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Deeper Learning in Virginia Public S...

Furlong, Frances C.,

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Deeper Learning in Virginia Public Secondary Schools: A Study of Theatre, Music, and Dance Teacher Perceptions and Experiences /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Deeper Learning in Virginia Public Secondary Schools: A Study of Theatre, Music, and Dance Teacher Perceptions and Experiences // Frances C Furlong.
Author:	Furlong, Frances C.,
Description:	1 electronic resource (286 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
Subject:	Performing arts education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31937502
ISBN:	9798315723493

Deeper Learning in Virginia Public Secondary Schools: A Study of Theatre, Music, and Dance Teacher Perceptions and Experiences /
Furlong, Frances C.,

Deeper Learning in Virginia Public Secondary Schools: A Study of Theatre, Music, and Dance Teacher Perceptions and Experiences /Frances C Furlong. - 1 electronic resource (286 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

Secondary theatre, music, and dance programs in U.S. public high schools face a downward trajectory, threatening equitable access to their benefits if trends persist and policymakers fail to act. The problem has intensified as educators have prioritized addressing student learning loss in core subjects and socioemotional inadequacies caused by COVID-19 global pandemic school shutdowns. However, arts-based programs have offered unique opportunities to address these complexities since the school reentry period of in-person learning. Overemphasis on core subjects risks overlooking pathways for deeper learning that support students holistically. This dissertation was an exploratory investigation that examined interconnections of deeper learning and performing arts education through an analysis of the Five Cs of critical thinking, creativity, communication, collaboration, and citizenship as framed in the profile of a Virginia graduate. Using a social constructivist phenomenological approach, the study investigated secondary educators' perceptions and experiences facilitating the Five Cs in high school theatre, music, and dance classrooms. Thirteen performing arts educators participated in semistructured interviews. Findings revealed performing arts education as a powerful learning ecology that fostered deeper learning and highlighted the changing roles of teachers. Recommendations for policy and practice focused on integrating the Five Cs and the arts into deeper learning schools of the future. Directions for future research included talent development and neuroaesthetics, an emerging field in neuroscience. These findings offer actionable insights for advancing school reform and enhancing student learning through the performing arts.

English

ISBN: 9798315723493Subjects--Topical Terms:

3173434
Performing arts education.
Subjects--Index Terms:

Arts-based education policy

Deeper Learning in Virginia Public Secondary Schools: A Study of Theatre, Music, and Dance Teacher Perceptions and Experiences /
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520 $a Secondary theatre, music, and dance programs in U.S. public high schools face a downward trajectory, threatening equitable access to their benefits if trends persist and policymakers fail to act. The problem has intensified as educators have prioritized addressing student learning loss in core subjects and socioemotional inadequacies caused by COVID-19 global pandemic school shutdowns. However, arts-based programs have offered unique opportunities to address these complexities since the school reentry period of in-person learning. Overemphasis on core subjects risks overlooking pathways for deeper learning that support students holistically. This dissertation was an exploratory investigation that examined interconnections of deeper learning and performing arts education through an analysis of the Five Cs of critical thinking, creativity, communication, collaboration, and citizenship as framed in the profile of a Virginia graduate. Using a social constructivist phenomenological approach, the study investigated secondary educators' perceptions and experiences facilitating the Five Cs in high school theatre, music, and dance classrooms. Thirteen performing arts educators participated in semistructured interviews. Findings revealed performing arts education as a powerful learning ecology that fostered deeper learning and highlighted the changing roles of teachers. Recommendations for policy and practice focused on integrating the Five Cs and the arts into deeper learning schools of the future. Directions for future research included talent development and neuroaesthetics, an emerging field in neuroscience. These findings offer actionable insights for advancing school reform and enhancing student learning through the performing arts.
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