The theatrical show represents the most employed arts in other arts and of the most experienced arts that have gone through stations and transformations of technical and artistic development alike, most of which are in search of methods and mechanisms to form new spaces for theatrical performances for what characterizes the theatrical space as a…

The landscape of arts education is changing, with an increased focus on collaborative partnerships between schools and arts sectors for the purpose of creating richer arts education - both process and products. Using a combination of phenomenology and autoethnography, this research explores how one particular form of arts education partnerships…

Grounded in philosophy from John Dewey and Maxine Greene, this book sheds light on difficulties and practicalities of examining culture and politics within the realm of interdisciplinary education. Providing both theoretical and concrete examples of the importance of a contemporary arts education, this book offers imaginative ways the arts and…

In 1999, a mandatory and interdisciplinary art course, Cultural and Artistic Education (Culturele en Kunstzinnige Vorming, or CKV), was introduced in the Dutch secondary school system. The course focuses on receptive, rather than active, art education. Cultural activities, such as visiting an art exhibition or a theatre performance, form the core…

Drama/theater education lives in the tension of being a discipline rooted in the fine arts and humanities that has been transplanted into the social science of education. This paper suggests that a more aesthetic and philosophical reflection on what drama/theater does and can do in educational settings frees us from the scientized and instrumental…

The centre of this article is a critical description of the development and production of "Everyday Theatre's" performed pretext, called "replay@timeout", including a detailed account of the devising process and the programme's content. The programme is located within the history and traditions both of theatre in education…

Young Children and the Arts: Nurturing Imagination and Creativity examines the place of the arts in the experiences of young and very young children at home and in out-of-home settings at school and in the community. There is great need for development of resources in the arts specifically designed to introduce babies and toddlers to participatory…

In past years, teachers without professional training in the arts have often been able to avail themselves of summer institutes that introduced them to specific works of art and followed up with artists in the classroom, performance, or trips to an art museum. But what happens when such support is no longer available and teachers have to function…

Arguments for the arts in education generally focus on their imaginative, individualistic, and risk-taking characteristics. In this article, the author contends that there are important lessons about intellectual development to be learned by looking at the neglected aspects of the arts, including their formal, controlled, and authoritarian side.…

In this article, the author suggests that the dichotomy that so frequently plagues debates about theatre for young people and whether or not it should have an educational or "interventionist" agenda may be misconceived. He suggests that the use of theatre in "applied contexts" (whether schools, museums, young offender institutions, prisons, or…

This booklet provides parents with practical ways to introduce their children to the arts with the continuous message to encourage children to imagine. This book revises and updates the earlier publication "Three Rs for the '90s." Following the foreword by Robert Coles and an introduction by Jane Alexander, the chapters include: (1) "Dance and…

The authors describe the journey they undertook integrating the arts into the summer institute. The central reason for their focus on the arts in the summer institute is the desire to support education reform--with a particular eye to social justice in schools. The authors believe that when the field is open wide enough to allow everyone's ideas…

This paper presents ways art educators can participate in a more holistic approach to education. The document outlines the following premises: (1) students will be consumers of art and determine what art they choose to consume, which requires a systematic and thorough grounding in critical evaluation if they are to make good decisions; (2)…

While teaching science in an alternative arts high school, the author continuously addresses the challenge of welcoming creative, right-brained students into the world of systematic inquiry. Busily mixing paint colors, choreographing futuristic dances, performing comedic theater, and practicing the banjo, the students rarely initiate authentic…