Metal Craft Problems

Although goals change and reflect the issues of the time, two primary goals of education in a democracy have remained constant over time. The first goal is to educate for vocational competence and the second is to produce caring, intelligent, and wise citizens. Articulating the connection of design education concepts to the economy and social responsibility is beneficial in educating K–12 students. This article illustrates the ways in which design education fosters the skills needed in the global twenty-first century to help students make a better life for themselves and their community and improve the world. I articulate ways to incorporate design as an essential component into a comprehensive visual arts program.     

Reclaiming Applied Anthropology: Its Past, Present, and Future

Growing concerns about anthropology's impact in both academia and the broader social arena have led to calls for more "public" and more relevant anthropology. In this article, we expand on these exhortations, by calling for systematic joining of critical social theory with application and pragmatic engagement with contemporary problems. We argue for the repositioning of applied anthropology as a vital component of the broader discipline and suggest that it should serve as a framework for constructing a more engaged anthropology. In revisiting disciplinary history and critiques of applied anthropology, we demonstrate the central role that application has played throughout anthropology's evolution, address common misconceptions that serve as barriers to disciplinary integration, examine the role of advocacy in relation to greater engagement as well as the relationship of theory to practice, and conclude with an assessment of the diverse work that is subsumed under the inclusive rubric of "anthropology in use."     

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.     

城市山地保护：美国俄亥俄州辛辛那提市案例研究

记录了辛辛那提市自成立以来的发展历史,包括那些成为城市及其居民的长期财政负担的资源开发型的土地利用模式和不理智的工程实践。强调了过去40年里该市为缓解坡地不稳定性而采取的步骤,并提出了其他一些该市可以采取的关于未来山地开发的更为积极的措施。还记录了山地信托基金会（Hillside Trust）的工作,该基金会是一个成立于1976年的非营利组织,旨在倡导慎重利用和保护辛辛那提地区的山地。     

Ping Pong Dolls

This article examines ways in which music education advocacy efforts have become disconnected from the unified visions and declarations of music educators espoused in the Tanglewood and Housewright declarations and are thus reifying the disconnect between what we value and what we say we value. We first analyze the policies posited by the recently formed Music Education Policy Roundtable and consider several counterarguments. Second, we suggest new directions in music education advocacy by discussing ways to make our programs more culturally relevant and valuable to our schools and communities. Finally, we conclude with a call for our professional organization to take a leadership role in situating the arts as an important element of American public school education by reigniting national aims discussions that lead to liberal and humanistic education policies.     

A Changing Society and the New Trends in Education

Profound differences exist between the ways in which arts educators and artists personally value the arts and the rationales offered via arts advocacy campaigns for public arts support. The author argues that those discrepancies carry grave consequences for K-university arts education. The author describes means by which to better reconcile valuing the arts for their intrinsic qualities with intense political pressure to justify arts education in terms of its alleged ability to improve students' math and reading skills and to address concerns of social justice and economic development. This article was adapted from a keynote speech given by the author on 13 October 2006 for the 62nd annual meeting of The National Association of Schools of Art and Design.     

Animal Suffering: Representations and the Act of Looking

Animal advocacy uses images of nonhuman suffering as a form of normative rhetoric and a method of persuasion. Although much attention has been given to various facets of the depiction of human suffering, images of animal suffering have, to a large extent, escaped closer scrutiny. This paper seeks to remedy the situation by investigating four issues—the risk of aesthetics, the risk of perpetuating moral wrongs, the problem of privacy, and compassion fatigue—as they relate to images of farmed animal suffering. The paper will argue that images of nonhuman suffering are in danger of being interpreted as a form of visual intrigue, and that they invite seldom-asked questions concerning the justification of the act of looking, together with the privacy of nonhuman animals. Moreover, it will be maintained that compassion fatigue commonly affects how these images are perceived. Making use of the views of Susan Sontag, J. M. Coetzee, and Stanley Cohen (among others), it will be argued that, in order to escape the problematic connotations and consequences of the aforementioned issues, a normative dimension pointing toward action must be explicated.     

A Practical Plan for Public Works of Art Heckman Summer School at Woodstock

The 1957 launch of Sputnik and the 1983 publication of A Nation at Risk shifted national education policy. Music educators promoted an “intrinsic value” of music philosophy following Sputnik and music advocacy through politics and public performances following A Nation at Risk. Examining the history of both the intrinsic value philosophy and advocacy reveals that music educators responded to Sputnik and A Nation at Risk by continuing to work within their existing language and practices rather than reacting to and transforming after either event. The political, social, and cultural contexts of these events may explain music educators’ responses.     

Artist and Educator

Policy can be a useful tool for effecting change, but policy analysis, which shapes policy development, has been underused in music education research. This paper demonstrates how Bardach's (2000) Eightfold Path can be used to develop solutions to problems in music education. Some have argued that school music programs do not prepare students to engage musically in today's society. To develop alternative solutions and project their outcomes, I analyze several current and past efforts to redefine music education and secure its place in the curriculum. Several alternatives, which include revising the National Standards, developing a national curriculum, improving professional development, and reconceiving advocacy, are evaluated, and policy recommendations are made that will enable the profession to redefine music education to better serve today's students.     

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.