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Richerme, Lauren Kapalka – Arts Education Policy Review, 2019
The authors of various practitioner and scholarly documents suggest markedly contrasting understandings about the nature of "policy." These divergent conceptions raise the question: What is at stake by understanding the nature of policy in one way as opposed to another? The purpose of this philosophical inquiry is to interrogate the…
Descriptors: Educational Policy, Music Education, Power Structure, Values
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McClure, Marissa; Tarr, Patricia; Thompson, Christine Marmé; Eckhoff, Angela – Arts Education Policy Review, 2017
This article reflects the collective voices of four early childhood visual arts educators, each of whom is a member of the Early Childhood Art Educators (ECAE) Issues Group of the National Arts Educators Association. The authors frame the article around the ECAE position statement, "Art: Essential for Early Learning" (2016), which…
Descriptors: Art Education, Visual Arts, Young Children, Early Childhood Education
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Kapalka Richerme, Lauren – Arts Education Policy Review, 2012
The 1957 launch of "Sputnik" and the 1983 publication of "A Nation at Risk" shifted national education policy. Music educators promoted an "intrinsic value" of music philosophy following "Sputnik" and music advocacy through politics and public performances following "A Nation at Risk." Examining the history of both the intrinsic value philosophy…
Descriptors: Music Education, Educational Policy, Educational Philosophy, Advocacy
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Branscome, Eric E. – Arts Education Policy Review, 2012
President Obama recently described America's current economic, societal, educational, and technological circumstances as "our generation's 'Sputnik' moment." If history repeats itself in the twenty-first century, music educators may face a situation similar to that which developed in the 1960s concerning the impact of education reform on…
Descriptors: Music Education, Educational Change, Curriculum, Advocacy
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Peterson, Amber Dahlen – Arts Education Policy Review, 2011
This content analysis examines how philosophy and advocacy articles published between 2005 and 2010 were influenced by current neuroscience research. The contents of twelve journals were explored, resulting in the inclusion of forty-five articles in this analysis. Recently, there has been a growing interest in neuroscientific research on music.…
Descriptors: Content Analysis, Music Education, Educational Philosophy, Advocacy
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Hourigan, Ryan – Arts Education Policy Review, 2011
This article provides an initial look at Race to the Top as it relates to professional development for arts educators. Topics include the philosophy of Race to the Top education reform, data informed professional development, performance pay, and how these changes may affect arts educators.
Descriptors: Art Education, Educational Change, Professional Development, Educational Philosophy
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Risner, Doug – Arts Education Policy Review, 2010
Postsecondary dance education is at a crucial juncture in its history in academe. Emerging from women's physical education programs in the 1930s, the profession's realignment with the arts broadly and arts-based education specifically has been characterized by ambitious goals and steady growth through the 1990s. However, a number of critical…
Descriptors: Graduate Study, Dance Education, Liberal Arts, Relevance (Education)
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Benedict, Cathy – Arts Education Policy Review, 2009
This article examines the policy implications embedded in the questions asked by music educators that frame the historical progress and evolution of music education. Further, this article posits that while these questions have seemingly worked toward solutions to problems, they have systematically preserved the inequalities we intended to…
Descriptors: Music Education, Music, Music Teachers, Educational Policy
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Cherwitz, Richard A.; Beckman, Gary D. – Arts Education Policy Review, 2006
The authors of this article contend that most doctoral students in the arts do not fully appreciate the meaning of their PhD, and that the current system of graduate education perpetuates this phenomenon, with each generation of professors passing down their understanding of the doctorate to succeeding generations. The authors argue that what is…
Descriptors: Fine Arts, Doctoral Degrees, Graduate Students, Leadership
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Blocker, H. Gene – Arts Education Policy Review, 2005
Aesthetics is the philosophy of art (including poetry and literature), and philosophy can be defined as a way of reflecting and clarifying ordinary, everyday thoughts and feelings that people find hard to put into words. One such ordinary thought is the well-known fact that words have a larger, more expansive meaning in poetry than they do in…
Descriptors: Poetry, Elementary Secondary Education, Art Education, Aesthetics
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Stankiewics, Mary Ann – Arts Education Policy Review, 2004
Among art education theorists and writers, university faculty, graduate and some undergraduate students, notions of visual culture are being advocated, played with, and adopted as theoretical frames for preservice and graduate art education programs. In this paper, the author addresses the gap between theory and policy, examines possible responses…
Descriptors: Undergraduate Students, Visual Arts, Art Teachers, College Faculty
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Flolu, E. James – Arts Education Policy Review, 2000
Describes the educational system within the country of Ghana. Focuses on music education. Discusses the visual arts that constitute vocational skills within education. Addresses the need to move toward a systematic philosophy of arts education in Ghana. (CMK)
Descriptors: Art Education, Cultural Awareness, Dance Education, Educational History
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Csikszentmihalyi, Mihaly – Arts Education Policy Review, 1997
Responds to a conference held in March 1996 entitled "Ongoing Inquiry" and designed to present the research methods and results of a five-year study of aesthetic education at the Lincoln Center Institute (New York). Discusses the assessment methods used, the assumptions underlying the assessment project, and the value of aesthetic education…
Descriptors: Aesthetic Education, Cognitive Development, Conferences, Educational Philosophy
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Koroscik, Judith Smith – Arts Education Policy Review, 1997
Maintains that since the 18th century an intellectual schism has developed between the U.S. public and specialized academic and artistic communities. Argues that art educators can work to correct this by serving as translators for those who lack fluency in the critical language of the arts. (MJP)
Descriptors: Aesthetic Values, Art Activities, Art Education, Art Expression
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Zimmerman, Enid – Arts Education Policy Review, 1997
Asserts that the dialectic between excellence and equity in art education is generally expressed as an "either/or" situation. Argues that curricula and assessments can be designed to challenge artistically talented students and also serve the needs of all students. Concludes that both universal and relative social contexts are important. (MJP)
Descriptors: Art Education, Conservatism, Educational Objectives, Educational Philosophy
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