A New Meaning to “Partnerships”

Abstract

Michael Straight. Nancy Hanks. Durham: Duke University Press, 1988. 429 pages. $22.50 hardback. Reviewed by Samuel Hope.

Business Committee for the Arts Arts Education: A Resource Guide New York: Business Committee for the Arts, 1989 Packet format, 32 pages. $15.00 Reviewed by Samuel Hope.

Livingston Biddle. Our Government and the Arts. New York: ACA Books, 1988. 539 pages. $16.95 paperback. Reviewed by Samuel Hope.

Benjamin Ginsberg. The Captive Public: How Mass Opinion Promotes State Power. New York: Basic Books, 1986. 272 pages. $8.95 paperback. Reviewed by Samuel Hope.

Miklos Haraszti. The Velvet Prison: Artists under State Socialism. New York: Basic Books, 1987. 164 pages. $14.95 hardback. Reviewed by Samuel Hope.     

Christmas Cards

Abstract

David B. Pankratz and Kevin W. Mulcahy, Editors The Challenge to Reform Arts Education: What Role Can Research Play? New York: American Council for the Arts, 1989. 90 pages. $9.95 paperback.     

The New Curriculum

Abstract

Margaret Jane Wyszomirski and Pat Clubb, eds. The Cost of Culture: Patterns and Prospects of Private Arts Patronage. New York: ACA Books, American Council for the Arts, 1989. 97 pages. $9.95 paperback.

Neil Postman. Conscientious Objections: Stirring Up Trouble about Language, Technology, and Education. New York: Alfred A. Knopf, 1988. 190 pages. $17.95 hardback.

The Challenge of Change: Papers and Presentations from the 15th Annual National Conference, ed. Keens Company. New York: FEDAPT, 1987. 144 pages. $14.95 paperback.     

Early childhood arts education in the United States: A special issue of Arts Education Policy Review

ABSTRACT

In this introduction to Early Childhood Arts Education in the United States, a special issue of Arts Education Policy Review, the editors provide a platform for stakeholders' increased awareness and understandings of the need to ensure children's rights to arts education. They summarize the five articles comprising this issue, and invite stakeholders to consider example action steps to apply content from this Issue to arts interactions with young children.     

On Apples,Oranges and Camels

Abstract

Changing Schools through the Arts: How to Build on the Power of an Idea. New York: ACA Books, 1990, 284 pages. $14.95 paperback.     

The New Craftsman

Abstract

Bill Beckley with David Shapiro, eds. Uncontrollable Beauty Allworth Press and the School of Visual Arts 423 pp. $19.95

Venus in Exile: The Rejection of Beauty in Twentieth-Century Art Wendy Steiner The Free Press 280 pp. $26.00     

Creativity and the Handicapped

Abstract

Revisiting Music Education Research

Richard Colwell and Carol Richardson, eds. The New Handbook of Research on Music Teaching and Learning New York: Oxford University Press 1222 pp. $175.00

A Thing of Beauty Is a Joy Forever?

David Kenneth Holt The Search for Aesthetic Meaning in the Visual Arts: The Need for the Aesthetic Tradition in Contemporary Art Theory and Education Bergin &; Garvey Publishers 148 pp. $62.50     

A revision of the moss genus Gymnostomiella Fleisch.

Abstract

A taxonomic revision of the moss genus Gymnostomiella Fleisch. recognizes five species and one variety, viz. G. burmensis Bartr., G. erosulum (C. Müll. ex Dus.) Arts, G. longinervis Broth., G. monodii P. Yarde, G. vernicosa (Harv.) Fleisch. var. vernicosa and G. vernicosa var. tenerum (C. Müll. ex Dus.) Arts. Gymnostomiella tenerum (C. Müll. ex Dus.) Arts is reduced to a variety of G. vernicosa and G. tanganyikae De Sloover is reduced to synonomy with G. erosulum.     

Powerful allies: Arts educators and early childhood educators joining forces on behalf of young children

ABSTRACT

Arts educators and early childhood educators espouse similar philosophies and purposes surrounding young children's educational lives, yet continue to function in largely separate worlds. This article calls for the creation of intentional alliances between the two disciplines, by first recognizing and embracing these alignments. In addition, this article provides recommendations for arts educators and early childhood educators to consider as they join forces to ensure that all young children have access to high-quality arts-based education.     

An interview with Olivia Gude about connecting school and community arts practice

ABSTRACT

Olivia Gude has a long and distinguished career as both a public artist and an art educator. She is currently the Angela Gregory Paterakis Professor and Chair of Art Education at the School of the Art Institute of Chicago (SAIC), where she works with graduate and undergraduate students to prepare for working as artist educators in school and community settings. Her scholarly work includes a number of articles and book chapters about art education and community art. Prof. Gude has worked as a community public artist for many years and has created over 30 large-scale mural and mosaic projects, working with intergenerational groups, teens, elders, and children. I interviewed Prof. Gude at the SAIC building in downtown Chicago to discuss how her school, university, and community art engagement as well as her work with the National Coalition for Core Arts Standards, might offer suggestions for transforming arts education for the twenty-first century and provide authentic connections between school and community. Prof. Gude discusses important enduring understandings and big ideas from the new Visual Arts National Core Arts Standards, the Spiral Workshop youth art and research project she created while at University of Illinois at Chicago, and how her experience as a community artist informs her work with students in classroom settings.     

African Negro

Abstract

Roger L. Stevens is Chairman of the Board of Trustees at the John F. Kennedy Center for the Performing Arts in Washington, D.C., which he championed and funded in its infant stage. Successful in the real estate business (he sold the Empire State Building at a fair profit) Mr. Stevens segued into the theatre, producing such Broadway shows as A Man For All Seasons, Tea and Sympathy, Annie and Deathtrap. He came to Washington as assistant to Lyndon B. Johnson and stayed to build the Kennedy Center and to develop a program which continues to be strong and diverse. Design's Executive Editor Jack Morrison, president of the American Theatre Association, recently interviewed Roger Stevens for our readers.     

Vally Wieselthier

Abstract

John E. Chubb and Terry M. Moe. Politics, Markets, and America's Schools. Washington, D.C.: The Brookings Institution, 1990. 318 pages. $10.95 paperback.

Jacques Ellul. The Technological Bluff. Grand Rapids: Eerdmans, 1990. 418 pages. $24.95 hardback.

Robert Grudin. The Grace of Great Things. New York: Ticknor &; Fields, 1990. 257 pages. $20.95 hardback.

Alfie Kohn. The Brighter Side of Human Nature: Altruism and Empathy in Everyday Life. New York: Basic Books, 1990. 400 pages. $19.95 hardback.

Samuel Lipman. Arguing for Music/Arguing for Culture. Boston: David R. Godine in association with the American Council for the Arts, 1990. 448 pages. $19.95 paperback.

Colin Martindale. The Clockwork Muse: The Predictability of Artistic Change. New York: Basic Books, 1990. 411 pages. $29.95 hardback.

Seymour D. Sarasan. The Challenge of Art to Psychology. New Haven: Yale University Press, 1990. 188 pages. $25.00 hardback.     

On the identity of Pohlia flexuosa Harv. with P. muyldermansii Wilcz. & Dem.

Abstract

The identity of Pohlia flexuosa Harv. with P. muyldermansii Wilcz. & Dem. is established. Recent gatherings from several Asiatic countries demonstrate that material of P. flexuosa occurs with propagula identical with those of P. muyldermansii var. muyldermansii, of var. pseudomuyldermansii Arts, Nordhorn-Richter and Smith and with a mixture of both and intermediate types of propagulum; var. pseudomuyldermansii cannot therefore be upheld as distinct. It is postulated that P. flexuosa has been introduced into Europe in two distinctive clones.     

Purposefully poetic

ABSTRACT

Arts education has no firm place in Hawaii's public school system. Even the Board of Education plan and the State Department of Education's plans differ in how they refer to and make recommendations about the place or purpose of arts education. This article reviews examples of competing policy to suggest how arts-integrated style teaching could both bridge the gap and extend strategic goals. The article provides examples of how drama-integrated style teaching has positive social and academic benefits for English language learners that specifically build their self-efficacy, helping such students to become better learners. Using these examples, the article suggests potential strategic plan revisions.     

The development of STEAM educational policy to promote student creativity and social empowerment

ABSTRACT

The Science, Technology, Engineering, Arts, and Mathematics (STEAM) movement argues that broad-based education that promotes creativity recognizes student learning diversity, increases student engagement and can potentially enhance Science, Technology, Engineering, and Mathematics (STEM) learning by embracing cross-cutting translational skills common to STEM and arts and design disciplines. This article describes and discusses the advocacy strategy designed at Rhode Island School of Design to promote STEAM education policy. Recommendations presented include (a) recognition of the arts (and design) as core subjects alongside STEM; (b) addressing issues of equity/resources to deliver arts education; (c) calling for research into potential outcomes of STEAM educational models; and (d) funding for professional development and latitude for teachers to explore interdisciplinary learning.     

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?     

STEAM by another name: Transdisciplinary practice in art and design education

ABSTRACT

The recent movement to include art and design in Science, Technology, Engineering, and Mathematics (STEM) education has made Science, Technology, Engineering, Arts, and Mathematics (STEAM) an increasingly common acronym in the education lexicon. The STEAM movement builds on existing models of interdisciplinary curriculum, but what makes the union of art and design with the STEM disciplines so persuasive? In this article, I draw from research on interdisciplinary curricular projects that fit into the category of STEAM, but may also be considered inquiries into the role of art and design in the creative inquiry process, in order to sketch a transdisciplinary curriculum model that may be applied across disciplines.     

Systematic review of studies of patient satisfaction with telemedicine

ObjectiveTo review research into patient satisfaction with teleconsultation, specifically clinical consultations between healthcare providers and patients involving real time interactive video.DesignSystematic review of telemedicine satisfaction studies. Electronic databases searched include Medline, Embase, Science Citation Index, Social Sciences Citation Index, Arts and Humanities Citation Index, and the TIE (Telemedicine Information Exchange) database.SubjectsStudies conducted worldwide and published between 1966 and 1998.Results32 studies were identified. Study methods used were simple survey instruments (26 studies), exact methods not specified (5), and qualitative methods (1). Study designs were randomised controlled trial (1 trial); random patient selection (2); case-control (1); and selection criteria not specified or participants represented consecutive referrals, convenience samples, or volunteers (28). Sample sizes were ≤20 (10 trials), ≤100 (14), >100 (7), and not specified (1). All studies reported good levels of patient satisfaction. Qualitative analysis revealed methodological problems with all the published work. Even so, important issues were highlighted that merit further investigation. There is a paucity of data examining patients'' perceptions or the effects of this mode of healthcare delivery on the interaction between providers and clients.ConclusionsMethodological deficiencies (low sample sizes, context, and study designs) of the published research limit the generalisability of the findings. The studies suggest that teleconsultation is acceptable to patients in a variety of circumstances, but issues relating to patient satisfaction require further exploration from the perspective of both clients and providers.     

Abstract Nature Forms

Abstract

This article is the introduction to the special issue about Evaluation, Educational Policy Reforms, and Their Implications for Arts Education. A summary of all the articles comprised in the special issue is reported, mainly featured, on the one hand, by a discussion about how the education policy reforms shape a particular approach to evaluation that ends up conforming education and arts education and, on the other hand, it shows some magnet examples of arts curriculum evaluation combining both standardized assessment with qualitative strategies pertinent to the nature of arts content and experiences. The article also discusses how it could be possible to move from the current scope of school arts education most of the authors depict to the development of another way of evaluation and curriculum development where the experiential process is taken into account. While these signals might be still scarce, for some other authors could be the opportunity to overcome at least partially the current demise of school arts curriculum.     

Anon: A tabriz highlander

Arts in Science

Anon: A tabriz highlander