Dance education in the USA has a new window of opportunity to reach every child in academic schools. The National Education Goals now recognize dance as a core subject, such as, .
Dance education in the USA has a new window of opportunity to reach every child in academic schools. To take advantage of this development, the ''Intelligent Moves-Partnering Dance & Education K-12'' workshop for teachers was held as part of the Vail Valley (Colorado, US) International Dance Festival.
BEYOND THE SOUNDBITE: Arts Education and Academic Outcomes. The Getty Center Los Angeles, California
BEYOND THE SOUNDBITE: Arts Education and Academic Outcomes. The Getty Center Los Angeles, California. Beyond the Soundbite: Arts Education and Academic Outcomes.
teaching (1) teaching in the disciplines (1).
Winner, . & Hetland, L. (Ed. (2001). Los Angeles, CA: J. Paul Getty Trust. Just playing the part : Engaging adolescents in drama and literacy. New York: Teachers College Press.
Winner, E. and Hetland, L. Los Angeles: J. Gardner, . Winner, . & Kircher, M. (1975). Children's conceptions of the arts. Journal of Aesthetic Education, 9, 60-77.
Gifted Children: Myths And Realities.
The conferees looked at a synthesis of existing studies on the relationship between teaching and learning in the arts and measures of academic achievement. Claims that education in the arts leads to achievement in other academic subjects have been used to justify arts education in schools.
Trained in music and visual arts, she taught elementary and middle school students for 17 years. Currently, she is co-authoring Studio Thinking for Elementary Schools, expected in 2018 and working with ABT Associates to evaluate nine partnerships among community arts organizations, universities, and schools in Wisconsin and Alaska, funded by the Margaret.
Washington, DC: Arts Education Partnership. In E. Winner & L. Hetland (Ed., Beyond the soundbite: arts education and academic outcomes (pp. 117–124). Catterall, J. Chapleau, . & Iwanaga, J. (1999). Involvement in the arts and human development: General involvement and intensive involvement in music and theatre arts. In Conference report of a must or a-muse, arts and culture in education: policy and practice in Europe, Rotterdam, The Netherlands, September 26–29, 2001 (pp. 175–189). Utrecht: Cultuurnetwerk. Lindström, L. (2005).
Studio Thinking: How Visual Arts Teaching Can Promote Disciplined Habits of Mind Ellen Winner Department of. .
Studio Thinking: How Visual Arts Teaching Can Promote Disciplined Habits of Mind Ellen Winner Department of Psychology, Boston College and Project Zero, Harvard Graduate School of Education Lois Hetland Shirley Veenema Kim Sheridan Patricia Palmer Harvard Graduate School of Education In P. Locher, C. Martindale, L. Dorfman, & D. Leontiev (Ed., New Directions in Aesthetics, Creativity, and the Arts (189-205).