More than ever before, the arts are shaping and influencing our daily lives through the media and the creative industries. The arts are no longer confined to museums and theatres, but are adding value to our national economies and improving the quality of education. This has implications for arts education. However, unlike other Subjects taught at schools, the arts have rarely made their purpose clear: Why are they taught? What is good arts education? And what are the benefits of teaching creative Subjects or using creative ways to teach?In 2004 Professor Anne Bamford conducted the first…mehr
More than ever before, the arts are shaping and influencing our daily lives through the media and the creative industries. The arts are no longer confined to museums and theatres, but are adding value to our national economies and improving the quality of education. This has implications for arts education. However, unlike other Subjects taught at schools, the arts have rarely made their purpose clear: Why are they taught? What is good arts education? And what are the benefits of teaching creative Subjects or using creative ways to teach?In 2004 Professor Anne Bamford conducted the first international analysis of arts education research for UNESCO, in partnership with IFACCA and the Australia Council. Comparing data and case studies from more than 60 countries, the book analyses the differences between 'education in the arts' and 'education through the arts'. While appreciating that arts programmes are embedded in their unique social and cultural contexts, Professor Bamford develops internationally comparable standards for quality arts education. In addition, she identifies a number of concrete educational, cultural, and social benefits of arts education.This definitive work is of major interest to policy-makers, educators and artists.
A fusionist and educational futurist, Professor Anne Bamford was Strategic Director of Education, Skills and Culture for the City of London. Anne has been recognized nationally and internationally for her research in fusion, education, emerging literacies, and visual communication. She is an expert in the international dimension of education and through her research, she has pursued issues of creativity, innovation, social impact and equity and diversity. Anne has conducted major national impact and evaluation studies for the governments of Denmark, The Netherlands, Belgium, Iceland, Hong Kong, and Norway and is the author of several books and numerous journal articles.
Inhaltsangabe
1;Contents;8 2;Executive summary;10 2.1;Objectives;10 2.2;Methods;11 2.3;Conclusions/Observations;12 2.4;Quality Education and Education for All: The role of the arts;13 3;Acknowledgements;16 4;Preface;18 5;Chapter 1: The arts are intrinsic;20 5.1;Introduction;20 5.2;Arts education involves;21 5.3;Starting point for the research;24 5.4;Organisation of the book;25 6;Chapter 2: Social, political and historical context for thinking about arts education;30 6.1;Introduction;30 6.2;Social and historical influence on arts education;31 6.3;Challenges in arts education;38 7;Chapter 3: Underpinning research;42 7.1;The data;42 7.2;The analysis;44 7.3;Problems concerning quantitative interpretation;45 8;Chapter 4: The scope and nature of arts education;48 8.1;Introduction;48 8.2;What does art education include?;49 8.3;Who is responsible for supporting arts education?;53 8.4;Responsibilities for arts education policy;58 8.5;The place of arts education in the curriculum;60 8.6;Arts education policy;62 8.7;The role of arts education policy in general education policy;67 8.8;Distinction between education in the arts and education through the art;71 9;Chapter 5: Arts education in practice;74 9.1;Introduction;74 9.2;The arts learning environment;74 9.3;Responsibilities for delivery of arts education programmes;75 9.4;Teacher education;80 9.5;Arts education s contribution to teacher professional development;84 10;Chapter 6: Goals and indications of quality in arts-rich education;86 10.1;Introduction;86 10.2;Quality Education and Education for All: The role of the arts;87 10.3;Characteristics of quality arts education;89 11;Chapter 7: The impact of arts education;104 11.1;Introduction;104 11.2;The goals of arts education;104 11.3;Arts-rich education improves achievement in the arts;105 11.4;Arts education s contribution to improved student educational attainment and academic achievement;108 11.5;Arts education s contribution to improved student attitude;116 11.6;Arts education and the community;123 11.7;Arts education, imagination and creativity;129 11.8;Arts education, health and well-being;134 11.9;Arts education and technology;138 12;Chapter 8: Conclusions and future directions;140 12.1;Introduction;140 13;References;152 14;Index;156 15;Appendix One: Copy of survey;158 16;Appendix Two: List of responding countries, ministries and/or organisations;173 17;Appendix Three: Research case study titles listed by country (these are in addition to the surveys and research listed in Appendix 2);177 18;Appendix Four: Other countries also consulted (not survey respondents);179
1;Contents;8 2;Executive summary;10 2.1;Objectives;10 2.2;Methods;11 2.3;Conclusions/Observations;12 2.4;Quality Education and Education for All: The role of the arts;13 3;Acknowledgements;16 4;Preface;18 5;Chapter 1: The arts are intrinsic;20 5.1;Introduction;20 5.2;Arts education involves;21 5.3;Starting point for the research;24 5.4;Organisation of the book;25 6;Chapter 2: Social, political and historical context for thinking about arts education;30 6.1;Introduction;30 6.2;Social and historical influence on arts education;31 6.3;Challenges in arts education;38 7;Chapter 3: Underpinning research;42 7.1;The data;42 7.2;The analysis;44 7.3;Problems concerning quantitative interpretation;45 8;Chapter 4: The scope and nature of arts education;48 8.1;Introduction;48 8.2;What does art education include?;49 8.3;Who is responsible for supporting arts education?;53 8.4;Responsibilities for arts education policy;58 8.5;The place of arts education in the curriculum;60 8.6;Arts education policy;62 8.7;The role of arts education policy in general education policy;67 8.8;Distinction between education in the arts and education through the art;71 9;Chapter 5: Arts education in practice;74 9.1;Introduction;74 9.2;The arts learning environment;74 9.3;Responsibilities for delivery of arts education programmes;75 9.4;Teacher education;80 9.5;Arts education s contribution to teacher professional development;84 10;Chapter 6: Goals and indications of quality in arts-rich education;86 10.1;Introduction;86 10.2;Quality Education and Education for All: The role of the arts;87 10.3;Characteristics of quality arts education;89 11;Chapter 7: The impact of arts education;104 11.1;Introduction;104 11.2;The goals of arts education;104 11.3;Arts-rich education improves achievement in the arts;105 11.4;Arts education s contribution to improved student educational attainment and academic achievement;108 11.5;Arts education s contribution to improved student attitude;116 11.6;Arts education and the community;123 11.7;Arts education, imagination and creativity;129 11.8;Arts education, health and well-being;134 11.9;Arts education and technology;138 12;Chapter 8: Conclusions and future directions;140 12.1;Introduction;140 13;References;152 14;Index;156 15;Appendix One: Copy of survey;158 16;Appendix Two: List of responding countries, ministries and/or organisations;173 17;Appendix Three: Research case study titles listed by country (these are in addition to the surveys and research listed in Appendix 2);177 18;Appendix Four: Other countries also consulted (not survey respondents);179
Rezensionen
Genau zur Konferenz erschien das wichtige Buch "Faktor Staunen" der australischen Wissenschaftlerin Anne Bamford, die im Auftrag der UNESCO eine erste systematische und vergleichende Sichtung des Standes kultureller Bildung weltweit erstellt hat. [...] Das Buch ist eine wichtige Informationsquelle für politische Entscheidungsträger, Bildungsfachleute und Künstler. - Christine M. Merkel in: unesco heute online. Online-Magazin der Deutschen UNESCO-Kommission, Ausgabe 3-4, März/April 2006
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