NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ834730
Record Type: Journal
Publication Date: 2005-Jun
Pages: 8
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1541-1796
Rules for Arts Ed Radicals
Aprill, Arnold
Teaching Artist Journal, v3 n2 p76-83 Jun 2005
The primary responsibilities of Teaching Artists (TAs) have shifted over the last decade. Ten years ago many TAs needed to direct most of their energies toward literally getting through the doors of the schools and classrooms they served. They were often tolerated, but not truly embraced. With a few notable exceptions, the impetus for "collaboration" and "partnership" came primarily from artists, not schools. They appropriately focused on providing students access to the arts and on assuring that that access represented the integrity of the art forms, but they were typically adjuncts to school culture, a "graft" rather than "core genetic material." Happily, there is change afoot. The persistence of TAs over time and a decade of effective work with students have earned trust from a growing number of educators. A wide range of mediating organizations like Chicago Arts Partnerships in Education (CAPE) have contributed to this shift by supporting sustained relationships between teachers and artists; but more important is the emergence of a new breed of teachers, arts specialists, and principals who are shouldering responsibility for creating arts education partnerships. This article presents some guidelines for TAs to use in shaping positive futures, developed in the real world experience of one of the nation's leading arts education projects. (Contains 3 endnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A