Visions of Sustainability for Arts Education

This book stems from the 2019 meeting of the UNESCO UNITWIN international network for Arts Education Research for Cultural Diversity and Sustainable Development. It presents scholarly, international perspectives on issues surrounding arts education and sustainability that addresses the following questions: What value can the arts add to the education of citizens of the 21st century?; What are the challenges and ways forward to realize the potential of arts education in diverse contexts? The book discusses empirical research and exemplary practices in the arts and arts education around the world, presenting sound theoretical and methodological frames and approaches. It identifies policy implications at national, regional and global levels that cut across social, economic, environmental and cultural dimensions of sustainable development.

Auteur

Dr. Benjamin Bolden, music educator and composer, is an associate professor and UNESCO Chair of Arts and Learning in the Faculty of Education at Queen's University, Canada. His research interests include arts education, music education, the learning and teaching of composing, creativity, arts-based research, teacher education, teacher knowledge, and teachers' professional learning. His research has been published in many journals including Review of Education, Teaching and Teacher Education, Music Education Research, and Music Educators Journal. As a teacher, Ben has worked with pre-school, elementary, secondary, and university students in Canada, England, and Taiwan. Ben is an associate composer of the Canadian Music Centre and his compositions have been performed by a variety of professional and amateur performing ensembles. Dr Neryl Jeanneret, music educator, is an associate professor in the Graduate School of Education, University of Melbourne, Australia. Her research focusses on engagement in classroom and non-school settings, teacher education in the arts, artists working with children and young people, and Creative Education as a general capability. She has held leadership positions in peak music education organisations, including President of the Australian Society for Music Education and Chair of the International Society for Music Education's Policy Commission. She has a background in curriculum policy design for music, having served as an adviser to the NSW Department of Education, the Board of Studies, Teaching and Educational Standards NSW, the DET, Victoria and the Victorian Curriculum and Assessment Authority. Her most recent work in policy development was the Quality Framework for Music Education for Victorian schools. She is a Fellow of the Australian Society of Music Education and a recipient of the MGSE 2013 Engagement Award.

Contenu

Part 1 Sustainable visions of arts education.- 1 Prologue: What does sustainability mean in arts education?.- 2 Keynote address by Ben Cameron.- Part 2 The value the arts add to the education of citizens of the 21st century.- 3 Sharing ideas on sustainable development for arts education index (SAEI) based on the Seoul agenda, the Korean case.- 4 Digitalization and arts education: Recent research perspectives and outcomes.- 5 A new approach for inclusive art education: Interactive Chinese characters workshop.- 6 Music, resilience and social transformation.- 7 Creative music making experiences of students in community music contexts.- 8 Students' experiences of physical disability in secondary school drama education.- 9 The past, present and future: Ballroom dance in Chinese tertiary institutions.- Part 3 Challenges and ways forward to realize the potential of arts education in diverse contexts.- 10 Arts education as TVET: Empowering youth for creativity.- 11 Arts integration: Visions and realities.- 12 Reconceptualising the artist-in-residence.- 13 Artistic learning styles to enhance reflective practice in the informal sector in Kenya.- 14 Rediscovering arts and learning in the digital age.- 15 The Artground Experiment: Building a community of artists to develop work for young audiences.- 16 How intermediary organizations are supporting rural art education.- Part 4 Reflections, recommendations, and conclusions: Realizing sustainable visions for arts education.- 17 Epilogue: Realizing sustainable visions for arts education.