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Direct linkBrown-Aliffi, Katrina – Journal of Dance Education, 2022
The aim of this empirical study was to develop a portrait of and investigate dance education programming in the New York City charter sector. Despite operating within an arts-focused, culturally rich metropolis, the state of arts and dance education in NYC charter schools has yet to receive the attention needed to flourish alongside traditional…
Descriptors: Dance Education, Charter Schools, Art Education, Urban Schools
Shaw, Ryan D. – Arts Education Policy Review, 2020
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.…
Descriptors: Art Education, Educational Policy, Program Implementation, Retrenchment
Bernard, Cara Faith – Arts Education Policy Review, 2020
This article traces the ways in which arts education funding and policy may be implemented and realized through different roles in a large urban school system, from policy makers to the ground level within the New York City Department of Education. Those who engage with arts policy at the ground level such as teachers and administrators experience…
Descriptors: Art Education, Educational Policy, Music Education, Artists
Giardina, Nicola – Rowman & Littlefield Publishers, 2018
"The More We Look, the Deeper It Gets: Transforming the Curriculum through Art" provides inspiration and practical guidance for teaching with works of art in order to deepen engagement and improve student learning. The book introduces the Pyramid of Inquiry, a flexible framework that teachers of all subject areas can use to support…
Descriptors: Teaching Methods, Art, Inquiry, Active Learning
Download full textCasciano, Rebecca; Cherfas, Lina; Jobson-Ahmed, Lauren – Journal for Learning through the Arts, 2019
Little is known about the connection between arts-integrated education and social-emotional learning, particularly for students with disabilities. This paper draws on data from a case study of a federally-funded arts integration program called Everyday Arts for Special Education (EASE) to identify the mechanisms by which arts-integrated teaching…
Descriptors: Teaching Methods, Art Education, Social Development, Emotional Development
Chen, Fei; Lui, Angela M.; Andrade, Heidi; Valle, Christopher; Mir, Hirah – Educational Assessment, Evaluation and Accountability, 2017
The purpose of this study was to examine the effect of criteria-referenced formative assessment on achievement in the arts. Seventy-five schools in New York City were assigned to either the treatment or control condition. The treatment involved 3195 elementary, middle, or high school students instructed by 43 music, visual arts, theater, or dance…
Descriptors: Formative Evaluation, Criterion Referenced Tests, Art Education, Achievement Tests
Artful Reading, Spontaneous Design: Integrating Philosophy, English, and Art in a Creativity Cluster
Albrecht, Vera; Comins, Barbara – Learning Communities: Research & Practice, 2014
This article informs about a multidisciplinary learning community targeting first year students from diverse cultural backgrounds at an urban community college. The combination of English, art, and philosophy of art in a "Creativity Cluster" offers an excellent opportunity for great teaching and learning experiences. Yet, how can faculty…
Descriptors: Community Colleges, Two Year College Students, College Freshmen, Cultural Background
Peer reviewedGura, Mark – Educational Leadership, 1994
Describes a New York City art teacher's successful efforts to encourage interracial harmony by having students transform the mayor's "human mosaic" campaign rhetoric into physical reality. Participation in the project begins with classroom discussions on ethnic groups and ends with a unity-through-diversity mosaic of 250 student-painted…
Descriptors: Art Education, Cultural Pluralism, Elementary Education, Program Development
Peer reviewedAsher, Rikki – Art Education, 2000
Describes the course "Bronx as Art" that was taught to 10th grade students from the Bronx Regional High School (New York) and was funded by the Bronx Council on the Arts. Explains that the students explored their self-images and experiences with their neighborhood. Provides background information on the school and students. (CMK)
Descriptors: Art Education, Artists, Course Content, Grade 10
Schaffer, Nancy K. – Notes from Workshop Center for Open Education, 1977
Discusses the implementation and benefits of a program involving Noriko Prince, a painter and art educator; Pedro Silva, the sculptor who directed the building of the mosaic bench around Grant's Tomb Memorial Plaza; four elementary schools in District 3, Manhattan; teacher cooperation; parent support for funding; City College sponsorship, and a…
Descriptors: Art Activities, Art Education, Artists, Educational Facilities
New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. – 1990
An evaluation was done of New York City Board of Education's Project Language Development through Holistic Learning--Mathematics, Art, Science, Technology, and Education Resources (Project MASTER). The project offered instruction to 344 low-income, Spanish-speaking students of limited English proficiency in grades 3 to 5 at 5 elementary schools in…
Descriptors: Art Education, Curriculum Development, Economically Disadvantaged, Educational Resources
United States Bureau of Education, Department of the Interior, 1914
Volume I begins with the Commissioner of Education's introduction and an introductory survey of issues. Data and discussion are provided on higher education; medical education; dental education; secondary education; city school systems; kindergarten; rural education; agricultural education; agricultural education; commercial education; vocational…
Descriptors: Higher Education, Medical Education, Dental Schools, Secondary Education
