This extensive Handbook addresses a range of contemporary issues related to arts education across the world. It is divided into six sections; Contextualising Arts Education, Globally and Locally; Arts Education, Curriculum, Policy and Schooling; Arts Education Across the Life Span; Arts Education for Social Justice: Indigenous and Community Practice; Health, Wellbeing and Arts Education and Arts-Based and Research-Informed Arts Education. The Handbook explores global debates within education in the areas of dance, drama, music, media and visual arts. Presenting wide-ranging research from pedagogies of adaptation developed in Uganda to ethnomusicology in Malaysia and community participatory arts to wellbeing in Canada the Handbook highlights the universal need for arts education and in particular the importance of indigenous (including both traditional and contemporary practice) arts education.
With contributions from internationally renowned scholars andpractitioners and building on the World Alliance for Arts Education Global Summit in 2014, the Handbook creates an essential resource for arts education practices in and out of school alongside institutional, traditional and contemporary contexts. Students, teachers and practitioners across the arts disciplines will find the text invaluable for developing further opportunities to promote and study arts education.
สารบัญ
SECTION I. Contextualizing Arts Education Globally and Locally.- Chapter 1. Sustainable Arts Education in a Prosumer World; Susan Wright & Samuel Leong.- Chapter 2. Contextualizing Dance Education Globally and Locally; Ralph Buck & Jeff Meiners.- Chapter 3. Drama Education: In the Global Context; Robin Pascoe & Lynn FC Yau.- Chapter 4. Music Education in the Global Context; Margaret Barrett & Heidi Westerlund.- Chapter 5. Visual Arts Education and the Challenges of the Millennium Goals; Teresa Torres de Eça, Melody K. Milbrandt, Ryan Shin & Kevin Hsieh.- SECTION II. Arts Education, Curriculum, Policy and Schooling.- Chapter 6. Arts Education and Pedagogy in the Learning Profile in Tanzania: Current Trends; Charles Enock Mulimba Ruyembe.- Chapter 7. Arts Education across Australia, New Zealand and Papua New Guinea; Kay Hartwig, Stuart Wise & Naomi Faik-Simet.- Chapter 8. How to Practically Help Non-Specialist Teachers to Implement Various Ways to Better Integrate Art Education in Ordinary Classroom Practices: The French Program AlféArt, between Research and Resource; Jean-Charles Chabanne & Martin Kerby.- Chapter 9. Looking at New Trends and Policies in Latin American Art Education; Belidson Dias, Irene Tourinho, Fernando Miranda, Olga Parra Lucia Alaya, Vanessa Freitag & Tatiana Fernandez.- Chapter 10. Reflections on Contemporary Arts Education in Egypt, Lebanon and Saudi Arabia; Rose Martin, Samia El-Sheikh & Bilal Makled.- Chapter 11. Arts Education in Canada and the United States; Susan A. O’Neill & Patrick Schmidt.- Chapter 12. School Music Education in Hong Kong after Returning to China: Policy, Curriculum and Teaching Practice; Bo-Wah Leung.- SECTION III. Arts Education Across the Life Span.- Chapter 13. Encouraging a Dynamic Relationship between the Arts and Literacy; Georgina Barton & Robyn Ewing.- Chapter 14. Young Children and Early Childhood Arts Education: What can we Learn from Current Research?; Susanne Garvis & Pernilla Lagerlöf.- Chapter 15. Creating Contemporary Asian Dance in Tertiary Dance Education: Research-Based Choreography at Nanyang Academy of Fine Arts; Caren Carino.- Chapter 16. The Arts Contribution to the Process of ‘Coming into the World’; Janeke Wienk.- Chapter 17. Pedagogies of Adaptation: Teachers’ Reflections on Teaching Traditional Ugandan Dances in Urban Schools in Kampala, Uganda; Alfdaniels Mabingo.- SECTION IV. Arts Education for Social Justice: Indigenous and Community Practice.- Chapter 18. Indigenous Participation in Arts Education: A Framework for Increasing Engagement and Learning Outcomes; Robert Barton.- Chapter 19. Applied Theatre as a Medium of Communal Communication: ‘Access to Justice’ Project in Kwale, Kenya; Wabende Kimingichi & Jeong Kyung Park.- Chapter 20. Transmitting Intangible Cultural Heritage through Ethnomusicology Coursework: Cases from Sabah, Malaysia; Jacqueline Pugh-Kitingan.- Chapter 21. (Mis)Representing Others: Ethical Dilemmasof Socially Engaged Art Practice; Kate Blackmore.- Chapter 22. Remembrance of Things Past: Historical Commemoration in an Educational Setting; Margaret Baguley & Martin Kerby.- SECTION V. Health, Wellbeing and Arts Education.- Chapter 23. Wellbeing in Classroom Arts Collaborations; Janet Mc Donald, Arnold Aprill & Deborah Mills.- Chapter 24. Growing Wellbeing through Community Participatory Arts: The Anishinaabek Cervical Cancer Screening Study (ACCSS); Pauline Sameshima, Pamela Wakewich & Ingeborg Zehbe.- Chapter 25. Cello Lessons and Teargas: War, Peace and Music Education; Laura Hassler & Chris Nicholson.- Chapter 26. Understanding Caregiving and Alzheimer’s Disease through the Arts; Ardra L. Cole.- SECTION VI. Arts-Based and Research-Informed Arts Education.- Chapter 27. Arts-Based Research with Young Children Across Health and Education; Susanne Garvis.- Chapter 28. A /r/ Topography Around the World; Rita L. Irwin, Jesús Agra Pardiñas, Daniel T. Barney, Jo Chiung Hua Chen, Belidson Dias, Shaya Golparian & Abbey Mac Donald.- Chapter 29. Exploring a Creative Learning Process in Dance Education in Egypt; Krystel Khoury.- Chapter 30. Understanding the Creativity of Bricolage in Zoukei-Asobi; Keisuke Kirita.- Chapter 31. A Critical Review of the Postmodern Implosion of Fine Art and Popular Visual Culture in Art Classrooms; Paul Duncum.- Chapter 32. Connecting Conversations: Finding New Ways Forward for Arts Educators; Madonna Stinson.
เกี่ยวกับผู้แต่ง
Georgina Barton is Senior Lecturer and Program Director in the School of Education and Professional Studies at Griffith University, Australia. Her research focuses on arts education, literacy, multimodality and internationalisation. She was Executive Director of the World Alliance for Arts Education (WAAE) Global Summit in 2014, and is Associate Editor for the journal Literacy Learning: The Middle Years.
Margaret Baguley is Associate Professor in arts education, curriculum and pedagogy in the School of Linguistics, Adult and Specialist Education at the University of Southern Queensland, Australia. Her research interests include visual arts education, creative collaboration, teacher identity and strengthening links between schools and universities. She is currently Conference Chair of the Australian Association for Research in Education (AARE), and a World Councillor for the International Society for Education through Art (In SEA).
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