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Full-Text Articles in Art Education

Arts Education In An Urban School District: Principals' Perspectives And Practices In A Standards-Based Environment Coupled With An Economic Downturn, Kristin Ann Steinbach Aug 2013

Arts Education In An Urban School District: Principals' Perspectives And Practices In A Standards-Based Environment Coupled With An Economic Downturn, Kristin Ann Steinbach

Theses and Dissertations

This case study explored perspectives of urban principals towards the values of arts education within the context of accountability coupled with economic strain, which has worked to undervalue arts education, and has impacted urban students' access to quality arts education (Chapman, 2004 & 2005). Since differences in access to arts education has been drawn along differences in ethnic, racial and socioeconomic status, this was understood as a social justice issue (Theoharis, 2007). Specifically, this research addressed the roles of principals and investigated the research question:

How do urban principals and school leaders perceive the value of the arts within a climate of accountability and financial strain?

Informed by critical theory, this question was supplemented by the following attendant questions:

1a.) How do urban school leaders make decisions about offering arts education at their schools?

1b.) What do urban school leaders consider when they make these decisions?

2a.) How are urban school leaders maintaining access to arts education within a climate of accountability and financial strain?

2b.) To what extent are urban school leaders who are maintaining this access aware of the relationships between arts education and social justice?

Qualitative sources of data were collected including transcripts, observation notes and analytical memos. Participants included six urban, high school principals and additional staff members from three of the high schools.

Findings revealed that principals believed that students who participated in arts education were engaged, were able to enjoy and escape from the rest of the school day, and finally, were able to express themselves. Principals who valued arts education were able to maintain access to arts education on limited levels. Their decisions were largely guided by evaluation requirements, available resources and tradition. Principals supported the accountability movement and felt their schools were improving; however, principals also revealed that providing quality arts education remained a major challenge and indicated a need for more to be done. Although principals expressed a concern with social justice issues, most did not indicate an awareness of arts education curricula as a means to engage students in critical thinking or social activism that could challenge the status ...


Former Students' Perceptions Of How Theatre Impacted Life Skills And Psychological Needs, Tia Cowart Jun 2013

Former Students' Perceptions Of How Theatre Impacted Life Skills And Psychological Needs, Tia Cowart

Doctoral Dissertations and Projects

The purpose of this qualitative case study was to investigate former high school theatre students' perceptions of how theatre education addressed their psychological needs and impacted life skills. Participants were graduates of a large metropolitan high school, located near Atlanta, GA. A focus group, individual semi-structured interviews and collection of artifacts were the data collection procedures utilized to discover students' perceptions. Pseudonyms were used to protect the identities of the participants. The data analysis process included initial coding, axial coding and memo writing. Based on the information from the interviews, this case study showed the benefits of offering youth opportunities ...


Laban Movement Analysis As A Methodology For Promoting Creativity And The Arts Across The Curriculum, Dr. Leonard Arvisu Cruz May 2013

Laban Movement Analysis As A Methodology For Promoting Creativity And The Arts Across The Curriculum, Dr. Leonard Arvisu Cruz

Theses and Dissertations

The purpose of this qualitative participatory action-research study was to explore how four elementary school teachers incorporated Laban Movement Analysis (LMA) methodology, in particular the eight Effort Qualities (Dell, 1977) (light/soft or strong/powerful, fast/quick or slow/sustained, direct or indirect/flexible, and bound/close or free/open), across their curriculum and instruction. The study took place at both an urban parochial elementary school and an urban private school. Stories were collected through interviews, journals, lesson plans, e-mails, mail, and photos using a qualitative methodology over a period of 2½ months. Teachers came up with their own research ...