2017 Volume 18

Articles and Abstracts

Articles

Volume 18 Number 1: Pöllänen, S., & Ruotsalainen, K. (2017). Dialogue between art and craft: Textile materials and techniques in contemporary art.

The aim of this study was to investigate the ways in which textile materials and techniques are expressed in contemporary art in Finland. The first phase of data collection was to identify a population of Finnish artists who use textile craft-based forms in their art and who produce their works themselves. After that, six discretionary selected artists’ works were analyzed using essence analysis based on photographs and artists’ statements. The analysis brought out the reciprocal and complementary dialogue between art and craft, contributing to an ongoing debate about topical issues and the valuation of everyday relationships and objects. Artists are viewing their work from an artistic perspective but also basing their process in the appreciation of craft. The works of art portray mental associations with the help of craft techniques and materials. This article argues that the dialogue between art and craft helped these artists cross over borders and traditions.

Volume 18 Number 2: Sakr, M., & Kucirkova, N. (2016). Parent-child moments of meeting in art-making with collage, iPad, tuxpaint, and crayons.

The aim of this study was to investigate the ways in which textile materials and techniques are expressed in contemporary art in Finland. The first phase of data collection was to identify a population of Finnish artists who use textile craft-based forms in their art and who produce their works themselves. After that, six discretionary selected artists’ works were analyzed using essence analysis based on photographs and artists’ statements. The analysis brought out the reciprocal and complementary dialogue between art and craft, contributing to an ongoing debate about topical issues and the valuation of everyday relationships and objects. Artists are viewing their work from an artistic perspective but also basing their process in the appreciation of craft. The works of art portray mental associations with the help of craft techniques and materials. This article argues that the dialogue between art and craft helped these artists cross over borders and traditions.

Volume 18 Number 3: McFerran, K. S., Crooke, A. H. D., & Bolger, L. (2017). Promoting engagement in school through tailored music programs.

Music and arts programs have increasingly been utilized to promote school engagement. Despite the fact that school engagement and music programs can be understood in myriad ways, little attention has been paid to potential distinctions between the types of music programs that underpin engagement. This article describes an investigation of how and when different types of school engagement were promoted through participation in a range of tailored music programs in four diverse school contexts. Four types of engagement were identified, including individuals’ engagement in learning, peer engagement, connections with different members of the community, and community engagement. The characteristics of each type of program differed according to leadership approach, expectation of students, degree of student engagement, and structure. The benefits of tailoring each music program to meet the unique needs and interests of each school community are illustrated through these findings. Understandings of the relationship between music and school engagement are articulated.

Volume 18 Number 4: de Vries, P. (2017). Self-efficacy and music teaching: Five narratives.

This article examines generalist primary (elementary) school teachers’ self-efficacy in teaching music. Five teachers, each with five years teaching experience, were interviewed for the study. Using this interview data narratives were constructed for each of the five teachers. These narratives focused on what factors contributed to the level of self-efficacy each teacher experienced in teaching music. The five narratives are presented, structured using the five elements of narrative - character, setting, a problem (or problems) faced, actions taken to address the problem/s, and resolution – outlined by Ollerenshaw & Creswell (2002). Each narrative is followed by a brief discussion of the impact of the four key aspects that contribute to self-efficacy – mastery experiences, vicarious experiences, verbal persuasion, and physiological arousal.

Volume 18 Number 5: Eglinton, K., Gubrium, A., & Wexler, L. (2017). Digital storytelling as arts-inspired for engaging, understanding, and supporting indigenous youth.

In this paper we examine digital storytelling as a mode of arts-inspired inquiry: in particular we consider digital storytelling as a powerful arts-inspired approach that can help researchers, practitioners, and communities understand and support indigenous and marginalized youth. Our two-fold focus is on: (1) a digital storytelling initiative that engaged hundreds of Alaska Native youth in the production of digital stories; and, (2) on findings from a subsequent pilot study which assessed the value of analyzing the young people’s digital stories produced through this initiative, as windows into the worlds, identities, struggles and concerns of these particular youth. Overall, we aim to use the findings from this pilot study, and impressions from the young people’s digital media productions, to demonstrate the potential of digital storytelling as a transformative arts-inspired inquiry which engages young people in processes of identity making, aesthetics, and voice.

Volume 18 Number 6: Gardiner, P. (2017). Playwriting and flow: The interconnection between creativity, engagement and skill development.

Understanding, encouraging and developing creativity in the classroom is an international priority (Craft, 2011). This article outlines the findings of research into playwriting pedagogy. It interrogates the conceptual assumptions that surround teaching and learning for creativity, and how these ideas influence teacher practice and student experience. It argues that student engagement and creativity are fundamentally and reciprocally linked. To better understand how to teach and foster creativity in a classroom, teachers’ views on creativity and creative processes are explored through Csikszentmihalyi’s (2008) theory of ‘flow’ and the lessons this provides for understanding engagement. The article argues that the teachers’ views of creativity and creative processes are of fundamental importance to understanding the teaching and learning experience and that student disengagement can be addressed by increasing student’s skills and knowledge both in creativity processes and playwriting proficiency.

Volume 18 Number 7: Bates, V. C. (2017). Critical social class theory for music education.

This work of critical social theory explores how formal music education in modern capitalist societies mirrors the hierarchical, means-ends, one-dimensional structures of capitalism. So, rather than consistently or reliably empowering and emancipating children musically, school music can tend to marginalize, exploit, repress, and alienate. The paper begins with a review of critical theories of social class, with emphasis on the roots of social class in historical beliefs about sociocultural evolution. Then, after considering in general terms how social class is overtly and covertly framed in music education, this framing is discussed in more detail within extant conceptualizations of musical taste, musical performance, and musical experience.

Volume 18 Number 8: Rasmussen, B. (2017). Arts education and cultural democracy: The competing discourses.

Arts education are understood and implemented by ways of different discourses. Following critical discourse theory, discourses are part of power strategies and they predominantly fight for dominance. What this means is that certain discourses and accompanying practices of arts education may rule and others may be subordinated or neglected. A review of current Norwegian publicly funded arrangements on arts and education shows competing discourses, which seem subordinate to a dominant Eurocentric arts institutional discourse. The general use of high art ‘quality’ as a nodal point in most arrangements supports the argument. Through contemporary practices of social circus outside Europe, such as Circus du Monde, and by an exemplar project, The Circus Lab, a collaboration between Norway and Portugal, a different discourse of cultural democracy and education (formation) is seen and expressed. This discourse seems to be less visible in the European context of publicly funded arrangements, where professional training, exposition to the cultural canons and audience participation still seem to monitor the comprehension and act as discursive triggers by which policies are governed. Among the consequences are lost opportunities of collaborative practices between the competent adult and the competent child.

Volume 18 Number 9: Bolden, B. (2017). Music as method: Musically enhanced narrative inquiry.

While artist-researchers have been productive within the domains of the literary arts, visual arts, dance and drama, there is little musical arts-based educational research reported in the literature. This article introduces a research methodology to address this deficit: musically enhanced narrative inquiry (MENI). The article describes the methodology and its foundation in narrative inquiry, enhanced by arts-informed research processes. It provides an example of a MENI research project, Teaching Lives, that employs narrative and musical processes to explore and represent the personal, practical knowledge embedded within the stories of an experienced schoolteacher. The article is accompanied by three short audio files: musical representations of the data that integrate the recorded words of the participant with music, composed by the researcher, to illuminate the teacher knowledge within the narratives.

Volume 18 Number 10: Sanders-Bustle, L., Meyer, J., Standafer Busch, L. (2017). Exploring the relational complexities of Learning ART Together: A museum based art program for migrant women.

In this article, researchers discuss how relational theory (Bourriaud, 2002) can be used to understand the experiences of five migrant women participating in a museum art program called Learning ART Together. We posit that museums and art centers, like many institutions, are constantly working in tension with rigid institutional structures, financial demands, and formalized curricula as they strive to provide programming for migrants. Such structures challenge possibilities for relationship building and transformative practices. Findings reveal that by using a relational lens, we are better able to understand how dialogue creates alternative social exchanges which honor and challenge “everydayness” and shape new ways of being in the world. Our research revealed that relational theory offers insights into the ways participants create alternative sites of sociability suggesting implications for pedagogy that aims to create equitable and just experiences.

Volume 18 Number 11: Cabedo-Mas, A., Nethsinghe, R., & Forrest, D. (2017). The role of the arts in education for peacebuilding, diversity and intercultural understanding: A comparative study of educational policies in Australia and Spain.

This article reviews and analyses educational policies and curricula for general education in Australian and Spanish systems, in relation to their concerns for arts education to contribute to values education and the acquisition of peaceful, social and civic competences in schools. The use of the arts to shape individual and community identities, to enhance relationships between people, to promote positive conflict transformation, development and, in general, contribute to peacebuilding, has been acknowledged worldwide. Curriculum helps to legitimise what is considered to be important to learn within a society and therefore determines what is included to be understood as good artistic knowledge and practices. The documentary analysis of both Australian and Spanish educational documents in relation to teaching and learning of the arts gives responses on the extent the arts are expected to contribute to build peaceful and sustainable societies, and faces some current challenges of the role of the arts in schools.

Volume 18 Number 12: Oreck, B. (2017). Making another world: Relationships in playwriting. A study of high school students.

A study of former participants in high and middle school playwriting programs investigated students’ perceptions of their experiences. After 20+ years of partnerships in a wide range of schools, Washington D.C.’s Young Playwrights’ Theater examined how and why playwriting works and for whom. How does the form and process of writing plays motivate students, including some who don’t like to write or struggle in English class? The results offer intriguing insights about the nature of playwriting and the impact of relationships with mentors, peers, and audiences to influence students’ skills, motivation and self-perceptions as writers.


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The International Journal of Education & the Arts currently serves as an open access platform for scholarly dialogue. Our commitment is to the highest forms of scholarship invested in the significances of the arts in education and the education within the arts. Read more about our mission…

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IJEA holds strong commitment to research in interdisciplinary arts education. Our editors are respected scholars from different arts fields working together to achieve our high standard. Read more about editors…