Arts Education Policy Research Articles

Optimized Hamiltonian Deep Neural Network-Based Art Education Teaching Content and Evaluation System

The organized educational processes and experiences created to promote a comprehension and appreciation of the visual arts are referred to as art education. It includes a variety of exercises designed to foster artistic abilities, the ability to express oneself creatively, and a greater understanding of artistic ideas and background. There are several places where art instruction can take place, such as private studios, museums, community centers, and schools. In this manuscript, Optimized Hamiltonian Deep Neural Network-Based Art Education Teaching Content and Evaluation System (HDNN-AETC-ES) is proposed. Initially the data is collect from MADS dataset. To execute this, input data is pre-processed using Adaptive Distorted Gaussian Matched Filter (ADGMF) and it removes the noise from collected data. Then, data is fed to Hamiltonian Deep Neural Network (HDNN)for effectively categorized Technology-Based Art Teaching Platform. Generally, HDNN doesn’t express adapting optimization approaches to determine optimal parameters to ensure accurate art teaching. Hence, the Tasmanian Devil Optimization Algorithm (TDOA) to optimize Hamiltonian Deep Neural Network which accurately evaluated the art teaching. Then the proposed HDNN-AETC-ES is implemented and the performance metrics likes accuracy, precision, recall, F1-score, computation time, ROC are analyzed. Performance of the HDNN-AETC-ES approach attains 18.41%, 24.08% and 32.57% higher accuracy, 20.31%, 21.08% and 22.57% higher Precision and 21.41%, 22.08% and 23.55% higher recall when analyzed through existing techniques like art education teaching content using optimization of digital art teaching platform depend on information technology with deep learning (DAT-IT-DL), building arts education policy utilizing tools of out-of-school time youth arts organizations (BAEP-ST-YAO) and investigating arts education effects on school engagement with climate (IAE-ES-EC) methods respectively.

Deconstructing the policy narratives at the root of arts-in-education practice in Ireland: a potential othering of teachers at play?

ABSTRACT ‘Arts-in-education’ and teacher-artist partnership have been a key focus of recent policy in Irish arts education. However, recent research studies have highlighted how at times these partnerships can be problematic and teachers can become sidelined when such interventions occur. This article offers a new perspective on such research by exploring how the language of policy texts and the broader neoliberal discourse in which they are framed may impact the positioning of teachers and thus their possibilities for practice within partnerships. Using a critical policy lens, this article deconstructs the policy texts that have embedded ‘arts-in-education’ practice in Ireland and highlights some of the hidden narratives which have positioned the teacher as ‘other’ within Irish arts education policy. In doing so, it aims to illuminate the process of ‘othering’ within policy for researchers, policy-makers and teachers, and outline the potential implications of such positioning for the provision of arts education in primary schools.

Appraising metropolitan arts education partnerships: a policy analysis

Over the past 20 years, some of the most notable arts education policy initiatives have taken place in urban areas with the creation of metropolitan arts education partnerships. Aside from a few impact studies and isolated reports, little research exists that specifically analyzes their policy implications. Therefore, the purpose of this study was to describe the formation of high-profile metropolitan arts education partnerships. Research questions were: 1) What stakeholders are involved and how do they interact? 2) How are the metropolitan arts partnerships framed?, and 3) What are the goals and metrics associated with the partnerships? Using a policy-focused multiple case study approach, data collection included document analysis and interviews with key stakeholders from five partnerships. There were a variety of structures behind the partnerships, and stakeholders described interactions in terms of collective impact and negotiations over agendas. Partnerships were framed around equitable access to arts education alongside more sentimentalized rhetoric about the power of the arts. Finally, partnerships collected data on both arts-specific and non-arts-specific metrics to track progress.

Exploring the Influence of Art Teachers' Core Quality Improvement on Students' Learning Motivation and Educational Policy: Empirical Evidence based on Chinese Universities

This study aims to investigate the influence of art teacher core quality improvement on student learning motivation and education policy in Chinese universities. The study also explores the moderating roles of classroom well-being and research-derived knowledge in these relationships. Data was collected through a closed-ended questionnaire from 376 art teachers in Chinese universities using simple random sampling. The findings of the study reveal that art teacher core quality improvement has a significant impact on both student learning motivation and education policy in Chinese universities. Therefore, this study provides evidence for the importance of investing in art teacher core quality improvement to enhance student motivation and shape education policies in Chinese universities. Moreover, the study reveals that classroom well-being moderates the relationship between art teacher core quality improvement and student learning motivation. This implies that creating a positive and supportive learning environment is critical to improve students' motivation. Furthermore, the study shows that research-derived knowledge moderates the relationship between art teacher core quality improvement and education policy. This suggests that teachers who have research-derived knowledge are more likely to implement effective education policies. In conclusion, this study provides valuable insights for art teachers and policymakers to improve student learning motivation and education policy in Chinese universities. However, the study's limitations include the fact that data was collected only from art teachers, and future studies should consider collecting data from other disciplines.

Building arts education policy using the tools of out-of-school time youth arts organizations

With the rise of COVID-19 and growing awareness of racial injustice, the last few years have been exceptionally tumultuous for our systems of education and their stakeholders. But scholars critical of traditional paradigms of schooling and accountability have argued that these crises kindle opportunities for profound change. Gloria Ladson-Billings, who has long argued for an approach to education that embraces cultural and epistemological diversity, has called for a “hard re-set” in education and has urged stakeholders to fundamentally reconsider the kind of human beings we want to nurture. With a reset in mind, we have turned our attention to studying out-of-school-time (OST) arts learning environments. The arts—dance, theater, music, the visual arts, and the digital and design arts—offer us a way to reimagine what good learning and teaching look like and how to design learning environments that work for all young people, and perhaps particularly for our most vulnerable youth. In this article, we draw on findings from our national critical qualitative study of out-of-school time community youth arts organizations. We offer policy recommendations for arts education and school improvement in four major categories: (1) Focus on youth and community assets; (2) Expand beyond a program-centric model of funding and design; (3) Support creative professionals; (4) Rethink the design and implementation of assessment systems. Within each category, we make recommendations specific to the various stakeholders who affect arts education policy—arts education leadership, funders and policy makers, and researchers.

“Turning the prism”: school improvement and the arts

In this special focus issue of Arts Education Policy Review, authors from different disciplinary backgrounds contribute ideas related to the role of the arts in school improvement. This set of articles mirrors the multiple concerns related to school improvement and the arts and provides a means of triangulating the topic. By “turning the prism” on school improvement, this collection of manuscripts illuminates how arts education interacts with a variety of related accountability narratives. In this introduction to the issue, we discuss why arts education is relevant to school improvement conversations. After previewing the authors’ contributions to this journal issue, we offer considerations on the positioning of the arts in educational policy.

Provision of Quality Art Education in Tanzania: Opportunities and Challenges

Quality education is of paramount importance to social-economic development. It avails the requisite human capital for production, and nationwide strength and competitiveness. Arts education entails knowledge, training, and formation founded on all arts. Quality arts education promotes emotional development, cognitive achievement, knowledge, skills, and competence of learners. Tanzania realized the importance of arts education mainly after Arusha Declaration of 1967 where the philosophy of Education for Self-Reliance (ESR) monopolized the education policy of the country. Such move was in line with Article 27 of the Universal Declaration of Human Rights, which stipulates the right for individuals to enjoy arts. Progressively in 1997, the government introduced Tanzania Cultural Policy (TCP) where arts education was the hub and in 2008 the government introduced arts subjects in the secondary school curriculum as examinable subjects. Tanzania has continued to promote arts education in various ways and currently the government is focusing on cultural and arts small sectors as possible contributors to economic progress and employment. However, Arts education in Tanzania is facing numerous challenges such as; most curriculum developers do not place a great value on arts education, educational and cultural policies are not totally associated with one another, teachers’ colleges have few arts education programmes. Moreover, some societies do not recognize the discipline’s importance, which has breached its social identity and position in education. Thus, it is recommended in this paper that in order to achieve quality arts education, the government and other stakeholders should jointly work to provide the required support to secure enhanced standards in arts education provision. For instance, the state should avail and retain effective trained arts education instructors at all levels and arts education programmes should be reviewed to respond to the global needs. Conclusively, quality arts training is a critical aspect of holistic education and it promotes self-concept, identity, oneness, and diversity in society. Thus, arts education should be given the same priority like other academic disciplines in the curriculum.

Current Status and Development Plan in the Area of Character Education at Universities

In this study, character education, which has a deep origin in the educational history of both the East and West, began to be newly illuminated in the 4th Industrial Revolution and AI era. In line with the trend of the times, this study was conducted as a basic study to review the role and meaning of university character education and to redefine its status. The demand for character education is on the rise, with several universities in Korea already opening and operating subjects related to character education as essential subjects. The Center for Liberal Arts Education has established a literacy education area and has presented it as a standard model for basic liberal arts education. But there is a sense that both the concept and meaning in the education area have not yet been sufficiently disseminated. In light of this problem, this study explored the direction that the newly established status in the character education field is taking. To this end, the research trend of university character education was analyzed, and a survey was conducted on those in charge of liberal arts education in the university’s education field. In addition, a focus group interview (FGI) was conducted for nine liberal arts education policy experts. As a result of examining the research trend of literacy education, universities perceived that character education is mainly related to cultivating basic or practical skills in the chosen fields or majors of the students. Thus, it proved to be different from the area of character education that aims for personality education. However, as a result of a survey conducted by a person in charge of liberal arts education at domestic universities, 31.4% were already applying to the area of character education, and this number increased by 7% from the previous survey. In addition, 34.3% of the respondents said that the basic framework of the liberal arts curriculum of the “Standards Plan” was already accepted and had entered the settlement stage at many universities. As a result of the FGI, a liberal arts education policy expert sympathized with the importance of character education, but there were divided opinions for and against classifying it into character education areas. Based on the results of this study, it is suggested that both the details of the current status and a subject analysis in the area of character education being conducted at domestic universities need to be conducted as a follow-up study.

Conceptualizing Intermediary Organizations in Arts Education Through a Cross-Sector Review of the Literature

Research has demonstrated that the successful implementation of arts education necessitates partnerships across sectors, disciplines, and institutions. Many arts education partnerships rely on third-party or intermediary entities to make connections between arts education stakeholders and to help coordinate their partnership initiatives. The advantages of intermediary involvement are promoted by partnership research across domains, but very few studies offer conceptualizations of what an intermediary is and does within arts education. Accordingly, in this article, I (1) review cross-sector examples of intermediary organizations to identify their roles and functions, (2) position the work of intermediaries within arts integration theory and practice, and (3) offer a conceptualization of arts education intermediaries based on the cross-sector review. Implications for arts education policy and practice are also discussed; namely, the usefulness of the conceptual model in identifying intermediary organizations and leveraging their services.

Post COVID-19: access to an arts education for all students

This article serves as an introduction to issue number 124 (4). In this issue of Arts Education policy Review, the authors have focused on access, policy, and students who are disadvantaged because of different abilities, poverty, race, class, and other barriers. In addition, the authors represent educators from a cross-section of stakeholders including in-service arts teachers, community engaged therapists, college teacher educators, and schools district administrators. It is hoped that by examining these important topics from the perspective of many stakeholders, we can begin a policy shift toward more equal experiences for all students in the United States.

Introduction to special focus issue: teaching artists and arts education policy

This Special Focus issue of Arts Education Policy Review highlights the work of diverse scholars who consider policies at the local and organizational levels that impact the preparation and work of dance, music, and theater teaching artists in P-12 school and community youth development settings. Doug Risner and I (Colleen) were Guest Editors for this issue and are excited to bring this scholarship forth. We (Colleen, Sarah, Mike) begin this introduction discussing the emergence of the term teaching artist. The middle section addresses the preparation and professional development of teaching artists as well as the varied types of programs employing teaching artists. The introduction ends by situating the six articles in this Special Focus issue within arts education policy and the concepts discussed.

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.

Exploration of the Journey of Talents Cultivation in Art and Design in Local Colleges Through Integration of Industry and Education

In order to accelerate the concept of integrating industry and education in local colleges, local colleges should carry out in depth studies of basis of integration of industry and education in arts and designs according to local economic and society development, mainly through implementation of comprehensive professional practice, joint scientific and technological research, two-way part times, joint experimental classes, school-enterprise cooperation and integration of industry and education. Due to the practical teaching of Zhang Village campus, the ideas of setting up experimental class for the reformation of art and design has broaden the scope of mind for local colleges to explore the integration of industry and education. References H. Li and L. Jiao, “Research on Innovation and Entrepreneurship Education and practice in Shandong Province based on the Internet,” J. Phys. Conf. Ser., vol. 1744, no. 3, 2021, doi: 10.1088/1742-6596/1744/3/032092. W. Li, J. Li, and Q. Li, “Research on the Development of Talent Training Mode in Undergraduate Colleges under the Integration of Industry and Education,” pp. 50–52, 2022, doi: 10.47852/bonviewCETR2022030208. Huang, J, & Fu, L. School-enterprise Cooperation Mode of Design Talents Training Based on Production and Education Base. The Guide of Science & Education(08), 2021, pp. 28-29. Songfei Li, et al. Development of an Information Platform for Integration of Industry-Education Based on Big Data Analysis Technology. International Conference on Cognitive based Information Processing and Applications (CIPA 2021), LNDECT 84, 2022. pp. 445–450, https://doi.org/10.1007/978-981-16-5857-0_56. E. Voûte, P. J. Stappers, E. Giaccardi, S. Mooij, and A. van Boeijen, “Innovating a Large Design Education Program at a University of Technology,” She Ji, vol. 6, no. 1, 2020, pp. 50–66, doi: 10.1016/j.sheji.2019.12.001. Allina, B.The development of STEAM educational policy to promote student creativity and social empowerment. Arts Education Policy Review, vol. 119, no. 2, 2018, 77–87. https://doi.org/10.1080/10632913.2017.1296392. Golja, T., McClean, S., & Jordan, K. Collective learning in an I-E-research test bed. Transdisciplinary Theory, Practice and Education: The Art of Collaborative Research and Collective Learning, 2018, 185–199. https://doi.org/10.1007/978-3-319-93743-4_13. S. Li, S. Liang, and X. Cao, Development of an Information Platform for Integration of Industry-Education Based on Big Data Analysis Technology, vol. 84, no. Cipa 2021. Springer Singapore, 2022. L. Wan and C.Kang. Internet + gen education: construct a new ecological innovation entrepreneurship education. Journal of education development research, 2016, 36 (7) : 59-65. DOI: 10.14121 / j.carol carroll nki. 1008-3855.2016.07.011. L. Xiong, “Dilemma and Countermeasures of Art Design Education in Colleges and Universities Under COVID-19 Epidemic Situation,” vol. 515, no. Icadce 2020, pp. 326–329, 2021, doi: 10.2991/assehr.k.210106.063. Y. Wang, “Research on the Rebuilding Path of Educational Field in Shaanxi Local Universities from the Perspective of Industry-Education Integration,” vol. 300, no. Erss 2018, pp. 553–557, 2019, doi: 10.2991/erss-18.2019.109. A. Irbite, “Traditions and innovations in Latvian Design education,” pp.10-14. 2013. June,1st International Virtual Scientific Conference. http://www.scieconf.com.X. A new model of College Students' Innovation and Entrepreneurship Education in the "Internet +" Era. Journal of chongqing institute of technology (social science edition), 2015, (12) : 54-56. DOI: 10.14121 / j.carol carroll nki. 1008-855.2016.07.011. Chen and P. Wang. Exploration of Studio Teaching Mode for Art Design Majors in Colleges and Universities from the Perspective of production-education Integration _ Chen Wenfu. Hexi college journal, 2021, 37 (3) : 126-128. The DOI: 10.14121 / j.carol carroll nki. 1008-3855.2016.07.011.

Passive Islamophobia and cultural national construction: a critical note on art curriculum

This study aims to explore the passive Islamophobia in the arts and culture subjects on the KTSP and K-13 curriculum of secondary schools. Employing the representation theory, this article explores the relationship between marginality and Islamophobia integrated into the fine arts curriculum. Through content analysis of 2 textbooks for grades VII and VIII, some elements of marginalization in the Islamic cultural values were found. The conception of Indonesian nationality originates from various internal solidarity and contestation between Islamism, Hinduism and secularism in resistance to imperialism. The fallacy in the narrative of the mainstream of Indonesian nationalism seen as deeply rooted in the legacy of Majapahit/Hinduism, which unwittingly calls Indonesia the new Majapahit needs to be straightened out. The construction of cultural nationalism, meanwhile, overrides Islamic culture and identity. This article indicates that the teaching of the nationality of Indonesian culture does not consider the heritage of Islamic arts and culture. The marginality and exclusion of Islamic arts and culture in the construction of Indonesian nationality through the art curriculum and art education policy shows passive Islamophobia internalized therein, instead of the existence of accommodation and respect for Islamic culture.

Retraction: Hunter, M. A., Aprill, A., Hill, A., and Emery, S. 2018. Education, Arts and Sustainability: Emerging Practice for a Changing World

We, the Editor and Publisher of Arts Education Policy Review, have retracted the following book review: Kudrat-E- Khuda(Babu) (2021) Hunter, M. A., Aprill, A., Hill, A., and Emery, S. 2018. Educati...

Artifact-oriented learning: a theoretical review of the impact of the arts on learning

Traditional reviews of arts education have focused on why the arts are valuable for learning, but the arts’ contributions to cross-disciplinary discourse remain undertheorized. In this article, we provide a theoretical review of the arts and learning to suggest a new way of thinking about how the arts contribute to learning across disciplines through a focus on the production of artifacts. Guided by a sociocultural constructionist view on learning, this review brings together research from across the field of arts education to demonstrate the benefit of policies that support the production and engagement of shareable artifacts. Findings are synthesized through what we name an artifact-oriented learning model, which merges constructionism with ecological systems theory. Our review points to two key pathways of learning through the arts (i.e., making and engaging) and suggests the arts support learning that is multimodal and transactive across settings. Thus, we consider arts education policy as part of a sociocultural process that has rippling effects across disciplines for all layers of a social ecology. Given this orientation, implications for researchers and policymakers are discussed to support decision-making and continued inquiry across arts education research and policy.

Looking beyond COVID-19: arts education policy implications and opportunities

In this concluding article for the special issue on COVID-19 and K-12 arts education, the authors look forward to some positive possible changes for the delivery of arts education as students return to school past COVID-19 and will address some of the barriers to these positive changes, including policy opportunities and implications. The barriers discussed are not new to arts education – resource and funding challenges, a focus on remediation pulling students from arts classes, and a continued inequitable access to arts education for students in poverty and students of color. The article will discuss how the pandemic has exacerbated some of these long-standing challenges, as well as ways to address those challenges from a policy perspective as well as through advocacy work at the federal, state, and local levels. The article suggests ways to rethink how we approach areas of educational policy, particularly the accountability structures of public education, in order to address inequitable access now and in the long term.

The benefits of music workshop participation for pupils’ wellbeing and social capital: the In2 music project evaluation

This paper reports on the evaluation of the In2 music project in Darlington, England. The project ran for seven weeks from January – March 2020 and involved Year 6 pupils from four primary schools (n = 103) and Year 7 pupils from one secondary school (n = 90), working with Back Chat Brass, a professional brass ensemble. The aim of the In2 music project was to enable pupils to work with professional musicians to enjoy the benefits of group-based music, which include happiness and optimism. These emotions are strongly associated with social capital, which this study defines as the benefits that individuals and communities derive from positive interpersonal relationships. This evaluation asks if the In2 music project resulted in non-quantifiable changes that are associated with positive outcomes for pupil wellbeing and social capital. We explore our findings in relation to a policy climate of cuts to arts education, as shown by the stories in a special issue of Arts Education Policy Review. We argue that while political disregard threatens the development of social capital in economically deprived communities, funded interventions such as In2 can benefit some of the most vulnerable members of such communities.

Is Music Education in Tune With the Pursuit of Equity? An Examination of Access to Music Education in Michigan’s Schools

Access to music education in American schools is not guaranteed. Although national studies have demonstrated disparities based on poverty, race, and other markers, these studies miss a necessary level of local detail in describing access. Additionally, studies that exist are based on self-report surveys and prone to nonresponse bias. The purpose of this study was to describe access to music education at the state level. Using Michigan administrative data provided by the state department of education, we describe the state’s population of music educators and examine student access to music education. We found that music teachers differed from nonmusic teachers in a number of ways. We also identified substantial and persistent disparities in access to music education across the state. These findings have important implications for school arts education policy.

When questions are our best answers: responding to the impact of COVID-19 on community-based arts education organizations: a special issue of Arts Education Policy Review

The details of the COVID-19 global pandemic were the lockdowns, face masks, and video conferences, but the full burden of the pandemic included facing the profound inequities in civic, health, education, and other policies that multiplied the effects of the disease. Between March and September 2020, these effects hit the world of community-based arts organizations broadside, stifling the creative activity for young people across the world. Even as youth-centered arts organizations sought to sustain programs of creative skill building, inquiry, and expression with positive youth development principles, they became food pantries, hot spots, and curbside sources of legal advice and financial aid for struggling families. In making that transition, old habits and assumptions have given way to fundamental questions about the definitions of art, arts education, community, leadership, funding, and policy. This introduction summarizes articles that redefine policy as spanning from individual teaching artist practice to municipal and national procedures. Together, they raise basic questions about the new kinds of organizations and practices that could emerge from the crises of early 2020 – given the will to seize the insights of the pandemic.