Arts Education Policy Research Articles

Розвиток музичної освіти у вибраних країнах Європи у XXI столітті

Розвиток музичної освіти у вибраних країнах Європи у XXI столітті

Dancing toward the light in the dark: COVID-19 changes and reflections on normal from Australia, Ireland and Mexico

2020 has been marked by disruption on a global scale due to a range of compounding crises including the ongoing COVID-19 pandemic. Many community arts responses to the pandemic originated from individuals rather than by means of concerted or sustained sectoral responses. This paper uses reflections from Ireland, Australia, and Mexico to discuss the precariousness and vulnerability of the community arts sector and the artists and educators within it at this profoundly difficult time. We reflect upon some of the artistic and educational innovations and experimentations that have come about. We simultaneously examine the work of artists and arts organizations on a paradigmatic level by reflecting upon the role we play in perhaps involuntarily sustaining inequalities despite articulating a desire for change in the work that we do. We argue for the community arts sector to draw upon its imagination and bravery to reflect, assume responsibility, and recast the world into what we want it to be, rather than rebuilding the old, broken one in an attempt to return to what is perceived to be normal. Finally, in turning to arts education policy, we interrogate the barriers and enablers of change in the arts in a post-COVID world, discussing the influencing policy factors of sectoral weaknesses; individual resourcefulness and resilience; the desire for revolution; and the importance of love.

김정은시대 북한문화예술교육에 대한 분석적 고찰: 문화예술 행정체계와 정책을 중심으로

This study identifies North Korea’s arts education-related policies and cultural policy structure in the era of Kim Jong-un. In the aftermath of the “Universal 12-year Compulsory Education System” in 2012, North Korea seems to be pursuing internationalized quality of education focusing on the integrated education pedagogy. This research seeks to understand the policy structure of arts education in North Korea. Findings of this research can contribute to providing some informative and useful information for the unification process of Korea. American cultural policy researcher, <xref ref-type="bibr" rid="B45">Dewey (2008)</xref> claims that for comparative research of arts education policy, it is necessary to analyze a county’s administrative structure and policy process together. By adopting Dewey’s view and research framework, this study analyzes North Korea’s cultural administrative structure and policy related with arts education. Collected data were analyzed using qualitative content analysis. This study finds that North Korea’s arts education policy has partially adopted concepts of creativity development, integrated education, and increasing public access to arts participation. However, due to North Korea’s top policy priority, “prestigious socialist country,” and Chairman Kim Jong-un’s centralized command in its socialist setting, values and goals of arts educations of their terms are quite different from those pursued in South Korea and other democratic societies.

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

“New Colonisers” Play in Postcolonial Music Education in Mauritius

Indo-Mauritian group cultural hegemony has become a trend in music education in Mauritius. This fact has led to social imbalances and inequality of art education. In this situation, Mauritius needs openness and a new policy of arts education, and this must be taken into account because Mauritius has a diverse population. The problem is how the condition of postcolonial music education affects the art education policy in Mauritius. This study aims to uncover this problem. The approach taken is based on an ethnographic approach using a grounded theory strategy. In a postcolonial context and highly multicultural society, hegemonic forces are at play that promotes the Hindu majority ethnic group (termed the “new colonizers”) over all the other ethnic groups. This argument is supported on one side by an analysis of the public music education system, and on the other, by the process of teacher training and certification. An analytic autoethnographic method grounded in a transformative philosophical perspective informs this qualitative research. Results demonstrate a substantial disparity of opportunities for students and prospective music teachers in favor of the Hindu ethnic group. An intercultural perspective on music education in Mauritius is provided that could portray Mauritian nationhood within the public music education system.

Writing for arts education policy review

Members of the Arts Education Policy Review editorial board have collaborated to update the 2002 article "Writing for Arts Education Policy Review." Authors interested in submitting to the journal will find this information helpful.

How Music Education Policies Come to Be and What Teachers Can Do

Policies often directly impact teachers’ lives and practice, requiring them to engage in spite of extremely busy schedules. This article offers encouragement to music educators wanting to be active—and become activists—in education policy. Before becoming active, one must understand how music education policies come to be. I argue that arts education policies mostly come to be indirectly, as an afterthought. This operates in numerous ways, involving collateral damage in other policy-making processes; nongermane, eleventh-hour negotiations; and incomplete or subverted policy implementation. To demonstrate these processes, I reference examples including access to a high-quality music education, content of national and state music standards, and music graduation education requirements. I also offer general recommendations for music educators who wish to advocate for positive change.

Pedagogies for the ‘Dis‐engaged’: Diverse Experiences of the Young People’s Arts Award Programme

AbstractArt education is often praised for its engaging programmes and inclusive pedagogies, with many initiatives created with the intention of widening access for those who are deemed to be lacking. This article investigates one such programme – the young people’s Arts Award, which is a nationally recognised qualification for young people aged 11–25. I call upon a range of pedagogies in order to critique the Arts Award within the context of informal and alternative education settings in the United Kingdom. Drawing on a 12‐month ethnographic study, the research was conducted across five diverse programmes which included youth work projects and alternative provision. I present two cases – ‘learning to be an artist’ and ‘learning to behave’ – which demonstrate a hierarchy of pedagogy in the application of this programme across these particular contexts. Artists’ Signature Pedagogies are used as an analytical framework to explore the affordances of working with artists through the programme. Further, I engage with the Pedagogy of Poverty to demonstrate that young people who were classified as ‘dis‐engaged’ were more likely to receive lower quality programmes, low‐level work and over‐regulated teaching. I argue that despite changes to the ways that young people access art education, there continues to be unequal opportunities. This finding is significant for not only creative practitioners and youth arts workers, but also arts education policy makers and programmers.

A vision for Social Emotional Learning and arts education policy

This issue represents one of the first objective, collaborative pieces addressing Social Emotional Learning (SEL) across all arts content areas in diverse areas of policy. The results justify further investigation into the congruence of the arts and SEL, exploring examples of SEL instruction in the arts, and the development of consistent messages for arts education utilizing SEL. The role of SEL in arts education is still being discovered; however, the support of how the arts are a proper environment for SEL is only growing. This conclusion provides an overview of the varied levels of policy related to SEL and arts education, provides one example of artistic SEL integration (New Jersey Arts Education and SEL Learning Framework), expands on policy implications and opportunities, and concludes with strategies to utilize SEL as an advocacy tool for arts education.

AEPR special focus issue: an international view of policy and music teacher professional development

The purpose of this Arts Education Policy Review special issue was to connect international music teacher professional development (PD) policies by theme and draw policy parallels and intersections between countries. A thematic (rather than a country-by-country) approach incorporated the author/researchers’ input into how connections might be drawn and lessons learned across countries and locales. The PD policy issues we face are similar, globally, and this issue encourages readers to focus on PD issues and policies in a more all-encompassing and international way.

Negotiating teacher-artist identities: “Disturbance” through partnership

This article troubles the notion of “disturbance” in relation to teacher-artist identities within partnerships delivering arts education in schools. As such, a visiting artist/teaching artist entering an educational setting “alters” the space and forces the negotiation of professional (and personal) identities. These “disturbances” can be advantageous for schools, teachers, children, young people, broader communities as well as the artists themselves in offering key learning and development opportunities. Too often however, such partnerships lack critical debate and examination. This article offers findings from an in-depth teacher-artist partnership study in order to contribute perspectives on understanding how teacher-artist identities are negotiated so as to potentially transform policy and practice approaches to arts education in schools. The Irish government-supported partnership initiative involved a residential summer course, in-school work, as well as review days with six teacher-artist pairs over 22 months. Data was collected and analyzed from across interviews, reflective diaries, in-school observations and evaluations to illuminate the partners’ learning journeys and negotiated identities within the initiative. Thematic findings reveal three overarching themes relating to (re)forming, inhabiting and projecting identity. It was found that both teacher and artist skills, knowledge and understandings can complement each other successfully where meaningful, sustained partnerships are invested in. The significant value of a dialogical and relational approach within the partnership holds interesting insights for policymakers, schools, arts agencies, teachers, and artists to inform future arts education partnership initiatives and policy approaches.

The influence of anti-politics on arts education policy

This paper presents a critical policy analysis of how anti-political education reforms impact arts education. I consider examples of educational policies—both within arts education and outside the arts—to analyze how arts education may be impacted by anti-politics. I argue that many arts education policy outcomes can be understood as indirectly resulting from neoliberal and increasingly anti-political education policy moves. I offer both specific examples and a broad, conceptual discussion of arts education policies and policy outcomes that can be understood as following from anti-political moves. Based on the analysis, I offer recommendations for future policy analysis in arts education.

문화예술교육 정책에서의 인적자원 양성 및 활용방식에 관한 탐색적 연구 : 학교 예술강사 지원사업을 중심으로

최근 포용적 혁신국가로의 도약이 정책의제로 부상하는 가운데, 모든 이들을 위한 문화예술 접근성 확장 의 핵심토대로서 문화예술교육의 중요성이 부각되고 있다. 국내 문화예술교육 정책의 대표사업인 <학교 예술강사 지원사업>은 다양한 장르의 예술강사를 전국 초·중·고등학교에 파견함으로써 공교육 내 문 화예술교육 활성화 및 보편적 예술접근성 확대를 목표로 한다. 하지만 지난 20여 년 간 공적지원의 꾸준 한 확대로 괄목할 만한 양적 성장을 이뤄왔음에도, 당초 정책취지인 학교 내에서의 문화예술교육 확장 및 인식개선 등에 관한 질적 성과는 미진하다는 현장의 비판이 제기되고 있다. 이에 본 연구에서는 이 사업 의 핵심정책 수단인 인적자원 양성 및 활용방식에 집중하여, <학교 예술강사 지원사업>의 문제점과 한계 를 입체적으로 분석하는 것을 목표로 삼는다. 연구결과, 이 사업은 학교 문화예술교육 활성화 및 이를 통 한 예술접근성 확대를 위해 필수적인 인적자원으로서의 예술강사 전문역량 양성 및 활용에 있어 체계적 인 제도적 지원이 미흡함이 확인되었다. 이에 결론에서는 현재 개인 인력파견 형태로 고착된 정책적 접근 에서 인력육성 관점으로의 전환이 필수적임을 지목하고, 이와 관련된 정책대안을 함께 제언한다.

학교문화예술교육 정책의 변천과정과 개선방안 연구 - 학교 무용 예술강사 지원사업 중심으로

학교문화예술교육 정책의 변천과정과 개선방안 연구 - 학교 무용 예술강사 지원사업 중심으로

Advancing our futures – Educational potential of interdisciplinary artistic projects to children ‘at risk’ in Denmark and South Africa

The United Nations Educational, Scientific and Cultural Organization Seoul Agenda for Arts Education (2010) calls for ensuring equitable access to arts education for all, strengthening the quality of arts education and harnessing its potential to contribute to resolving social and cultural challenges. In both South Africa and Denmark, a practice–policy gap exists between what the curricula prescribe in the area of arts education and what is experienced to be happening in the everyday life at schools. This gap contributes to creating inequality in terms of access to arts education. It is therefore important to find ways that might give access to arts education to a broader range of children, and to find out how their participation might contribute to advancing their future opportunities. This paper explores how arts education policies can be enacted within schools in both Denmark and South Africa. It takes as its point of departure a project that investigates the potential of an educational practice that integrates dance with visual arts and involves multicultural groups of children, teachers and artists in two school classes in South Africa and Denmark. It focuses on what importance arts education might have, especially to those children in the two classes who are ‘at risk’, by illuminating their experiences and opportunities for learning through integration of dance and visual arts. In this study, a phenomenologically inspired concept of learning, which includes enhanced awareness, theories of multi-modal experience in the arts and Todres’ concept of ‘soulful space’ contribute to illuminate educational potential of the artistic-educational approaches that were developed in the project. Through a hermeneutic phenomenological methodology, children’s experiences were elicited through reflective group dialogues involving ‘stimulated recall’ based on photographs of them engaged in different activities and drawings that they had created, which reflected their experiences.

Finding footprints: Analyzing arts education policy implementation

Policy analysts often concern themselves with understanding the messiness of implementation. Scholar Milbrey McLaughlin urged scholars to follow the “policy footprint” approach, and this article introduces this concept’s application in studying arts education policy implementation. Specifically, I explore several important questions. First, when arts education cuts occur or a long-time deficiency in school-based arts education is present, what is the impact on local communities and how does each respond? Second, how do local responses help to demonstrate the interplay between micro-level implementation and macro-level policies? To illustrate the policy footprint approach, I first offer an example from Lansing, Michigan. Then, I introduce this special issue’s other articles, noting the ways in which they can be compared and contrasted with the situation in Lansing. Finally, I discuss some important policy analysis considerations for the reader.

문화예술교육 지원정책의 정체성 혼란에 관한 비판적 소고

문화예술교육 지원정책의 정체성 혼란에 관한 비판적 소고

Relationship between Art Education and Government Policy towards Sustainable Urban Development in Tehran

Relationship between Art Education and Government Policy towards Sustainable Urban Development in Tehran

Assessment in the visual arts: Challenges and possibilities

Assessment in art is notoriously difficult and is probably best approached with skepticism. Artistry is notoriously difficult to assess. Yet measures of student learning in art are needed for both advocacy and art education policy. Assessments, particularly large-scale assessments, influence funding and educational policy at all levels. This article explores some of the challenges of assessment in the visual arts and critically examines the Advanced Placement Studio Art Portfolio to illustrate how a product-oriented assessment might influence teaching and policy.

English

Turkey’s Ministry of National Education aims to identify and develop valuable characteristics to prepare the nation’s young for their professional life as adults. The Ministry has been conducting an extensive and comprehensive review of the educational system since the beginning of 2000. Educational system was implemented in time for the 2012/2013 academic year. The purpose of this study is to evaluate the clarity; the developmental, ethical, and intellectual appropriateness of Turkey’s 2013 Arts Education policy to improve the Visual Arts curriculum. The evaluation shows that the curriculum contains significant erroneous information, creating misunderstandings regarding explanations of art and design in Visual Arts. The results of this study can be used as a reference for future academic and ministerial research. Key words: Visual arts and design education, curriculum, evaluation, Turkish educational policy, visual arts curriculum.