught subject. The study followed the steps of a “teaching design experiment.” The preschool teachers who constituted the sample used these activities with groups of kindergarteners. The analysis of the data was based on the reports of the teachers, which were examined for indicators of “aesthetic teaching.” The findings of this study suggest that there is a correlation between the educational role of the arts and the level of aesthetic orientation of educators in applying arts integration. Generally, the sample experienced the second design (in which the role of art is that of a teaching approach to the taught subject) as more of an aesthetic teaching situation than the first design (in which the role of art is that of a teaching medium).     

Characteristics of the haemoproteid community in an expanding white-winged dove population

The haemoproteid community of 171 eastern white-winged doves (Zenaida asiatica asiatica) from the expanding Texas population was examined using thin blood smears. During summer 1997, heart blood was taken from doves within their historical breeding range (Lower Rio Grande Valley of Texas), an intermediate region (San Antonio and surrounding area), and the new breeding periphery (north central to southeast Texas). Two species were found: Haemoproteus columbae and Haemoproteus sacharovi. Infracommunities rarely occurred in heart blood, as only 20 of 132 infected doves demonstrated gametocytes of both species. Overall prevalence of H. columbae and H. sacharovi was 77 and 15%, respectively. Prevalence of H. columbae was higher in the Lower Rio Grande Valley (LRGV) and intermediate regions than at the periphery, higher in adults than juveniles, and similar between males and females. Prevalence of H. sacharovi was lower in the LRGV than intermediate and peripheral regions, similar between juveniles and adults, and higher in females than males. Mean density of H. columbae and H. sacharovi was 15.9 +/- 2.7 and 0.3 +/- 0.1 (mean +/- SE per 3,000 erythrocytes), respectively. Overall mean abundance of H. columbae and H. sacharovi was 12.2 +/- 2.2 and 0.04 +/- 0.02, respectively. Mean abundance of H. columbae was higher in the LRGV and intermediate regions than at the periphery and was similar between host age and between host sex; H. sacharovi was similar among regions, host age, and host sex. This study emphasizes the importance of using prevalence, density, and abundance data to assess haemoproteid community structure and pattern.