A Case Study of a National Arts Education Partnership
Chapter 12. Coda
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This book recounts the findings from in-depth interviews conducted with 53 participants (artists, teachers, and project coordinators) in 14 sites across Canada and 3 parent volunteers. The research revealed a high level of collaboration in planning but low levels in implementation and debriefing, and an axis from discipline-based to integrated arts approaches of learning employed in teaching the arts. Intellectual and communication skills were promoted in both the artistic and nonartistic dimensions of learning. The artistic dimensions identified by the participants in the study were visualization, symbolization, critiquing, and listening to one’s inner self. The nonartistic dimensions identified by them were improved decision making, student interactions, resolving differences, listening to others, and writing effectively. Arts appreciation was enhanced by students acquiring an artistic perspective and teachers promoting an arts-friendly environment, real-life arts experiences, enjoyment, and intrinsically motivating activities. The artists, teachers, and project coordinators expressed a variety of different learning outcomes. Artists learned that school time is highly structured, students learn in different ways, and teacher enthusiasm is the key to a successful project. Teachers learned artistic expertise is valuable as it offers students different ways of learning nonarts subjects, and that using the arts and collaborating with artists opened them up ← 103 | 104 → to alternative approaches to teaching. Project coordinators noted the importance of adopting an inclusive approach to organizing the projects, effective communications among partners, and balancing workloads. They also identified the need for a high level of...
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