Arts Classroom Research Articles

An alternate tracing as arts-based inquiry: Recognizing past-present trajectories of schooling and Whiteness in an art student-teacher observation

In this article, I revisit an art student-teacher observation in an elementary school in which I encountered unsettling approaches to discipline practices. Using process philosophy as a theoretical guide, I describe my arts-based inquiry into what transpired in the school that day as events that were produced in a field of relations. Sensing that there was something I was not initially able to recognize about the field of relations from which the events were catalysed, I pursued an alternate tracing of the events as juxtaposed with texts relevant to the history of schooling in the United States. This process brought to the fore the role of Whiteness – past and present – in the disciplinary norms around which schooling in the United States is centred. I further explore the role of Whiteness in the disciplining of bodies, sounds, affects and emotions in schools – all of which affect students’ and teachers’ ways of being in art classrooms.

Online Writing Spaces as “Walled Gardens” in English Language Arts Classrooms

Two central tensions—structure and privacy—emerged when a group of teachers developed Write4Change, an online writing space that connected students in the United States, Italy, and South Korea.

Analysis of Art Classroom Teaching Behavior Based on Intelligent Image Recognition

To solve the problem of intelligent image recognition in classroom behavior, this paper proposes a fast target detection based on FFmpeg CODEC, extracts MHI-HOG joint features according to the located foreground target area, and finally completes the behavior recognition model through a BP neural network support vector machine joint classifier based on the look-up table. The results are as follows: the motion detection method based on H.264 FFmpeg CODEC video has the highest detection accuracy, which can reach 95%. The foreground detection method takes about 10 ms and saves 90% of the time. The behavior classification and recognition effect of MHI-HOG joint features based on the model has been significantly improved, and the comprehensive recognition rate has reached 95%. The built-in BP neural network support vector machine has 97% accuracy in extracting, classifying, and recognizing the characteristics of a single sample. This study attempts to identify and analyze the class behavior and validate the effectiveness of the collaborative classifiers proposed in this paper to build an intellectual classroom.

Displacement in Young Adult Literature: A Thematic Analysis.

Providing spaces for adolescents to make sense of the world around them is often the work of educators, specifically those in Language Arts classrooms. In the current historical moment, adolescents often must make sense of the ways socio-political conflict impacts their world. Displacement, often an effect of socio-political conflict, is increasingly a theme in adolescents’ lives, and therefore a prevalent theme in the ways they see the world. Providing spaces for adolescents to discuss their relationships to displacement through Young Adult (YA) texts can provide educators a possible way to support to adolescents at this critical time in their lives. Using affect theory to analyze the ways emotion moves through YA texts and reading bodies, this article examines four YA texts: When Stars Are Scattered (Jamieson et al., 2020), Between Shades of Gray (Sepetys, 2011), Kira Kira (Kadohata, 2006), and They Called Us Enemy (Takei et al., 2019). In examining these YA texts, this article seeks to understand how displacement moves through each text and impacts adolescent characters.

Analysis of Efficient Teaching Strategies in High School Art Classroom

Analysis of Efficient Teaching Strategies in High School Art Classroom

Voice as an interactional accomplishment in art making about social issues

ABSTRACT Background Art making is a personal and social process in which learners make meaning for themselves and audiences through the production of artifacts. In classrooms, this personal and social process is made concrete through dialogue. Methods This paper presents an illustrative case study of how sixth-grade student, Jo, developed voice through interaction with peers in a classroom context while making art about social issues. Interaction analysis methods supported inquiry into Jo’s talk about art making as she talked with peers in designed conversation spaces (i.e., intentional structures and opportunities to talk about artwork while making it). Findings Jo’s voice development illustrates the collaborative nature of voice as an interactional accomplishment; having a unique voice is something students might strive to achieve as artists, yet that voice is co-constructed through collective social interaction as students take up, appropriate, and build on others’ ideas. Artistic and political dimensions of art making were generative. Contribution Pedagogical implications are discussed for designing socially supported learning experiences in arts classrooms. What Jo’s case makes evident is that voice can be supported in classrooms through intentional pedagogical choices that create the conditions for that voice to develop through interactions with peers and materials.

The application and Heritage of Copper Drum Culture in Nanning Primary School Art Classroom

Copper drums have been baptized by thousands of years of wind and rain, and festival activities related to copper drums are still active in some regions of China, so it is of practical significance to study the inheritance and innovation of copper drum art. The heritage needs to start from children, and elementary school teachers need to let children receive the culture of copper drums from an early age and feel the important role of copper drums in national festival activities in order to better inherit the culture of copper drums and promote the wide circulation of traditional cultural symbols in Guangxi region. This study takes the art curriculum resources of Nanhu Elementary School as an entry point, explains from the perspective of developing regional folk art curriculum resources according to local conditions, and further considers how to transform the copper drum cultural resources into art curriculum resources by analyzing excellent cases of local school-based curriculum development and utilization, deepening students' sense of identification with their native art and making them consciously take up the mission of cultural inheritance and promotion.

Student perceptions of project-based learning in inclusive high school language arts

ABSTRACT Project-based learning (PBL) in inclusive classrooms has the potential to provide meaningful and collaborative learning experiences that develop students’ academic and social-emotional learning skills. This qualitative study focuses on the voices of secondary students with disabilities (SWDs) by examining their perceptions of PBL in English language arts when compared to their peers without disabilities. We analysed interviews from 36 students in five 9th-grade, inclusive English language arts classrooms. Students in both groups expressed positive views about learning in PBL classrooms. Key themes included opportunities to feel creative, to expand their ideas about the world, to increase important literacy skills, to collaborate with peers and to make choices in their learning. SWDs differed from their peers without disabilities in their desire for scaffolded learning and teachers who are responsive to their individual needs. Additionally, SWDs shared a broader range of perspectives within each theme. Implications for PBL instruction in inclusive classrooms and special education teacher knowledge are discussed.

Dialogue-and-Questioning Strategies in Art Classrooms and Museums

Art classrooms and museums are places where teachers and students talk about artworks. However, there is a lack of empirical research into dialogue—the most basic component of classroom teaching and the most used education strategy in museums. I investigated the development and experimentation of a dialogue-and-questioning framework for art classrooms and museums. I conducted a design-based research study with seven primary schoolteachers and 187 6th-grade students in Hong Kong. I found that the total number of questions asked by the teacher participants increased significantly. Teachers’ performance, when asking personal connection, observation, interpretation, and evaluation questions, also improved significantly. They became more conscious of relating artworks to the students in a personal way and developed a practice that fostered a more comprehensive understanding of artworks. Student participants began to approach artworks from different perspectives and engaged in more in-depth examinations.

Research: ELA Teachers and Whiteness: Hesitancy as Barrier to Teacher Agency Development

This study examines ways preservice teachers transfer their developing agentive identities—specifically around race/ism, inequity, and whiteness—from the teacher education context to secondary English language arts classrooms, as well as barriers preventing that transfer. This inquiry utilized qualitative case study methods to conduct in-depth analysis of six ELA preservice teachers’ written reflections, class discussions, and student-instructor conferences. While the preservice teachers showed evidence of developing “theoretical agency” in the teacher education context, they often struggled to maintain their agentive poses within secondary ELA contexts. Their struggles manifest as hesitancy connected to their awareness of and navigation of their own whiteness. Findings suggest preservice teachers need opportunities to interrogate whiteness through curricula and structural inequities and to engage in agency development across a variety of contexts.

The Application of TikTok in Instructing Grade 7 Students’ Thai Traditional Dancing Art

The influence of social media on education has been glowing in the last decade, and it shows a potential path to develop learners’ practical skills. The purposes of the study were to investigate the effectiveness of TikTok as a supportive activity on grade 7 students’ Thai traditional dancing art learning achievement and to investigate the students’ satisfaction with the learning activity of TikTok in a Thai traditional dancing art classroom. The participants were 35 grade 7 students in a public school in Thailand. They were selected using a cluster sampling method using their section as the main sampling criteria. The instruments were learning management designed using the model of teaching practical skills with TikTok activities, a Thai traditional dancing art evaluation form, and a satisfaction questionnaire. The data were analyzed using percentage, mean score, standard deviation, single sample t-test, and effectiveness index with the determining criterion of 80. The study’s findings indicate that the integration of Davies’ practical skill instruction approach and TikTok application helped develop the Thai traditional dancing art performances of the participants and it led to a satisfying learning experience for students. Therefore, teaching staff should consider using social media in performing art instruction. Likewise, the result also benefits scholars who seek to understand the impact of social media on practical skill development.

Oh, God: evangelical teachers, textual interpretation, and ELA classrooms

PurposeThis paper aims to examine how evangelical teachers’ religious identities influence their interpretation and teaching of texts in high school English Language Arts classrooms. Further, this paper examines how evangelical teachers make choices about how to balance the demands of their religious and teacher identities as they interact with texts in their own classrooms.Design/methodology/approachUsing Derridean deconstruction of the concept of ethical decision-making, the author uses critical discourse analysis to examine a conversation between two evangelical teachers as they talk about the tensions they feel as they teach The Crucible with their high school–aged students.FindingsThe findings show evangelical teachers’ religious and teaching identities were in tension across three themes: literary analytic frameworks, authorial intent and eternal truths and evangelism and fellowship.Originality/valueBy highlighting how evangelical teachers’ religious and teaching identities influence their classroom decisions, teaching practices and textual interpretations, this study offers another pathway through which teacher educators and researchers might examine the connection between teachers’ religious and teaching identities with the intent to invite more complexity into literary analysis.

Design of a Smart Art Classroom System Based on Internet of Things.

With the rapid development of the Internet of Things and to improve the teaching efficiency of the art classroom, a smart art classroom system based on the Internet of Things is proposed, which can effectively assist in teaching. First, we give the general design of the smart art classroom, including the composition of the hardware and software, and the construction method of the application system. Based on existing technologies such as RFID, smart camera, smart voice, smart terminal, and smart screen interaction, an all-around smart art classroom is constructed. Further, we present the design of an intelligent camera-based classroom assistance system based on face detection and facial expression recognition, which can effectively determine the status of students in class and can be used to assist in reminding teachers of their teaching tasks. Among them, face detection and facial expression recognition algorithms are designed based on different convolutional neural network architectures. Finally, experimental data sets are constructed to verify the accuracy of the used algorithms. The experimental results show that the detection accuracy of classroom faces is better than 95% and the accuracy of expression recognition is 88%, which can meet the application needs of intelligent art classrooms.

Exploring young children’s argumentation as a heuristic intertextual practice

Argumentation is a fundamental communicative ability that children develop over time through formal schooling and daily practice with peers and family members. Literature on children's argumentation appears to have focused on their social interactions out of school, clinical environment, or informal pedagogic contexts. Even though there are research inquiries into children’s argumentation in formal academic learning, many have been focused on argumentative writing in math or science classes. Much less is known about teacher-led argumentation and the youngest children's emerging argumentation in language art classes, where argumentation is formally and systematically introduced and learned. This paper reports a year-long ethnographic study on argumentation in a first-grade English language art classroom in the United States. Ethnographic discourse analysis was conducted to analyze two key literacy events from the daily reader's and writer's workshop. It is supplemented with qualitative analysis of the researchers' field notes and the students' artifacts. Our findings highlight the inherent intertextual nature of children’s argumentation and a critical role the teacher played in eliciting and steering the children’s argumentation construction through strategic instructional conversations (especially accountable talk). Our findings also revealed teacher-led children’s intertextual argumentation as a powerful heuristic process and tool to enrich students’ learning. The paper concludes some classroom argumentation teaching practices based on the research findings.

The lost art: teachers’ perceptions of the connections between the arts and social-emotional learning

Social-emotional learning (SEL) has become one of the fastest growing movements in education. However, while many teachers acknowledge the value of SEL, research shows that comparatively few educators feel prepared to incorporate it into their classrooms, and that current school culture emphasizes academics over SEL. This qualitative study examined the perceptions and lived experiences of K-16 visual art, theater, and music teachers in the arts classroom. We describe three art constructs aligned with SEL that emerged from our interview data with educators: identity, interactions, and independence. Our findings provide illustrative examples of teaching practices that support these connections and illuminate a need to expand the role of SEL in educational policy through the use of the arts.

Beyond Marx: Cultural Social Class Analysis in the English Language Arts Classroom

Beyond Marx: Cultural Social Class Analysis in the English Language Arts Classroom

Inviting School Success

It is acknowledged, nationally and internationally, that Invitational Education is activelypractised in many schools. However, there is a paucity of articles describing the relationshipbetween Invitational Education and specific disciplines at the elementary and highschool levels. As such, this article attempts to address this shortcoming by discussinghow and in what manner Invitational Education is applicable to the Art classroom. Applyingthe principles of Invitational Education, the Art classroom can become a classroomthat not only facilitates students in achieving their potential but, in addition, createa positive and enhancing learning environment for all students and teachers.

Teacher collaboration and elementary arts integration: policy and possibility

Arts education can be an important part of the elementary child’s experience. However, keeping the arts in schools is often a challenge because of funding concerns and competing academic priorities. An important strategy in arts education advocacy and policy is arts integration. Arts integration creates a rationale for the arts based on the enhancement of the educational experience for all students and the potential to engage underserved or less engaged students with academic disciplines through the arts. This article examines teacher experiences within a statewide program that funds arts specialists in elementary schools with the requirement that they integrate the arts with other subjects. The researchers describe how the program works with particular focus on collaboration between arts specialists and classroom teachers. This is a multifaceted study across four school districts with 640 participants including classroom teachers and arts specialists. An understanding of both arts integration and how collaboration happens between elementary teachers and arts specialists was gained through interviews, classroom visits, and surveys. The data suggest that effective integration and collaboration can enhance teachers’ professional growth but require structural and policy support as well as the creativity and energy of individual teachers. The professional life of arts specialists, teacher knowledge, and professional development emerged as important issues for teachers, school leaders, and arts advocates.

A Case Study of Gender Role Stereotypes of Adolescents through Video Art Appreciation

Video art contains a variety of visual information to be explored and discussed in contemporary art classrooms, yet media materials used in some video work may explicit sexual content emerged as a powerful indicator of sexual attitudes and gender stereotypes; therefore, it would be important for art educators to think about what kind of video art should introduce to their students and understand how to connect the issue of gender stereotypes and innovation in pedagogy with video in art education. However, there has been a lack of study that combines gender-role stereotypes and video art. The literature is broad in both areas, but it seems to be not connected, especially for adolescents’ art education. This current study employed a qualitative case study tradition through interviewing four high school students in New York State with six different styles of video art. This study hoped to find the intersection of the two areas to enhance the teaching and learning environment for adolescents.

Animated Infographics as A Potential Tool in Visual Art Pedagogy

The study adopted a qualitative approach with the case study to ascertain the pedagogical environment and infographics format(s) used by Visual Art teachers in the teaching and learning of Visual Art subjects in Senior High Schools. Respondents for the study were sampled purposively and conveniently from KNUST Senior High School, Kumasi, Ghana. Findings from the study indicated the non-availability of animated infographics as an instructional tool in the Visual Art classroom and the inefficiency of instructional delivery with only textbooks. For better comprehension and achievement of instructional objectives, the study recommended animated infographics as an alternative pedagogical strategy to the conventional way of instruction in the Visual Art classroom.