Toward the Purposeful Engagement of Students with Artists

Autor/in	Freer, Patrick K.
Titel	Toward the Purposeful Engagement of Students with Artists
Quelle	In: Teaching Artist Journal, 5 (2007) 4, S.269-278 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-1796
Schlagwörter	Music Education; Art Education; Art Activities; Partnerships in Education; Program Effectiveness; Learner Engagement; Program Evaluation; Teaching Methods; Teaching Models; Learning Experience; Student Experience; Experiential Learning + Suchen Sie Ihr Suchwort? Musikerziehung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Künstlerische Tätigkeit; Hochschulpartnerschaft; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Lernerfahrung; Studienerfahrung; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Sound Learning is a partnership among the Georgia State University (GSU) School of Music's Center for Educational Partnerships in Music (CEPM), the Atlanta Symphony Orchestra, professional musicians in the Atlanta area, and schools in metropolitan Atlanta. It is a curriculum-based music education partnership designed to enrich children's music learning and advance the role of music in children's development and interdisciplinary learning. In this article, the author examines the effectiveness of the Sound Learning model in which students achieve "purposeful engagement" by working with artists as artists. The author begins with a general description of Sound Learning, proceeds to specific findings of the evaluation process and concludes with implications for artists who seek to "purposefully engage" students in the process and product of artistry and musicianship. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10