Building arts education policy using the tools of out-of-school time youth arts organizations.
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| Title: | Building arts education policy using the tools of out-of-school time youth arts organizations. |
|---|---|
| Authors: | Halverson, Erica1 (AUTHOR) erica.halverson@wisc.edu, Saplan, Kailea1 (AUTHOR), Martin, Caitlin K.2 (AUTHOR) |
| Source: | Arts Education Policy Review. 2024, Vol. 125 Issue 4, p300-312. 13p. |
| Subject Terms: | *Educational leadership, *Young adults, *Cultural pluralism, *Education policy, Art & society |
| Abstract: | With the rise of COVID-19 and growing awareness of racial injustice, the last few years have been exceptionally tumultuous for our systems of education and their stakeholders. But scholars critical of traditional paradigms of schooling and accountability have argued that these crises kindle opportunities for profound change. Gloria Ladson-Billings, who has long argued for an approach to education that embraces cultural and epistemological diversity, has called for a "hard re-set" in education and has urged stakeholders to fundamentally reconsider the kind of human beings we want to nurture. With a reset in mind, we have turned our attention to studying out-of-school-time (OST) arts learning environments. The arts—dance, theater, music, the visual arts, and the digital and design arts—offer us a way to reimagine what good learning and teaching look like and how to design learning environments that work for all young people, and perhaps particularly for our most vulnerable youth. In this article, we draw on findings from our national critical qualitative study of out-of-school time community youth arts organizations. We offer policy recommendations for arts education and school improvement in four major categories: (1) Focus on youth and community assets; (2) Expand beyond a program-centric model of funding and design; (3) Support creative professionals; (4) Rethink the design and implementation of assessment systems. Within each category, we make recommendations specific to the various stakeholders who affect arts education policy—arts education leadership, funders and policy makers, and researchers. [ABSTRACT FROM AUTHOR] |
| Copyright of Arts Education Policy Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180116069 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Building arts education policy using the tools of out-of-school time youth arts organizations. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Halverson%2C+Erica%22">Halverson, Erica</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> erica.halverson@wisc.edu</i><br /><searchLink fieldCode="AR" term="%22Saplan%2C+Kailea%22">Saplan, Kailea</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Martin%2C+Caitlin+K%2E%22">Martin, Caitlin K.</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Arts+Education+Policy+Review%22">Arts Education Policy Review</searchLink>. 2024, Vol. 125 Issue 4, p300-312. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+pluralism%22">Cultural pluralism</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br /><searchLink fieldCode="DE" term="%22Art+%26+society%22">Art & society</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: With the rise of COVID-19 and growing awareness of racial injustice, the last few years have been exceptionally tumultuous for our systems of education and their stakeholders. But scholars critical of traditional paradigms of schooling and accountability have argued that these crises kindle opportunities for profound change. Gloria Ladson-Billings, who has long argued for an approach to education that embraces cultural and epistemological diversity, has called for a "hard re-set" in education and has urged stakeholders to fundamentally reconsider the kind of human beings we want to nurture. With a reset in mind, we have turned our attention to studying out-of-school-time (OST) arts learning environments. The arts—dance, theater, music, the visual arts, and the digital and design arts—offer us a way to reimagine what good learning and teaching look like and how to design learning environments that work for all young people, and perhaps particularly for our most vulnerable youth. In this article, we draw on findings from our national critical qualitative study of out-of-school time community youth arts organizations. We offer policy recommendations for arts education and school improvement in four major categories: (1) Focus on youth and community assets; (2) Expand beyond a program-centric model of funding and design; (3) Support creative professionals; (4) Rethink the design and implementation of assessment systems. Within each category, we make recommendations specific to the various stakeholders who affect arts education policy—arts education leadership, funders and policy makers, and researchers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Arts Education Policy Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10632913.2023.2212186 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 300 Subjects: – SubjectFull: Educational leadership Type: general – SubjectFull: Young adults Type: general – SubjectFull: Cultural pluralism Type: general – SubjectFull: Education policy Type: general – SubjectFull: Art & society Type: general Titles: – TitleFull: Building arts education policy using the tools of out-of-school time youth arts organizations. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Halverson, Erica – PersonEntity: Name: NameFull: Saplan, Kailea – PersonEntity: Name: NameFull: Martin, Caitlin K. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 10632913 Numbering: – Type: volume Value: 125 – Type: issue Value: 4 Titles: – TitleFull: Arts Education Policy Review Type: main |
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