Browsing by Subject "Arts education"
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Item Arts education in the Chautauqua Movement(2013-08) Adamson, Julie Lynn; Bolin, Paul Erik, 1954-This study investigated arts education programs in the Chautauqua Movement during the late nineteenth and early twentieth centuries. The Chautauqua Movement was a nationwide phenomenon that combined education with entertainment and sought to provide educational opportunities to rural communities with public gatherings and at-home learning offerings. This study focused on Chautauqua programs from the Movement’s founding in 1874 through 1930. Arts programs, in this study, included visual arts, music, and theatre. This research centered on the examination of published historical studies, memoirs, event programs, and photographs. Arts education programs in the Chautauqua Movement included lectures and demonstrations by visual artists, musical performances featuring a variety sizes and styles, and theatrical productions ranging from dramatic readings to hit Broadway plays. It was concluded in this study that a variety of art forms were present in these Chautauqua gatherings, which provided a rich body of entertainment and education in the arts for those who attended.Item Arts participation and academic achievement(Texas Tech University, 2005-12) Morgan, Jimmie SalesArts education is a controversial topic in the realm of education reform: the need for it, the value of it, the teaching of it, which students receive it and at what point in their education are all areas of interest about arts education. New theoretical concepts about cognition and learning have spurred new research into creativity/divergent thinking/imagination which in turn has led to attempts to reform arts education. Ongoing research indicates that arts education may be far more important than previously considered. In order to promote changes in the perception of the value of authentic arts education in current educational practice, evidence that students who participate in authentic arts education can do as well or better on accountability measures of the core curriculum for reading, writing, mathematics and elementary science is needed. This evidence can also point out one effective method of developing creativity: arts education. If, as has been proposed, the survival of the human species has always depended on creative innovations and solutions to physical and social complexities, then encouraging the development and training of creativity through the process of education is perhaps the most important goal of the process. This study was conducted in a private school. The academic achievement of thirty-four participants in a theatre arts program were compared with thirty-three students who did not participate in the theatre program. The statistical analysis of the study consisted of two parts, the descriptive statistics and inferential statistics. The study provided at least partial support for the enhancing effect of theatre education on student academic performance. Students who participated in the program had better academic performance in mathematics and general academic performance defined as the Total Grade Equivalent Score and the Total Normal Curve Equivalent scores produced by the Terra Nova standardized test than those who do not participate in the theatre education program.Item Arts participation and academic achievement(2005-12) Morgan, Jimmie S.; Lan, William; Price, Margaret A.; Marks, Jonathan; Dolter, Gerald T.Arts education is a controversial topic in the realm of education reform: the need for it, the value of it, the teaching of it, which students receive it and at what point in their education are all areas of interest about arts education. New theoretical concepts about cognition and learning have spurred new research into creativity/divergent thinking/imagination which in turn has led to attempts to reform arts education. Ongoing research indicates that arts education may be far more important than previously considered. In order to promote changes in the perception of the value of authentic arts education in current educational practice, evidence that students who participate in authentic arts education can do as well or better on accountability measures of the core curriculum for reading, writing, mathematics and elementary science is needed. This evidence can also point out one effective method of developing creativity: arts education. If, as has been proposed, the survival of the human species has always depended on creative innovations and solutions to physical and social complexities, then encouraging the development and training of creativity through the process of education is perhaps the most important goal of the process. This study was conducted in a private school. The academic achievement of thirty-four participants in a theatre arts program were compared with thirty-three students who did not participate in the theatre program. The statistical analysis of the study consisted of two parts, the descriptive statistics and inferential statistics. The study provided at least partial support for the enhancing effect of theatre education on student academic performance. Students who participated in the program had better academic performance in mathematics and general academic performance defined as the Total Grade Equivalent Score and the Total Normal Curve Equivalent scores produced by the Terra Nova standardized test than those who do not participate in the theatre education program.Item Exploration of models in arts schools movement(2013-08) Tatum, Michael Scott; Worthy, JoThis report explores example models from nine different operational areas found in the arts schools movement, examines the positive and negative impact of each, and attempts to draw cursory conclusions that could be applied to those seeking to evaluate an existing, or establish a new, arts school. The operational areas included in this report are the purpose of the school, size and scope, finances, governance and administration, faculty and staff, facilities, recruitment/auditions/retention, community involvement, and learning and information resources. Over the past four decades, arts-focused primary and secondary schools have been established to provide students with an alternative to traditional campuses across the country using a variety of operational models and tactics for success but there has been limited documentation of their effectiveness. This report seeks to begin the establishment of such documentation.Item Playing in the middle : the value of the arts in middle level education(2014-05) Hearn, Lindsay Michelle; Alrutz, MeganIn 2012, the Austin Independent School District implemented a ten-year Creative Learning Initiative to develop every school in the district into an arts rich school. However, research on arts richness presents varied descriptions of what an arts rich school looks like and lacks student voices. This MFA Thesis documents an applied project utilizing an arts based research process to explore student beliefs about the value of the arts and arts richness at the middle school level. In the document, I analyze student beliefs about the value of the arts through modified grounded theory from a data set including a performance, a playscript, group discussions, surveys, and my personal field notes and reflections. I find that the students share a similar understanding with published research of overall categories describing arts richness, including quantity of arts opportunities, quality of artistic and educational programs, and school climate. They deepen the perspective researchers present on school climate in arts rich schools, offering specific ways in which the arts invite a positive school climate. I conclude the document with reflections on defining arts richness, the arts based research process, and areas for further consideration as schools move toward creative learning for the 21st century.Item Sustaining learning through the arts : capacity building through a trainer of trainers professional development model(2014-05) Dossett, Lara Rose; Dawson, KathrynThis MFA thesis document investigates the experience of teachers participating in a trainer of trainers (TOT) professional development model in drama-based instruction in K-12 schools. This document explores a two-phase research study in which teachers attended an Advanced Summer Institute and then took on the role of teacher trainer in their school context. The mixed-methods study uses narrative thematic analysis of interview data as well as quantitative scales to describe the experiences of the drama-based instruction teacher trainers. Throughout, this document argues for more effective, sustainable professional development practices that draw on the instructional knowledge of teachers. The findings suggest organizational support largely determines the amount of participation of teacher trainers in their school context. The document concludes with a discussion of how to better support teachers as teacher trainers on their campuses as part of a larger effort to build capacity and sustain ongoing drama-based instructional practice in K-12th grade schools.