This book presents ground-breaking research on the ways the Arts fosters motivation and engagement in both academic and non-academic domains. It reports on mixed method, international research that investigated how the Arts make a difference in the lives of young people. Drawing on the findings of a longitudinal quantitative study led by the internationally renowned educational psychologist Andrew Martin, the book examines the impact of arts involvement in the academic outcomes of 643 students and reports on the in-depth qualitative research that investigates what constitutes best-practice in learning and teaching in the Arts. The book also examines drama, dance, music, visual arts and film classrooms to construct an understanding of quality pedagogy in these classrooms. With its evidence-based but highly accessible approach, this book will be directly and immediately relevant to those interested in the Arts as a force for change in schooling. How Arts Education Makes a Difference discusses:
- The Arts Education, Motivation, Engagement and Achievement Research
- Visual Arts, Drama and Music in Classrooms
- Technology-mediated Arts Engagement
- International Perspectives on Arts and Cultural Policies in Education
This book is a timely collation of research and experiential findings which support the need to promote arts education in schools worldwide. It will be particularly useful for educationists, researchers in education and arts advocates.
Table of Contents:
Foreword Introduction – Do our schools need the arts? Part 1: Rationale for the Research 1.Introduction: Perceptions of the role of arts education within the academic context of Australian schools, Robyn Gibson 2.Negotiating arts education research, Michael Anderson 3.Arts and Cultural Policy in Australia, ARobyn Gibson, Josephine Fleming Part 2: Introducing the Research: Examining Mixed Methodologies 4.The project’s research methods: Addressing gaps in previous arts research, Marianne Mansour, Andrew J. Martin, Gregory Arief D. Liem 5.Reading the intersection of combined quantitative and qualitative approaches, Josephine Fleming and Marianne Mansour 6.School, home, and community arts participation and students' outcomes: Quantitative findings, Marianne Mansour, Andrew J. Martin, Gregory Arief. D. Liem 7.The qualitative findings: Quality arts pedagogy, Robyn Gibson, Michael Anderson & Josephine Fleming Part 3: Understanding Successful Classroom Approaches 8.Understanding the social aesthetic, Caitlin Munday, Michael Anderson 9.The primary visual arts classroom: The imperative of narrative, Robyn Gisbon 10.The drama classroom: The practices of learning within community, Caitlin Munday, Josephine Fleming 11.Motivation and engagement in music: Theory, research, practice, and future directions, Andrew J. Martin, Rebecca J. Collie and Paul Evans 12.Arts education and school leadership: A case study, Josephine Fleming 13.Technology mediated arts engagement: Theoretical views, empirical bases, and applied implications, Gregory Arief D. Liem, Andrew J. Martin, Robyn Gibson Part 4: International Perspectives 14.The role of teaching frameworks: International perspectives on policy and arts education research, Robyn Gibson and Josephine Fleming with Pam Burnard, Ellen Shattuck Pierce and Steve Seidel, Janice Valdez and George Belliveau, Prue Wales and Chee Hoo Lum 15. (Re-)Positioning creativities in relation to effective arts pedagogy: UK perspectives on teaching for creativity and teaching creatively in the arts, Pamela Burnard 16.Perspectives on drama and performance education in canadian classrooms, George Belliveau, Monica Prendergast 17.Tracing arts education policy and practice in Singapore, Prue Wales, Chee Hoo Lum 18.Where to from here? Implications for future research, Michael Anderson, Robyn Gibson, Josephine Fleming
