Fostering Arts Education through a University-Afterschool Partnership

Autor/inn/en	Leonard, Alison E.; Fleming, David S.; Lewis, Melanie; Durham, Sheliah
Titel	Fostering Arts Education through a University-Afterschool Partnership
Quelle	In: Afterschool Matters, (2017) 26, S.27-34 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	None
Schlagwörter	College School Cooperation; Partnerships in Education; Art Education; After School Programs; Public Schools; Art Activities; Teacher Education; Teacher Education Programs; Elementary School Students; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Visual Arts; Theater Arts; Field Experience Programs; South Carolina + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Public school; Öffentliche Schule; Künstlerische Tätigkeit; Lehrerausbildung; Lehrerbildung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Optische Gestaltung; Theaterwissenschaft; Praxisnahes Lernen
Abstract	Regardless of the type of arts activity, the importance of the arts in afterschool programs cannot be overestimated. As the arts are increasingly marginalized in public school systems, afterschool arts education can be an alternative way to integrate the arts into children's academic experiences or build on their in-school arts experiences (Briggs & McHenry, 2013; Charmaraman & Hall, 2011; Eckhoff, Hallenbeck, & Spearman, 2011; Stiegelbauer, 2008). However, logistical and resource constraints challenge afterschool programs looking to provide and maintain quality arts education (Montgomery et al., 2013). One solution to the challenge afterschool programs face in providing high-quality arts education is to partner with a university. In the model featured in this article, a university teacher education arts course brings its students into elementary afterschool programs at local Title I schools. These students participate in arts-oriented field experiences that both enhance their own education and provide quality arts activities in the afterschool programs. This ongoing university-afterschool partnership, now in its fifth year, is presented as a model partnership for enhancing arts education after school, one that presents unique opportunities and challenges and that suggests best practices in such partnerships. (ERIC).
Anmerkungen	National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01