東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Arts as Collaborative Inquiry: Re-De...

Hallmark, Elizabeth.

Linked to FindBook

Google Book

Amazon

博客來

Arts as Collaborative Inquiry: Re-Defining and Re-Centering Quality Arts Practice in Schools.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Arts as Collaborative Inquiry: Re-Defining and Re-Centering Quality Arts Practice in Schools./
Author:	Hallmark, Elizabeth.
Description:	231 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: .
Contained By:	Dissertation Abstracts International72-04A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3442800
ISBN:	9781124468846

Arts as Collaborative Inquiry: Re-Defining and Re-Centering Quality Arts Practice in Schools.
Hallmark, Elizabeth.

Arts as Collaborative Inquiry: Re-Defining and Re-Centering Quality Arts Practice in Schools. - 231 p.

Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: .

Thesis (Ph.D.)--University of Rochester, 2011.

Arts educators have long been concerned about the marginalization of arts in schools. The author posits that the deepest roots of this problem come from implicit curricular assumptions and explicit operational structures surrounding the arts that obstruct their use as tools for inquiry in schools. Such curricular assumptions and structures can be transformed through school design and communities of practice that encourage a high-quality arts teaching approach she calls arts as collaborative inquiry.

ISBN: 9781124468846Subjects--Topical Terms:

1018432
Education, Art.

Arts as Collaborative Inquiry: Re-Defining and Re-Centering Quality Arts Practice in Schools.
LDR:03156nam 2200313 4500 001 1398678
005 20110914100019.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124468846
035 $a (UMI)AAI3442800
035 $a AAI3442800
040 $a UMI $c UMI
100 1 $a Hallmark, Elizabeth. $3 1677567
245 1 0 $a Arts as Collaborative Inquiry: Re-Defining and Re-Centering Quality Arts Practice in Schools.
300 $a 231 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: .
500 $a Adviser: Joanne Larson.
502 $a Thesis (Ph.D.)--University of Rochester, 2011.
520 $a Arts educators have long been concerned about the marginalization of arts in schools. The author posits that the deepest roots of this problem come from implicit curricular assumptions and explicit operational structures surrounding the arts that obstruct their use as tools for inquiry in schools. Such curricular assumptions and structures can be transformed through school design and communities of practice that encourage a high-quality arts teaching approach she calls arts as collaborative inquiry.
520 $a The study investigates a K-6 charter school with a whole-school integrated curriculum development practice that blends together curriculum from a local river project, Expeditionary Learning, Responsive Classroom, and an arts as collaborative inquiry approach to learning. It focuses on the curriculum development process of seven teams of grade level and arts teachers who designed and implemented arts as collaborative inquiry over the course of 12 weeks. The author seeks to understand these teachers' formative perspectives on inquiry pedagogy, traces the processes by which they developed cross-curricular connections, and marks operational structures that were central to establishing a professional learning community where the arts play a significant role.
520 $a The author uses grounded theory to develop a triadic model that extends Bresler's 1993 and 1995 language describing arts teaching practices in most schools. She urges consistent language and analysis of teaching that will align the arts with the rest of the academic curriculum. Her detailed qualitative research furthers understanding of high quality arts integration, and provides a model for professional development in teaching, designing and practicing this kind of inquiry at the primary, secondary and higher education level. The study challenges practitioners and scholars to explore a new balance of arts teaching approaches in schools that would de-emphasize competitive exclusivity and increase democratic participation and shared leadership in the arts. It highlights the vital role that collaboration with teachers outside of the arts can play in re-centering expanded ways of learning through and with the arts in schools.
590 $a School code: 0188.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0273
690 $a 0447
690 $a 0727
710 2 $a University of Rochester. $3 515736
773 0 $t Dissertation Abstracts International $g 72-04A.
790 1 0 $a Larson, Joanne, $e advisor
790 $a 0188
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3442800