Access to Arts beyond High School: Issues of Demand and Availability in American Higher Education

Autor/in	Warburton, Edward C.
Titel	Access to Arts beyond High School: Issues of Demand and Availability in American Higher Education
Quelle	In: Arts Education Policy Review, 107 (2006) 6, S.11-16 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
Schlagwörter	Higher Education; Fine Arts; Elementary Secondary Education; Student Interests; Art Education; College Faculty; Access to Education; Resource Allocation; Educational Quality; Teacher Role; Educational Benefits; Educational Policy; Educational Change + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildende Kunst; Studieninteresse; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Fakultät; Access; Zugang; Bildungszugang; Ressourcenallokation; Quality of education; Bildungsqualität; Lehrerrolle; Bildungsertrag; Politics of education; Bildungspolitik; Bildungsreform
Abstract	Students' interests in and access to disciplinary study in the arts have increased dramatically over the past fifteen years. This is due in large part to steady growth in K-12 arts programming during the 1990s, when policymakers came to view arts instruction as part of an effective response to concerns about the quality of America's schools. Arts programs have been shown to increase academic performance, reduce absenteeism, develop thinking and social skills, improve self-esteem, and make important connections to the world outside of school. Today, American students' demand for arts instruction clashes with the economic realities of postsecondary education. The access to arts that students expect--availability of disciplinary knowledge, hands-on experiences, and faculty expertise--is often limited by course cutbacks, the quality and diversity of departments, and reductions in full-time instructional faculty and staff. A basic premise of this article is that the lack of information on access to postsecondary arts education undermines arts instruction at all levels, especially given the roles that university faculty play in K-12 arts education policy and practice. To respond to this need, the author addresses questions about arts faculty in higher education--who they are, what they do, and whether and how they are changing--and discusses policy implications and recommendations for K-12 and higher education. A brief overview of the data sets the stage for presentation and discussion of the main findings. (Contains 3 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10