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.     

The Impact of Neuroscience on Music Education Advocacy and Philosophy

This content analysis examines how philosophy and advocacy articles published between 2005 and 2010 were influenced by current neuroscience research. The contents of twelve journals were explored, resulting in the inclusion of forty-five articles in this analysis. Recently, there has been a growing interest in neuroscientific research on music. Articles were coded for latent content and emerging themes to determine if this interest has begun to be expressed in philosophy and advocacy writings. The educational implications and issues of using neuroscientific findings are addressed, and recommendations are offered for using future research for advocacy purposes.     

The Art Collector

Abstract

The initiating point of this paper was an article in AEPR by Peter J. Smith in March/April 2003. At the end of the article, Peter J. Smith provides a short answer.     

Living organisms from Prigogine’s perspective: an opportunity to introduce students to biological entropy balance

All living structures, from archaea to human, are open thermodynamic systems analysed through nonequilibrium thermodynamics. Nonequilibrium thermodynamics is a field with important applications to life sciences, which is very often left out of life science courses. A three-step method is suggested to make an easy introduction of nonequilibrium thermodynamics to life science students. The first step is to introduce the Prigogine equation dS = d_eS + d_iS, and explain the meaning of the entropy exchange with the surroundings d_eS and internal entropy generation in the system d_iS. The second step is to show that the Prigogine equation is connected to the equilibrium thermodynamics already known to students. This can be done by deriving the Clausius inequality dS ≥ dq/T, from the Prigogine equation applied to reversible and irreversible processes in closed systems. Reversible and irreversible processes are discussed separately and the results are then combined into the Clausius inequality. The third step is to introduce the fact that the Prigogine equation has a variety of applications in life sciences. This would give the students an opportunity to understand the entropy balance of physiological processes in cells and organisms. The import and accumulation of entropy, entropy generation, and entropy export could be made easier for students to adopt.     

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.     

A living environment. Objectives and measures in the Swedish Government Bill on environmental policy 1990/91, pertaining to waters and the seas

Increased international cooperation to limit transboundary and global environmental problems, increased sectoral responsibility and decentralization, and improved information and statistics on the state of the environment are the main lines for the development of future environmental policy. For lakes, watercourses, and the seas the overall objective is to maintain viable, balanced populations of naturally occurring species. Pollution is not to limit the use of water for fishing, recreation, or water supply. Foreign species or organisms subjected to genetic mutation are only to be introduced with great restriction. Measures are suggested that will reduce environmental disturbances from agriculture and forestry, traffic, energy production, industry, goods, chemical products, and waste.Paper presented at Seminar on Ecosystems Approach to To Water Management (Oslo, Norway, 27–31 May 1991).     

Dancing to the top: How collective action revitalized arts education in Boston

In 2009, a group of local foundations, the school district, arts organizations, and the Mayor's Office launched the Boston Public Schools Arts Education Initiative (BPS-AE)—a multiyear, citywide, public–private initiative aimed at increasing BPS students' access to in-school arts education. Managed by a strong local intermediary with deep experience in education, this initiative used several complementary, overlaid strategies: direct service, system building, and community engagement—all of which were supported by a philanthropic collaborative of local and national funders. Today, 17,000 more BPS students receive arts education; nearly 130 additional full-time certified arts teachers have been hired; and district spending on arts has risen to $26 million annually, compared to $15 million in 2009. There is also growing demand from the larger community for more and better arts education. In 2015, BPS-AE produced a case study that provides a more detailed explication of the multitiered strategy it used to achieve these results. The study offers recommendations as to how other cities can involve diverse key constituencies to advance this kind of initiative, create leadership structures that support effective citywide collaboration, engage community stakeholders in participatory planning processes, leverage private philanthropy to boost public funding, and develop a centralized support system for school principals and arts teachers.     

Recontextualising biodiversity in school practice

The finding that biodiversity is a concept with different context-specific meanings has implications for its conceptual development when students are required to apply it in a diversity of contexts. An approach that may overcome these implications is that students learn to recontextualise one meaning to another. Since no empirical studies were available when this study started, it was decided to conduct a design study to develop a learning and teaching strategy for recontextualising biodiversity. In this paper, the design of such a strategy is presented. Testing of the design in two classes in upper secondary biology education showed that it is largely practisable.     

Emotional intimacy with nature and life & intellectual interest in life of pre-service biology teachers for environmental education

We investigated emotional intimacy with nature and life, and intellectual interest in life among South Korean pre-service teachers (N = 114) training in biology education, analysing the differences between these two constructs as well as their relationship to environmental behaviour and sensitivity. In addition, differences in the respondents’ experiences of nature, concerns about environmental problems and willingness to perform environmental education were explored. Four groups of pre-service biology teachers, categorised by the two investigated personal variables, showed different responses for the environment-related characteristics and other variables. Our results suggest that biology teachers should have higher emotional and intellectual interest in nature and life, and a balance between emotional intimacy with nature and life, and intellectual interest in life is needed to prepare them.