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Flynn, Rosalind M. – Journal for Learning through the Arts, 2022
Prior to the 1990s, the term "arts integration" rarely--if ever--appeared in educational literature. The term may be new, but educators have been involving students in arts learning processes for centuries. In particular, teachers have long harnessed the power of drama to engage students in arts-integrated learning activities. Articles…
Descriptors: Drama, Art Education, Integrated Activities, Scripts
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Beese, Jane A.; Martin, Jennifer L. – Journal for Learning through the Arts, 2019
The concept of flow, or being so immersed in an activity that awareness of self becomes inextricable from the action, and motivational theory can work collectively to help us better understand how fine arts curricula can impact student learning. In this article, we use Csikszentmihaliyi's concept of flow as a way to explore high school students'…
Descriptors: High School Students, Art Education, Student Experience, Learner Engagement
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O'Rourke, Susan; Spencer, Kevin; Kelley, Frances – Journal for Learning through the Arts, 2018
The development and initial psychometric investigation of the Hocus Focus Analytics (HFA) Scale, an instrument to measure student growth and outcomes using an arts-integrated teaching approach, is reported. A 15-item instrument consisting of five subscales (cognitive, motor, communication, social skills and creativity) was developed to measure the…
Descriptors: Measures (Individuals), Student Evaluation, Academic Achievement, Outcomes of Education
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Mercurio, Mia Lynn; Randall, Régine – Journal for Learning through the Arts, 2016
Through the study of The Triangle Shirtwaist Factory fire, pre-service art teachers learn the about interdisciplinary design and the importance of using discipline-specific literacy strategies alongside the materials and methods of their craft. The creativity and enthusiasm with which these preservice teachers approached the work convinced us that…
Descriptors: United States History, Preservice Teachers, Art Teachers, Art Education
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Lee, Bridget; Cawthon, Stephanie – Journal for Learning through the Arts, 2015
Arts-based pedagogies have a positive, significant impact on various student academic-related outcomes. University teacher preparation programs may want to consider "pre-service" teacher beliefs, values, and attitudes toward arts-based pedagogies in order to better support teacher growth in using these arts-based approaches. In this…
Descriptors: Preservice Teachers, Art Education, Predictor Variables, Beliefs
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Snyder, Kristen; Cooper, Karen – Journal for Learning through the Arts, 2015
While the "scientific" debate about school dropouts has ensued, some have taken matters into their own hands, creating successful non-school based programs on the arts for at-risk youth based. Their efforts demonstrate powerful results for learning and human development. We suggest that it is time to incorporate this knowledge base, and…
Descriptors: Learner Engagement, Pilot Projects, Story Telling, Painting (Visual Arts)
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Klein, Julie L.; Gray, Phyllis; Zhbanova, Ksenia S.; Rule, Audrey C. – Journal for Learning through the Arts, 2015
Arts integration in science has benefits of increasing student engagement and understanding. Lessons focusing on form and function of animal skulls provide an effective example of how handicrafts integrated with science instruction motivate students and support learning. The study involved students ages 9-12 during a week-long summer day camp.…
Descriptors: Elementary School Students, Animals, Books, Creative Activities
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Chemi, Tatiana – Journal for Learning through the Arts, 2015
This article disseminates the results of a qualitative, case-based study carried on in Danish schools in 2008-2011. Results show that learning outputs can be seen as more than academic achievement, and the arts' contribution to learning can be viewed as more than the ancillary support of academic performance. Learning within an artful mindset…
Descriptors: Case Studies, Foreign Countries, Well Being, Qualitative Research
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Doyle, Dennis; Huie Hofstetter, Carolyn; Kendig, Julie; Strick, Betsy – Journal for Learning through the Arts, 2014
CoTA (Collaborations: Teachers and Artists) is a professional development program that empowers teachers to access the arts in everyday instruction to support student achievement. CoTA schools commit to intense, 3-year collaborations for ten weeks each year where teachers learn to capitalize on arts content and strategies to promote knowledge and…
Descriptors: Art Education, Integrated Curriculum, Faculty Development, Educational Cooperation
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Rodriquez, Rosa Maria; Castilla, Guillermo – Journal for Learning through the Arts, 2013
Traditionally, general skills and personal growth have been developed through cognitive processes within academic contexts. Development based on experience may be an alternative route to achieve cognitive knowledge. Enact-learning is based on the biunivocal relationship between knowledge and action. Action is movement. Participants interact with…
Descriptors: College Freshmen, Movement Education, Skill Development, Individual Development
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Fels, Lynn M. – Journal for Learning through the Arts, 2008
From flower arranging to negotiating with a willful cow, an educator stumbles across the threshold into a performative space of learning that invites her to pay attention to what matters when a teacher encounters her students. Performative inquiry in the classroom brings to the curriculum a spirit and practice of inquiry, critical and creative…
Descriptors: Inquiry, Teaching Methods, Art Activities, Drama
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Shimshon-Santo, Amy R. – Journal for Learning through the Arts, 2007
This article shares critical reflections on cultivating community partnerships through arts education and provides an analytical framework for community building. It is argued that increasing access to arts education requires attention be paid not only to content issues in arts education, but, also, to holistic approaches that address the contexts…
Descriptors: Art, Art Education, Reflection, Partnerships in Education
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Van Eman, Linnea; Thorman, Jerilyn; Montgomery, Diane; Otto, Stacy – Journal for Learning through the Arts, 2007
This study describes three teachers and their experiences of an arts-integration reform model amidst the high-stakes accountability movement. Their struggle to practice arts integration within their school district, a culture in which high-stakes testing is prioritized is described by way of a circus metaphor. Through the theoretical lens of Self…
Descriptors: High Stakes Tests, Art, Art Education, Self Determination
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Parrish, Mila – Journal for Learning through the Arts, 2007
In recent years, Problem Based Learning (PBL) has been applied in medical and psychological areas of professional education. The PBL approach requires students to move past traditional choreographic methods toward making dances informed by real-world issues. In PBL, students work cooperatively to solve complex problems. Rather than being presented…
Descriptors: Problem Based Learning, Dance, Dance Education, Critical Thinking
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Catterall, James S. – Journal for Learning through the Arts, 2005
This article explores transfer of learning in the arts to non-arts learning. The analysis is presented in the context of theories of knowledge acquisition more generally. Behavioral and neuro-function processes are discussed.
Descriptors: Transfer of Training, Interpersonal Communication, Art Education, Metacognition
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