Download e-book for iPad: Art for Art's Sake? : the Impact of Arts Education. by Ellen Winner; Thalia R. Goldstein ; Stéphan Vincent-Lancrin

By Ellen Winner; Thalia R. Goldstein ; Stéphan Vincent-Lancrin

ISBN-10: 9264180788

ISBN-13: 9789264180789

Arts schooling is frequently acknowledged to be a way of constructing serious and artistic pondering. Arts schooling has additionally been argued to augment functionality in non-arts educational matters resembling arithmetic, technology, examining and writing, and to bolster scholars' educational motivation, self-confidence, and skill to speak and co-operate successfully. Arts schooling hence turns out to have a favorable influence at the three  Read more...

Foreword; Acknowledgements; government precis; bankruptcy 1. The influence of arts schooling: From advocacy to facts; Context of our learn: schooling for innovation, arts advocacy and humanities schooling; Arts schooling and the hunt for innovation and creativity; Arts schooling projects; the humanities are particularly peripheral in faculties world-wide; Arts advocacy and claims approximately move results of the humanities; Assessing the effect of arts schooling on non-arts results; What will we suggest via transfer?; capability causal mechanisms underlying move from the humanities. Non-causal reasons for arts-academic correlationsMethods of this document; Arts as stand-alone periods vs. Arts built-in sessions; Preview of our conclusions; Conceptual concerns; Methodological concerns; risks of instrumental claims; bankruptcy 2. Cognitive results of multi-arts schooling; gain meta-analyses of multi-arts schooling and basic educational fulfillment reports; Correlational experiences of multi-arts schooling and basic educational success (from REAP); believable non-causal factors for correlational findings. Experimental reviews of multi-arts schooling and common educational success (from REAP)Effect sizes in correlational vs. Experimental reviews; different experiences on multi-arts and common educational success pointed out through gain; Post-REAP quasi-experimental experiences of multi-arts schooling and normal educational success; end; bankruptcy three. Cognitive results of tune schooling; tune schooling and normal educational success; gain research of song schooling and common educational fulfillment; publish achieve stories of track schooling and common educational success. track schooling and intelligence quotient (IQ)Music schooling, studying, and the reading-relevant ability of phonological know-how; grownup musicians; acquire meta-analyses of tune schooling and studying; Post-REAP reports of tune schooling, interpreting phonological expertise; tune schooling and non-native language studying; Quasi-experimental reports; track schooling and maths; attain meta-analyses of tune schooling and maths stories; Post-REAP experiences of tune schooling and arithmetic; track schooling and visual-spatial talents; achieve meta-analyses of song schooling and visual-spatial talents experiences. Post-REAP stories of tune schooling and visual-spatial skillMusic schooling and a focus; song schooling and reminiscence; Concluding suggestions approximately tune schooling and cognitive functioning; bankruptcy four. Cognitive results of visible arts schooling; visible arts schooling and normal educational fulfillment; attain analyses of visible arts schooling and normal educational success; Post-REAP quasi-experimental reports of visible arts schooling and normal educational success; visible arts schooling and examining; attain meta-analyses of visible arts schooling and studying.

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1787/888932832896 Note: Countries are ranked in descending order of 2010 instruction time of arts subject as a percentage of total compulsory instruction time. The OECD average presented is based on countries for which information is available in 2001 and 2010. Source: OECD (Education at a Glance 2003, 2012). 3. 1787/888932832915 Note: Countries are ranked in descending order of 2010 instruction time of arts subject as a percentage of total compulsory instruction time. The OECD average presented is based on countries for which information is available in 2002 and 2010.

K. J. ) (1993), Transfer on Trial: Intelligence, Cognition, and Instruction. Ablex, Norwood, NJ. , K. Coleman and E.  26-30. D. (1990), A History of Art Education: Intellectual and Social Currents in Teaching the Visual Arts, Teachers College Press, New York. Eurydice (2009), Arts and Cultural Education at School in Europe, Brussels. B. ) (1999), Champions of Change: The Impact of Arts on Learning, The Arts Education Partnership and The President’s Committee on the Arts and the Humanities, Washington, DC.

Contextualised Practices on Arts education: An International Dialogue on Singapore Arts Education, Springer, Dordrecht. , B. van Oers, I. van Dijk and P. van den Eeden (2009), “Are representations to be provided or generated in primary mathematics education?  25-44. G. Schellenberg and G.  248-251. Trilling, B. and C. Fadel (2009), 21st Century Skills. Learning for Life in Our Times, Jossey-Bass, San Francisco. S. ) (2013), Surpassing Shanghai. An Agenda for American Education Built on the World’s Leading Systems, Harvard Education Press, Cambridge, MA.

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Art for Art's Sake? : the Impact of Arts Education. by Ellen Winner; Thalia R. Goldstein ; Stéphan Vincent-Lancrin


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