Where Are They Now? Graduates of an Arts Integration Elementary School Reflect on Art, School, Self and Others

Autor/in	Steele, Jamie Simpson
Titel	Where Are They Now? Graduates of an Arts Integration Elementary School Reflect on Art, School, Self and Others
Quelle	In: International Journal of Education & the Arts, 20 (2019) 11, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	High School Students; Art; Art Education; Interdisciplinary Approach; Case Studies; Self Concept; Elementary Schools; Student Attitudes; Student Interests; Learning Experience; Interpersonal Competence; Teaching Methods; Self Esteem; Outcomes of Education; Integrated Curriculum; Communication Skills; Teacher Effectiveness; School Culture; Student School Relationship; Peer Relationship; Student Centered Learning; Hawaii + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Arts; Kunst; Education; Art in Education; Bildung; Erziehung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Case study; Fallstudie; Case Study; Selbstkonzept; Elementary school; Grundschule; Volksschule; Schülerverhalten; Studieninteresse; Lernerfahrung; Interpersonale Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Self-esteem; Selbstaufmerksamkeit; Lernleistung; Schulerfolg; Kommunikationsstil; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulkultur; Schulleben; Schüler-Lehrer-Beziehung; Peer-Beziehungen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	How do high school students experience art, school, self and others after graduating from an arts integrated elementary school? This exploratory case study employs elements of narrative inquiry to detail the experiences of six students who graduated from one arts integrated elementary school. Participants expand and revise their perceptions of non-cognitive factors featured in an earlier study that took place when they were in junior high (Simpson Steele, 2017). Four years later, these students explored what they remembered about their arts integrated learning experiences and how they connected those experiences with their present interests, choices, and dispositions. Patterns converged around the participants' ongoing interest in the arts, including engagement in arts ensembles and development of artistic sensibilities. They expressed a value for school and for teachers who provided them with variety of methods and materials. Finally, participants attributed social skills (such as confidence, community, and communication) to their early experiences in an arts integrated school. The study concludes with three big questions: What is the effect of early learning through arts integration on adult engagements with the arts? How does arts integration influence students' mindsets or attitudes about school? How does the interaction between confidence, community and communication in the context of schoolwide arts integration influence learning? (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01