Secondary Arts Research Articles

Management of work stress among arts and science school administrators in Nigeria using rational emotive occupational health coaching: A randomized controlled trial evaluation.

The working circumstances of the administrators are appalling due to the nature of education in Nigeria. These administrators put in a lot of overtime to fulfill the expectations of their positions, which stresses them out. But there is no information in the literature about how administrators of science schools deal with their demanding environments. Therefore, the aim of this study was to evaluate how administrators of secondary scientific schools in the Southeast could manage work-related stress by using rational and emotive occupational health coaching. A randomized controlled trial (RCT) experimental design was used for the investigation, with 106 people divided into 2 groups-one for the intervention and one for the control. A selection of these participants came from southeast Nigerian special scientific schools. The Occupational Stress Index (OSI) and the Perceived Stress Scale (PSS) served as the foundation for our data collection procedure. A posttest was given following the 12-week intervention, and then there was a 2-month follow-up assessment. Repeated analysis of variance (ANOVA) was utilized to ascertain the effects both within and across groups. It was revealed that rational emotive occupational health coaching had significant effect on the management of work stress among southeast secondary arts and science school administrators, F (2, 208) = 1452.484, P = <.050, ŋ2 = .933, and F (1, 104) = 18076.988, P = <.050, ŋ2 = .994). The management of work stress among southeast secondary arts and science school administrators was significantly improved through rational emotive occupational health coaching.

Teaching the Arts in testing times: A Western Australian perspective on COVID impacts.

Expert secondary Arts teachers are highly trained specialists well versed in face-to-face individual and group teaching pedagogies. Given the highly personalised nature of Arts teaching practice, the shift to online teaching resulting from COVID-19 lockdowns presented many with challenges for which they had little or no formal training. Many teachers felt stressed, isolated and unsure about where to turn for help. As there are demonstrated links between stress and attrition, it is important to reflect upon the experiences of these teachers with the aim of developing future mitigation strategies. The research reported here synthesises the online teaching experiences of 15 expert Arts specialists in Western Australia and revealed that being a digital native was not in itself sufficient to ameliorate online teaching challenges. Rather, the study found that teachers with deep pedagogical practice knowledge and a reflexive/flexible approach fared better than those with high levels of technology familiarity. The importance of collegiality and mentoring in an online setting, along with a reappraisal of teaching priorities emerged as key findings and serve as a timely reminder of the importance of collaboration, especially in testing times.

Function and use of literary texts in Nordic schools

In this comparative study, naturally occurring literature instruction in Nordic lower secondary school is investigated in order to find out how lessons are organized, to what extent different genres are read and worked upon, and for what subject-specific functions and purposes literary texts are used. Implications for text selection by teachers are discussed. The study relies on four consecutive video-recorded language arts lessons from 102 classrooms in Finland, Iceland, Norway, and Sweden. The function and use of literary texts were investigated by means of video-analysis and statistical comparisons. The analysis clearly indicates that literature plays an important part in Nordic language arts education. In all four countries, narrative fiction texts were favored above other genres. When the aim was to give students joint reading experiences, short stories and excerpts from novels were normally used. Reading literature for the sake of developing comprehension appears to be a dominant function of using literary texts in Nordic lower secondary arts classrooms. The present study also suggests that it is important for Nordic teachers to provide their students with positive reading experiences.

Using Procedural And Conceptual Colour Stimulation-Game As an Instructional Gizmo For Nigerian Students

This research study focused on investigating on the effect of colour stimulation-game on Nigerian Junior secondary school creative arts by adopting quasi-experimental research design with 60 junior secondary schools of three co-educational, from Private, Public and Federal Secondary Schools using simple random sampling technique to randomly select The three secondary schools assigned to both experimental and control groups. With the aid of two instruments which were The Colour Stimulation-game and Colour Stimulation-Game Achievement Test (CSGAT), the data was collected. Frequency counts and percentage distribution, mean, standard deviation, independent t-test, ANOVA and ANCOVA were used to analyse the data demographic information, the research question and the hypothesis generated respectively. The researcher found out that the students taught with Stimulus perform better after treatment than the student taught with conventional teaching method, students taught with Colour Stimulus game performed better when exposed to treatment than their students taught with conventional teaching method and female students taught with Colour Stimulus game performed better than their male students. It was recommended that that creative arts instructors should utilizes, colour stimuli game and reducing conventional method do as to impact the appropriates knowledge for studentsKeywords: Colour Stimulation-Game, Colour, Game and instruction, Game, Significant in games

Video Dokumenter Informasi Kesenian Sisingaan Pada Dinas Pendidikan dan Kebudayaan Kabupaten Subang

In the field of information, audio visual is one of the supporting media in delivering effective information, and is more attractive in its presentation. One of them is sisingaan art from Subang Regency, West Java. Currently, the art of sisingaan requires the design of media in the form of audio-visual because in presenting information on the existing side arts, there is no latest information on the latest side arts. The purpose of this study is to design audio-visual based media so that it can be useful and become an attraction for the community and art craftsmen regarding matters related to the arts of Subang district and increasing the number of sisingaan uses every year. The research methodology carried out during this research is problem analysis method, data collection method, design analysis method and media production concept method which includes preproduction, production and postproduction. After analyzing the above problems, the researchers designed a video for the Sisingaan art information of Subang Regency which is used to provide historical information and a very important lion shape icon. From the design of the art information video, it is hoped that the public will know more about the historical value and the lion symbol icon in the secondary arts of Subang Regency which cannot be removed or replaced with anything.

Re-thinking accountability measures for secondary school arts in England: lessons we could learn from New Zealand

This paper, a critical examination of educational concepts, policies and practices, presents findings from research into the impact of accountability agendas on teacher professionalism and pedagogic practices. The study, theoretically framed through Halstead’s notions of contractual and responsive accountability, and Gramsci’s hegemonic practices, examined secondary arts teachers’ pedagogical autonomy and professionalism in England and New Zealand. We provide an overview of current education policy contexts in both countries, and their impact upon secondary school arts education (years 11–16). Drawing from interview data from 15 England and New Zealand teachers, we offer a critique and innovative counter-narrative for the accountability measures currently dominating English schooling. Drawing together perspectives from both jurisdictions, we suggest more inclusive, democratic and responsive assessment and performative measures for the English context.

Creating an Online Survey for Educational Institutions

In these days education has changed as an essential for everyone. There are many preschools, elementary, secondary, higher secondary schools, universities, arts and science colleges and many. Finding the best school or institution for their children is really very tough for parents in these days. Our work is to create a web application to create online survey, which contains questions and feedbacks about the schools and institutions. The survey questions are related to the attributes, and the behavior of educational institution on behalf of the quality of education, school environment, teaching methodologies, about the management and teachers. And we give authority to attend the survey for the peoples from various places i.e. the former students of various institutions and schools. Thus using our survey we are collecting the data about the schools and institutions, then the data will be handover to the analyst. And the analyst will process the data and make decisions about the institutions and schools. They will decide the ratings for the institutions and schools in Tamilnadu, India. Based on the ratings the parents and students can choose their schools and colleges.

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From theatre to performance studies: collaborating on curriculum change with secondary level dramatic arts teachers

ABSTRACTThis essay presents a small-scale interview study interested in finding out how experienced secondary level drama teachers responded to their reading of a newly developed curriculum in performance studies. The curriculum was developed with funding from the Social Sciences and Humanities Research Council of Canada and the University of Victoria (2013–2017). We carried out interviews with seven experienced drama teachers in and around Victoria, British Columbia. Each teacher was asked to read one unit/chapter of the workbook. We conclude with some tentative and early claims about the introduction of performance studies as a new course of study for secondary students.

The Western Australian Art and Crafts Superintendents’ advocacy for years k-12 Visual Arts in education

Purpose – The purpose of this paper is to record Visual Arts education in Western Australia (WA) as it underwent significant change between 1967 and 1987, in administration, policy, curriculum and professional development. Design/methodology/approach – A narrative inquiry approach was utilized to produce a collective recount of primary Visual Arts teacher education, based on 17 interviews with significant advocates and contributors to WA Visual Arts education during the aforementioned period. Findings – This paper underscores the history of the role of Western Australian Superintendents of Art and Crafts and the emergence of Visual Arts specialist teachers in primary schools, from the successful establishment of a specialist secondary Visual Arts program at Applecross Senior High School, to the mentoring of generalist primary teachers into a specialist role, as well as the development and implementation of a new Kindergarten through to Year 7 Art and Crafts Syllabus. It also discusses the disestablishment of the WA Education Department’s Art and Crafts Branch (1987). Originality/value – The history of primary Visual Arts specialists and advocacy for Visual Arts in WA has not been previously recorded. This history demonstrates the high quality of past Visual Arts education in WA, and questions current trends in pre-service teacher education and Visual Arts education in primary schools.

Acts of Discovery: Using Collaborative Research to Mobilize and Generate Knowledge About Visual Arts Teaching Practice

Visual arts teachers engage in complex work on a daily basis. This work is informed by practical knowledge that is rarely examined or drawn on in research or in the development of policy. Focusing on the work of secondary visual arts teachers, this article reports on a research program conducted in a regional area of New South Wales, Australia. The research engages in a collaborative process of educational connoisseurship and educational criticism to examine and discuss classroom practice. The process is underpinned by a belief in research as an act of discovery and is guided by a framework that provides a language and grammar of practice. Drawing on qualitative data, discussion focuses on how the collaborative process enables the mobilization and generation of new knowledge. The article concludes by considering the relationship between teaching practice, research, and policy development and by recommending support for collaborative research-based initiatives that foreground the knowledge of teachers.

Your Art Is Gay and Retarded: Eliminating Discriminating Speech against Homosexual and Intellectually Disabled Students in the Secondary Arts Eduation Classroom

(2010). Your Art Is Gay and Retarded: Eliminating Discriminating Speech against Homosexual and Intellectually Disabled Students in the Secondary Arts Eduation Classroom. Art Education: Vol. 63, No. 5, pp. 52-55.

The Effects of Peer Coaching in the Secondary Arts Classroom: Intentional Watching in the Dance Studio

The intent of this action research study was to determine the effect peer coaching had on transfer of skills and content in the secondary arts classroom. Incorporating both qualitative and quantitative methods, the study took place in two public high schools, one a suburban high school and the other a first ring suburban high school (close to an urban setting). The students were 11th and 12th graders in a required dance class and an elective speech class. Data collection included: 1. initial and final student surveys, 2. pre- and post-intervention assessments, 3. teacher journals, 4. field notes from fellow educators, and 5. student reflection sheets. The level of internalized learning, which allowed for transfer of skills and content into performance, increased. The results of this study indicate that using peer coaching positively affects final performances, classroom community, and the revision process in speech and dance classrooms.

The ethical claim of partiality: practical reasoning, the discipline, and teacher education

Practical reasoning refers to a teacher's capacity to discern particulars and make wise judgements about how to act in pedagogical situations. But how do teachers know what is right? How are teachers' preferences to be grounded and their choices justified? I explore the disciplines as one source of moral perception. Assuming that narrative unities underscore the coherence and continuity of an individual's experience, I generated data in the context of a 2‐year teacher education programme. The case study of an aspiring teacher of secondary school language arts illustrates how the intellectual virtues of a discipline can influence a student teacher's practical reasoning. I conclude that teacher educators must attend to the complex ways in which a prospective teacher's prior discipline may influence aspiring teachers' orientations to experience, their consideration of educational ends, and, finally, their characters.

Teaching Writing through the Arts in Urban Secondary Schools: A Case Study

This article explores commonalties between literacy instruction and learning to understand the symbolic languages of the visual and performing arts. A detailed case study of an urban professional development program for secondary arts teachers looks at the learning initiated by writing assignments that prompted students to reflect on arts experiences. Evidence of the effectiveness of integrated arts and literacy instruction is provided by a quasi-experimental study, which showed that the expository writing skills of the students of participating teachers improved significantly.

Curriculum Renewal Through Policy Development In Arts Education

Across Canada, the arts disciplines - dance, drama, music and visual arts - are integral to the school curriculum. However, there is neither a consensus on the knowledge and instructional skills required of practitioners to effectively implement arts lessons, nor agreement on approaches to teaching the arts in teacher education and professional development programs. In this paper, I discuss a policy Delphi undertaken for the purpose of developing a curricular image for the arts in a faculty of education. My motivation for this study derives from previous research which indicates that effectively designed and delivered arts education programs can enhance teachers' confidence and willingness to the arts in their own classrooms. Findings from this study indicate that elementary teachers need a level of comfort with the arts to teach them. They require the expertise to apply generic instructional skills in the arts, a desire to play and experiment with artistic processes, an appreciation of the importance of the arts, and an understanding of basic arts concepts. Specialist secondary arts teachers should foster creativity in their classrooms. They require expertise in two arts disciplines and a broad knowledge of the others, an understanding of outcomes-based learning and how to organize appropriate activities, and an ability to motivate and inspire young people to participate in the arts. Teacher educators need to re-focus the arts curriculum to emphasize personal expertise, comfort level, creativity, experimentation, and conceptual knowledge across the arts disciplines. Professional development programs in the arts should emphasize outcomes-based learning, generic instructional strategies, integration, and assessment strategies.

Jurors' Responses to “Longevity and the Secondary Theatre Arts Teacher: A Case Study”

Jurors' Responses to “Longevity and the Secondary Theatre Arts Teacher: A Case Study”

"It Is Surprising That There Are Any Happy Wives": The Art Interchange , 1878-1886

"It Is Surprising That There Are Any Happy Wives": The Art Interchange, 1878-1886 Mary W. Blanchard For historians of nineteenth century women's history, the relationship of women to artistic production is generally contained within the construct of a moral "separate sphere." Here, note these historians, women found aesthetic creativity and fulfillment in such nonprofit domestic projects as knitting, crocheting, and the making of quilts. The marketplace (and, with it, the discourse of art in the public realm) was aligned with male entrepreneurship and male visibility. Yet in the 1870s and 1880s, the emergence of a distinctly new art "craze," the Aesthetic Movement, complicated this dichotomy. For, at this time, the emergence of an independent (and visible) female aesthetic voice (drawing on earlier legacies of artistic production in home crafts) championed professionalism of the domestic arts in the public sphere, as it demanded a reformulation of domesticity itself. For the aesthetic practitioner of the 1870s and 1880s, art became, not domestic accommodation and separation, but gender politics and public discourse.1 Of course throughout the nineteenth century, gender politics entered the evolving reconstitution of domesticity. The demand for the women's vote was a renegotiation of male political spaces, and, by inference, a reformulation of women's proper sphere. The move for women's higher education opened the discourse on female intellectual limits and, as such, questioned traditional domestic categories. Even the women's club movement , which stressed self-culture, female community, and reform, can be seen as challenges to the pure domestic ideal. All these movements in some way attacked or reformulated middle-class domesticity. These groups were visible and articulate in their own time and are visible to historians today. But another set of challengers arose in the 1870s and 1880s as the Aesthetic Movement galvanized thousands of women to see artistic production as a move beyond self-culture. These aesthetic women attempted to use the domestic arts of painting, sewing, and handicrafts to move into the public sphere of commerce, subversively instigating a philosophy which aggrandized the individual female artist and celebrated her sensual (and amoral) nature. Aestheticism was a reform movement for both art and society which originated in England in the 1850s and 1860s as a © 1996 Journal of Women's History, Vol. 8 No. 3 (Fall) 1996 Mary W. Blanchard 37 reaction to Victorian urbanization and industrialization. Influenced by the philosophies of the Pre-Raphaelites, John Ruskin, and William Morris (and implemented by exhibits of English handicrafts at the 1876 Philadelphia Centennial), the Aesthetic Movement was associated with the resurgence of the decorative arts in the middle-class home. More broadly, however, writers on aesthetic taste insisted that art and beauty were the goals of life and that people should live for art. Such a philosophy was a natural catalyst for women who questioned their domestic (and "separate") role in Victorian society.2 As a popular movement, Aestheticism was not an elite event, but rather it permeated popular culture through the elevation and execution of the secondary arts in the home. Art education for women, female workshops and studios, artistic salons run by women, and commercial ventures spearheaded by women aesthetes exemplified the importance of art for the middle-class American woman, both in the private and the public realm. This art "craze" resulted in the formation of many art clubs and schools all over the country. Professional status paralleled the amateur pursuit. The Rhode Island School of Design and the Art Students' League were only two of the burgeoning academic institutions committed to the legitimacy of art as both expression and profession. Concurrent was the formation of art journals. Such magazines as Art Age, American Art Review, and Art Amateur were typical enterprises. These publications, begun in the 1870s and 1880s, circulated throughout the country and reached many areas and classes beyond the circle of elite urban tastemakers. One such publication, the Art Interchange, was established in 1878 by Candace Wheeler (1827-1923), a successful textile designer and founder of the New York Society of Decorative Art. Wheeler was part of the urban upper middle-class, circulating with the artists of the Tenth Street Studio and launching her own professional interior decorating...

Male and Female Student Question-Asking Behavior in Elementary and Secondary Mathematics and Language Arts Classes

Abstract In this study we examined the types of questions male and female students at various grade levels asked in mathematics and language arts classes. Twelve observations were made in each classroom. Findings indicated that students in 1–12 grades asked similar numbers of questions in both language arts and mathematics. At all grade levels but the twelfth, students asked more questions in mathematics than in language arts. Students posed more explanation questions during mathematics instruction than during language arts instruction. At upper grade levels, males asked more questions in mathematics classrooms, and females asked more questions in language arts classes. The data suggest that in advanced secondary mathematics classrooms (ninth- and twelfth-grade classrooms), female students ask fewer questions than male students. Teachers were a significant factor in question asking: A standard deviation for all comparisons (gender, subject matter, grade level) was associated with large standard deviations...

Hearing Conservation in Secondary Industrial Arts Classes A Challenge for School Audiologists

A survey of secondary industrial arts teachers was made to examine the use of hearing protection in industrial arts programs. The results showed the teachers had little knowledge of hearing conservation methods. All of the teachers had access to an audiologist but very few knew that an audiologist was available. They did say that they would consult with one if help were offered. Although 47% of the teachers believed that they had acquired an occupational hearing loss, they did not use personal hearing protection. The results pointed out the need for further education of industrial arts teachers and more use of school audiologists as consultants.