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This comprehensive, longitudinal analysis of arts in education initiatives, based on the A+ School Program, discusses the political, fiscal, and curricular implications inherent in taking the arts seriously and offers a model for implementation and evaluation that can be widely adapted in other schools and school districts.
List of Illustrations Preface Acknowledgments 1: Progressive Education: A Definition 2: Old Wine, New Bottles 3: Progressive Schools in the 1930s 4: Progressive Education in the 1930s: The Local Perspective5: Postwar Education: The Challenge 6: Progressive Education under Fire 7: Postwar Education in the Suburbs 8: Postwar Education in Middle America 9: Progressive Education and the Process of Reform Tables: School and Community Statistics, 1930-1960 Notes Index Copyright © Libri GmbH. All rights reserved.
A comprehensive, upbeat guide to help you survive the moving process from start to finish, filled with fresh strategies and checklists for timing and supplies, choosing which items to toss and which to keep, determining the best place to live, saying farewell and looking forward to hello. Moving is a major life change—time consuming, expensive, often overwhelming, and sometimes scary. But it doesn’t have to be! Instead of looking at it as a burdensome chore, consider it a new adventure. Ali Wenzke and her husband moved ten times in eleven years, living in seven states across the U.S. She created her popular blog, The Art of Happy Moving, to help others build a happier life before, during, and after a move. Infused with her infectious optimistic spirit, The Art of Happy Moving builds on her blog, offering step-by-step guidance, much-needed comfort, practical information, and welcome advice on every step of the process, including: How to stage your home for prospective buyers How to choose your next neighborhood How to discard your belongings and organize your packing How to say goodbye to your friends How to make the transition easier for your kids How to decorate your new home How to build a new community And so much more. Ali shares invaluable personal anecdotes from her many moves, and packs each chapter with a wealth of information and ingenious tips (Did you know that if you have an extra-large welcome mat at the entrance of your home, it’s more likely to sell?). Ali also includes checklists for packing and staging, and agendas for the big moving day. Whether you’re a relocating professional, newly married, a family with kids and pets, or a retiree looking to downsize, The Art of Happy Moving will help you discover ways to help make your transition an easier one—and be even happier than you were before.
How can lasting change be made in the way art is taught in America's schools? This was the challenge facing the six regional professional development consortia sponsored by the Getty Education Institute for the Arts. The Quiet Evolution documents this remarkable change effort, which is unique because it has affected thousands of students and teachers in hundreds of school districts. This report provides a compelling history of the evolution of arts education practice and theory in the institutes, including a detailed and richly anecdotal account of how each professional development institute built a coherent, comprehensive approach to arts education. Education policy makers, educators, and community members interested in school reform will find The Quiet Evolution an invaluable guide to the many strategies developed by the regional consortia to change the schools they serve.
This book captures the experiences of children in U.S. public schools and how they utilize artmaking to disrupt injustices they face. These first-time authors, who represent school children, parents, teachers, and community leaders, focus on artmaking for social change. Their first-tellings provide thought-provoking insights regarding the impact of artmaking on their capacity to promote social justice-oriented work in K-12 school communities. As the U.S. continues to experience significant demographic shifts, including increases of homeless children, children identified with learning differences, thousands of refugees and immigrants, children living in poverty, children in foster care, and increasing numbers of Children of Color, those who work in schools will need to know how to address disparities facing these underserved communities. These U.S. demographic shifts and issues facing underserved populations provide opportunities for children, teachers, families, and school leaders to deepen their understanding regarding their experiences within their communities and K-12 schools as well as ways to interrupt oppressive practices and policies they face every day through art as social action. Authors call upon decision-makers who serve children from disenfranchised populations to utilize artmaking to create equal access for children to explore social justice, equity, reflective practices, and promote authentic social action and change through artmaking. Authors reflect on this artmaking process as a catalyst for increasing consciousness, creating imaginative possibilities, and facilitating meaningful change in schools. Authors urge readers to create equal access art spaces to build bridges among schools, families, and communities. Together, they contend that artmaking promotes courageous conversations and encourages the exploration of what it means to live this significant work. Praise for Standing Still Is Not an Option Standing Still Is Not an Option is a non-traditional leadership text, not just in words, but in deeds. It took courage for student, first-authors to write/perform this text, and it takes courage for us as educators to read it because our youth want us to speak up more and act differently. To quote one student-first –author:“It was all new to me. I never did anything like this before. If I could go back in time, I would tell the principals that they need to care about all of the kids, not just the favorites. If they could actually take the time and talk to me, maybe you would actually care because you would get to know me. I think they would learn I have a lot on my plate and they need to know about these things. It would have really helped me if they would have listened to me, talked to me, and actually showed me they care. If a principal would have shown me they cared, I wouldn’t be where I am today.” Isn’t it past time that teachers and administrators learned to become their art and let their art remake them? Ira Bogotch Professor, Florida Atlantic University This book dares to explore the multi-faceted nature of voice and its importance in narrating the experiences that have contoured the lives of persons who are so often conditioned, socialized and placed in a voiceless space by educational institutions. The use of artmaking to articulate hopes and fears, in a non-judgmental space that calls for a socially just education, shifts the focus from traditional notions of narrative to the creative power of expression through art. This work breaks new ground in pushing educational power brokers to come to grips with the multiple ways asymmetric power relations are propagated through traditional structures and how the power of creativity can respond to and disrupt these structures. Michael Dantley Dean Professor, Miami of Ohio University Christa Boske’s edited volume provides an extraordinary service to educational leaders, policy makers, and those who care about the education stakeholders. Through the chapters in this book, Boske and her authors demonstrate the power of artistic storytelling and representation to the development and empowerment of young minds. For those who care about the education of children and youth this is an essential read. Michelle Young Professor, University of Virginia former Executive Director of the University Council for Educational Administration (UCEA)
This anthology looks at arts partnerships which integrate community arts and cultural resources with schools. It also explores the structural, operational, and philosophical adaptations which take place within arts organizations and schools when they become engaged in the process of developing a healthy, responsive relationship. Finally, it examines the struggle to produce and sustain the changes that can occur in teaching and learning for children when artists, professional art educators and classroom teachers pool their expertise to integrated arts instruction into the basic curriculum. Ideas contributed through interviews with artists, art educators and arts administrators are incorporated in text of 8, subdivided chapters: (1) "Introduction: From Enrichment to Engagement"; (2) "What Schools are for and the Case for the Arts in General Education"; (3) "School Reform and the Arts"; (4) "Arts Partnership as a Strategy for Institutional Change"; (5) "Arts Partnerships in the Classroom"; (6) "Determining Program and Instructional Effectiveness: Research, Evaluation, Assessment and Standards"; (7) "Catalysts for Community Activism and Commitment: Arts Agencies Foundations and International Associations"; and (8) "Conclusion: The Oxymoronic Quest for Durable Change". The work concludes with Appendices, a Bibliography, and an Index. (MM)