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  Subjects -> HUMANITIES (Total: 880 journals)
    - ASIAN STUDIES (157 journals)
    - CLASSICAL STUDIES (110 journals)
    - ETHNIC INTERESTS (155 journals)
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    - HUMANITIES (279 journals)
    - NATIVE AMERICAN STUDIES (28 journals)

HUMANITIES (279 journals)                  1 2     

Showing 1 - 71 of 71 Journals sorted alphabetically
Aboriginal and Islander Health Worker Journal     Full-text available via subscription   (Followers: 14)
Aboriginal Child at School     Full-text available via subscription   (Followers: 5)
About Performance     Full-text available via subscription   (Followers: 12)
Access     Full-text available via subscription   (Followers: 26)
ACCESS: Critical Perspectives on Communication, Cultural & Policy Studies     Full-text available via subscription   (Followers: 10)
Acta Academica     Full-text available via subscription   (Followers: 5)
Acta Universitaria     Open Access   (Followers: 4)
Adeptus     Open Access   (Followers: 1)
Advocate: Newsletter of the National Tertiary Education Union     Full-text available via subscription   (Followers: 1)
African and Black Diaspora: An International Journal     Hybrid Journal   (Followers: 11)
African Historical Review     Hybrid Journal   (Followers: 17)
AFRREV IJAH : An International Journal of Arts and Humanities     Open Access   (Followers: 2)
Agriculture and Human Values     Hybrid Journal   (Followers: 13)
Akademika : Journal of Southeast Asia Social Sciences and Humanities     Open Access   (Followers: 5)
Aldébaran     Open Access   (Followers: 3)
Alterstice : Revue internationale de la recherche interculturelle     Open Access  
Altre Modernità     Open Access   (Followers: 3)
Amaltea. Revista de mitocrítica     Open Access   (Followers: 1)
American Imago     Full-text available via subscription   (Followers: 3)
American Journal of Humanities and Social Sciences     Open Access   (Followers: 10)
American Review of Canadian Studies     Hybrid Journal   (Followers: 7)
Anabases     Open Access  
Analyse & Kritik. Zeitschrift f     Full-text available via subscription   (Followers: 1)
Angelaki: Journal of Theoretical Humanities     Hybrid Journal   (Followers: 17)
Antik Tanulmányok     Full-text available via subscription  
Antipode     Hybrid Journal   (Followers: 49)
Anuario Americanista Europeo     Open Access  
Arbutus Review     Open Access  
Argumentation et analyse du discours     Open Access   (Followers: 6)
Ars & Humanitas     Open Access   (Followers: 9)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 34)
Asia Europe Journal     Hybrid Journal   (Followers: 5)
Australasian Journal of Popular Culture, The     Hybrid Journal   (Followers: 2)
Behaviour & Information Technology     Hybrid Journal   (Followers: 52)
Behemoth     Open Access   (Followers: 3)
Bereavement Care     Hybrid Journal   (Followers: 11)
Cahiers de praxématique     Open Access   (Followers: 1)
Carl Beck Papers in Russian and East European Studies     Full-text available via subscription   (Followers: 5)
Child Care     Full-text available via subscription   (Followers: 8)
Choreographic Practices     Hybrid Journal   (Followers: 1)
Chronicle of Philanthropy     Full-text available via subscription   (Followers: 2)
Ciencias Sociales y Humanidades     Open Access   (Followers: 1)
Claroscuro     Open Access   (Followers: 1)
Co-herencia     Open Access  
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Arts & Humanities     Open Access   (Followers: 3)
Colloquia Humanistica     Open Access  
Communication and Critical/Cultural Studies     Hybrid Journal   (Followers: 26)
Comprehensive Therapy     Hybrid Journal   (Followers: 3)
Congenital Anomalies     Hybrid Journal   (Followers: 1)
Conjunctions. Transdisciplinary Journal of Cultural Participation     Open Access   (Followers: 3)
Conservation Science in Cultural Heritage     Open Access   (Followers: 10)
Cornish Studies     Hybrid Journal   (Followers: 2)
Creative Industries Journal     Hybrid Journal   (Followers: 10)
Critical Arts : South-North Cultural and Media Studies     Hybrid Journal   (Followers: 11)
Crossing the Border : International Journal of Interdisciplinary Studies     Open Access   (Followers: 4)
Cuadernos de historia de España     Open Access   (Followers: 4)
Cultural History     Hybrid Journal   (Followers: 24)
Cultural Studies     Hybrid Journal   (Followers: 50)
Culturas     Open Access   (Followers: 1)
Culture, Theory and Critique     Hybrid Journal   (Followers: 26)
Daedalus     Hybrid Journal   (Followers: 21)
Dandelion : Postgraduate Arts Journal & Research Network     Open Access   (Followers: 2)
Death Studies     Hybrid Journal   (Followers: 18)
Debatte: Journal of Contemporary Central and Eastern Europe     Hybrid Journal   (Followers: 5)
Digital Humanities Quarterly     Open Access   (Followers: 57)
Diogenes     Hybrid Journal   (Followers: 8)
Doct-Us Journal     Open Access  
Dorsal Revista de Estudios Foucaultianos     Open Access  
e-Hum : Revista das Áreas de Humanidade do Centro Universitário de Belo Horizonte     Open Access   (Followers: 1)
Early Modern Culture Online     Open Access   (Followers: 39)
Égypte - Monde arabe     Open Access   (Followers: 4)
Eighteenth-Century Fiction     Full-text available via subscription   (Followers: 20)
Éire-Ireland     Full-text available via subscription   (Followers: 8)
En-Claves del pensamiento     Open Access   (Followers: 1)
Ethiopian Journal of the Social Sciences and Humanities     Full-text available via subscription   (Followers: 8)
Études arméniennes contemporaines     Open Access   (Followers: 1)
Études canadiennes / Canadian Studies     Open Access   (Followers: 1)
Études de lettres     Open Access   (Followers: 2)
European Journal of Cultural Studies     Hybrid Journal   (Followers: 26)
European Journal of Social Theory     Hybrid Journal   (Followers: 16)
Expositions     Full-text available via subscription  
Fronteras : Revista de Ciencias Sociales y Humanidades     Open Access   (Followers: 2)
Frontiers in Digital Humanities     Open Access   (Followers: 1)
Fudan Journal of the Humanities and Social Sciences     Hybrid Journal  
GAIA - Ecological Perspectives for Science and Society     Full-text available via subscription   (Followers: 4)
German Research     Hybrid Journal   (Followers: 1)
German Studies Review     Full-text available via subscription   (Followers: 27)
Germanic Review, The     Hybrid Journal   (Followers: 5)
Globalizations     Hybrid Journal   (Followers: 8)
Gothic Studies     Full-text available via subscription   (Followers: 15)
Gruppendynamik und Organisationsberatung     Hybrid Journal   (Followers: 1)
Habitat International     Hybrid Journal   (Followers: 5)
Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi     Open Access   (Followers: 1)
Harvard Journal of Asiatic Studies     Full-text available via subscription   (Followers: 13)
Heritage & Society     Hybrid Journal   (Followers: 17)
History of Humanities     Full-text available via subscription   (Followers: 5)
Hopscotch: A Cultural Review     Full-text available via subscription  
Human Affairs     Open Access   (Followers: 1)
Human and Ecological Risk Assessment: An International Journal     Hybrid Journal   (Followers: 4)
Human Nature     Hybrid Journal   (Followers: 18)
Human Performance     Hybrid Journal   (Followers: 5)
Human Remains and Violence : An Interdisciplinary Journal     Full-text available via subscription  
Human Studies     Hybrid Journal   (Followers: 11)
humanidades     Open Access  
Humanitaire     Open Access   (Followers: 2)
Humanities     Open Access   (Followers: 11)
Hungarian Cultural Studies     Open Access  
Hungarian Studies     Full-text available via subscription  
Ibadan Journal of Humanistic Studies     Full-text available via subscription  
Inkanyiso : Journal of Humanities and Social Sciences     Open Access   (Followers: 1)
Inter Faculty     Open Access  
Interim : Interdisciplinary Journal     Open Access   (Followers: 3)
International Journal for History, Culture and Modernity     Open Access   (Followers: 7)
International Journal of Arab Culture, Management and Sustainable Development     Hybrid Journal   (Followers: 8)
International Journal of Cultural Studies     Hybrid Journal   (Followers: 25)
International Journal of Heritage Studies     Hybrid Journal   (Followers: 18)
International Journal of Humanities and Arts Computing     Hybrid Journal   (Followers: 13)
International Journal of Humanities and Cultural Studies     Open Access   (Followers: 6)
International Journal of Humanities of the Islamic Republic of Iran     Open Access   (Followers: 11)
International Journal of Listening     Hybrid Journal   (Followers: 4)
International Journal of the Classical Tradition     Hybrid Journal   (Followers: 12)
Interventions : International Journal of Postcolonial Studies     Hybrid Journal   (Followers: 16)
ÍSTMICA. Revista de la Facultad de Filosofía y Letras     Open Access   (Followers: 1)
Jangwa Pana     Open Access  
Jewish Culture and History     Hybrid Journal   (Followers: 18)
Journal de la Société des Américanistes     Open Access  
Journal des africanistes     Open Access   (Followers: 1)
Journal for Cultural Research     Hybrid Journal   (Followers: 11)
Journal for General Philosophy of Science     Hybrid Journal   (Followers: 6)
Journal for Learning Through the Arts     Open Access   (Followers: 7)
Journal for New Generation Sciences     Open Access   (Followers: 2)
Journal for Research into Freemasonry and Fraternalism     Hybrid Journal  
Journal for Semitics     Full-text available via subscription   (Followers: 5)
Journal Of Advances In Humanities     Open Access   (Followers: 2)
Journal of Aesthetics & Culture     Open Access   (Followers: 21)
Journal of African American Studies     Hybrid Journal   (Followers: 8)
Journal of African Cultural Studies     Hybrid Journal   (Followers: 5)
Journal of African Elections     Full-text available via subscription  
Journal of Arts & Communities     Hybrid Journal   (Followers: 5)
Journal of Arts and Humanities     Open Access   (Followers: 20)
Journal of Bioethical Inquiry     Hybrid Journal   (Followers: 3)
Journal of Cultural Economy     Hybrid Journal   (Followers: 9)
Journal of Cultural Geography     Hybrid Journal   (Followers: 22)
Journal of Data Mining and Digital Humanities     Open Access   (Followers: 29)
Journal of Developing Societies     Hybrid Journal   (Followers: 2)
Journal of Family Theory & Review     Hybrid Journal   (Followers: 3)
Journal of Franco-Irish Studies     Open Access   (Followers: 1)
Journal of Happiness Studies     Hybrid Journal   (Followers: 26)
Journal of Interactive Humanities     Open Access   (Followers: 3)
Journal of Intercultural Communication Research     Hybrid Journal   (Followers: 15)
Journal of Intercultural Studies     Hybrid Journal   (Followers: 12)
Journal of Interdisciplinary History     Hybrid Journal   (Followers: 24)
Journal of Labor Research     Hybrid Journal   (Followers: 19)
Journal of Medical Humanities     Hybrid Journal   (Followers: 22)
Journal of Medieval and Early Modern Studies     Full-text available via subscription   (Followers: 33)
Journal of Modern Greek Studies     Full-text available via subscription   (Followers: 4)
Journal of Modern Jewish Studies     Hybrid Journal   (Followers: 11)
Journal of Open Humanities Data     Open Access   (Followers: 1)
Journal of Semantics     Hybrid Journal   (Followers: 11)
Journal of the Musical Arts in Africa     Hybrid Journal   (Followers: 1)
Journal of Visual Culture     Hybrid Journal   (Followers: 31)
Journal Sampurasun : Interdisciplinary Studies for Cultural Heritage     Open Access  
Jurisprudence     Hybrid Journal   (Followers: 18)
Jurnal Sosial Humaniora     Open Access   (Followers: 1)
L'Orientation scolaire et professionnelle     Open Access   (Followers: 1)
La lettre du Collège de France     Open Access   (Followers: 1)
La Revue pour l’histoire du CNRS     Open Access   (Followers: 2)
Lagos Notes and Records     Full-text available via subscription  
Language and Intercultural Communication     Hybrid Journal   (Followers: 21)
Language Resources and Evaluation     Hybrid Journal   (Followers: 7)
Law and Humanities     Hybrid Journal   (Followers: 7)
Law, Culture and the Humanities     Hybrid Journal   (Followers: 12)
Le Portique     Open Access   (Followers: 1)
Leadership     Hybrid Journal   (Followers: 33)
Legal Ethics     Hybrid Journal   (Followers: 13)
Legon Journal of the Humanities     Full-text available via subscription  
Letras : Órgano de la Facultad de Letras y Ciencias Huamans     Open Access  
Literary and Linguistic Computing     Hybrid Journal   (Followers: 5)
Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe     Open Access  
Lwati : A Journal of Contemporary Research     Full-text available via subscription  
Measurement     Hybrid Journal   (Followers: 2)
Medical Humanities     Full-text available via subscription   (Followers: 23)
Medieval Encounters     Hybrid Journal   (Followers: 9)
Médiévales     Open Access   (Followers: 5)
Mélanges de la Casa de Velázquez     Partially Free   (Followers: 1)
Memory Studies     Hybrid Journal   (Followers: 35)
Mens : revue d'histoire intellectuelle et culturelle     Full-text available via subscription  
Messages, Sages and Ages     Open Access  
Mind and Matter     Full-text available via subscription   (Followers: 3)
Mneme - Revista de Humanidades     Open Access  
Modern Italy     Hybrid Journal   (Followers: 8)
Motivation Science     Full-text available via subscription   (Followers: 2)
Mouseion     Open Access   (Followers: 1)
Mouseion: Journal of the Classical Association of Canada     Full-text available via subscription   (Followers: 14)
Museum International Edition Francaise     Hybrid Journal   (Followers: 4)
National Academy Science Letters     Hybrid Journal   (Followers: 5)
Nationalities Papers     Hybrid Journal   (Followers: 7)
Natures Sciences Sociétés     Full-text available via subscription  
Neophilologus     Hybrid Journal   (Followers: 8)

        1 2     

Journal Cover Journal for Learning Through the Arts
  [7 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1932-7528
   Published by eScholarship Homepage  [18 journals]
  • Developing the Model of "Pedagogical Art Communication" Using Social
           Phenomenological Analysis: an Introduction to a Research Method and an
           Example for its Outcome. Hofmann, Fabian

    • Abstract: Social phenomenological analysis is presented as a research method for musem and art education. After explaining its methodological background, it is shown how this method has been applied in a study of gallery talks or guided tours in art museums: Analyzing the situation by description and interpretation, a model for understanding gallery talks is developed: "Pedagogical Art Communication". Results: The interplay among the recipient group, the aesthetic object, and educator is characterized by the participants acquiring (i.e. by aesthetic experience) and the educator imparting (especially) knowledge. In the future, art education and museum education need to focus less on dissolving this difference (in the sense of "methods that work") and spend more time on finding ways of sensibly dealing with the difference between imparting and acquirement of art. So the practice would be a pedagogical art communication in which art educators impart what can be imparted (to the extent th...
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
  • The Exclusion of the Creative Arts from Contracted School Curricula for
           Teaching the Common Core Standards. Gormley, Kathleen; McDermott, Peter

    • Abstract: Many people would agree the creative arts are essential for children’s education and development. For years, the creative arts were integrated into classroom learning units, especially in the language arts, by using drama, music, and drawing; this was considered good teaching. In this study we examined whether contracted curricula designed for teaching the Common Core State Standards integrated the creative arts into English language arts units for grades 3, 6, and 9. Using content analysis as the method, findings indicate the creative arts are largely absent from these curricula. We argue that school districts with limited financial resources will likely adopt the contracted curricula, and their children will be further disadvantaged because they will not have opportunities to learn with the creative arts when participating in lessons designed to teach the Common Core.  
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
           CASTERS OF BENIN. Ifeta, Chris Funke

    • Abstract: ABSTRACT The introduction of Western education to Nigeria has brought in its wake great strides toward development. Changes in Benin dates far back to the dawn of the 20th century. This paper investigates the critical role of education in development. The paper integrates interview data collected from bronze casters in Benin. The first section of the paper discusses sustainable development in Nigeria involving an infrastructure that supports accessible educational system and Benin social values. The second part of the paper discusses the present dispensation of bronze casting by Olotan casters of Benin. The paper identifies education as being critical to sustainable development. Some characteristics connected to development in the practice of bronze casting in Benin include visioning, relaxing of age old practices and acceptance of western influences.
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
  • Introduction to Issue 12. Brouillette, Liane

    • Abstract: This issue celebrates the diversity of artistic experience by offering four pairs of articles that offer contrasting perspectives on pivotal issues.
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
  • Masks in Pedagogical Practice. Roy, David

    • Abstract: In Drama Education mask work is undertaken and presented as both a methodology and knowledge base. There are numerous workshops and journal articles available for teachers that offer knowledge or implementation of mask work. However, empirical examination of the context or potential implementation of masks as a pedagogical tool remains undeveloped.     On a theoretical level, throughout both ancient and modern drama education and performance, masks have been seen as synonymous to the field of drama. The mask is an iconic theatrical symbol from the times of Socrates to Modern western theatres. Simply put, masks symbolise the adoption of the role and hold a central place in drama across time and culture.  Within Drama (as a field in itself), the use of mask have been used by influential drama theorists explicitly in specialist drama training. In schools, however, whilst referenced in official curricula internationally, there is no formal development of pedagogies for mask use in Drama, and ...
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
  • “Methods and Models for Museum Learning at the Samuel Dorsky Museum of
           Art”. Wyman, Sarah Mead; Waldo, Jennifer Turner; Doherty, Dennis

    • Abstract: Recent education policy designed to promote arts education tends to focus on how such curriculum supports “skills for innovation” required for success in the global economy.  Emphasis on the transfer of arts-based learning to professional innovation and achievement, a dynamic that is difficult to determine, can undermine the  value of teaching the arts for their own sake.  Three professors at the State University of New York at New Paltz discuss curriculum they developed to take advantage of museum learning opportunities that promote critical thinking, foster innovation, support course content, and increase students’ sense of citizenship and belonging.  Jennifer Waldo, a professor of Biology, Dennis Doherty, a professor of English and Creative Writing, and Sarah Wyman, a professor of 20th century Comparative Literature, use their campus museum as an applied learning environment where they facilitate interdisciplinary, experiential educational activities that develop student agency and encourage imaginative in...
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
  • Noncognitive Factors in an Elementary School-Wide Arts Integrated Model.
           Simpson Steele, Jamie

    • Abstract: Pomaika‘i Elementary School has answered a call to improve education by providing content instruction through the arts. How does school wide arts integration in an elementary setting support students as they transition to middle school' This bounded case study examines the experiences of eight families through a series of interviews with students, parents, and teachers. It describes and explains learning through the arts within three overarching noncognitive factors: a) academic mindsets, or the psychological and socially related attitudes a student holds with respect to academic goals; b) learning strategies that support thinking, remembering, or understanding concepts; and c) social skills or inter-personal behaviors such as interacting through cooperation, assertion and empathy. This study concludes that noncognitive factors provide a valuable lens for examining preparation for college, career and community readiness, with arts integrated learning as a viable pedagogy to that end.
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
  • Off the wall. Teacher perceptions of an arts integrated school and its
           student population. A case study. Windsor-Liscombe, Suzanne Gloria

    • Abstract: This paper, derived from a larger case study, presents new perspectives on arts-integrated elementary schools. It focusses on several issues including teacher understandings of arts-integrated pedagogy, willingness to collaborate, arts credentials, and teacher perceptions of those students enrolling from outside catchment area. Hence it raises the question as to whether school districts should consider new policies specific to arts-integrated schools for both students enrolling, and teaching staff.   As a teacher-administrator at Mosaic for several years, the researcher became interested in the motivations for student enrollments from outside of Mosaic's catchment area.  Through interviews with educators and parents, the case study investigates perceptions and motivations for student enrollments.  This paper's focus is the analysis of interviews with Mosaic educators: their understandings and perspectives on arts-integrated pedagogy, student profiles, and their own valuing of the arts.
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
  • Tributes Beyond Words: Art Educators’ Use of Textiles to Memorialize the
           Triangle Shirtwaist Factory Fire.. Mercurio, Mia Lynn; Randall, Régine

    • Abstract: Through the study of The Triangle Shirtwaist Factory fire, pre-service art teachers learn the about interdisciplinary design and the importance of using discipline-specific literacy strategies alongside the materials and methods of their craft.  The creativity and enthusiasm with which these pre-service teachers approached the work convinced us that some type of “art-making” in any content area classroom can be a valuable way for students to construct meaning from text.
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
  • US History Skits: Just a Spoonful of Sugar. Saeed, Sheryl Raffat

    • Abstract: Author suggests incorporation of brief, informal, yet content-rich classroom history skits as a way to motivate students, generate interest, and ease them into the more "academic" content found in textbooks and primary source documents.
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
  • Using Arts Integration to Make Science Learning Memorable in the Upper
           Elementary Grades: A Quasi-Experimental Study. Graham, Nicholas James;
           Brouillette, Liane

    • Abstract: The Next Generation Science Standards (NGSS) have brought a stronger emphasis on engineering into K-12 STEM (science, technology, engineering and mathematics) instruction. Introducing the design process used in engineering into science classrooms simulated a dialogue among some educators about adding the arts to the mix. This led to proposals for a STEAM (STEM + arts) curriculum, as well as warnings that integrating the arts would weaken STEM instruction. The study summarized in this article tested the hypothesis that the arts might provide upper-elementary students, who were still concrete thinkers, with a powerful means of envisioning phenomena that they could not directly observe. This study investigated the impact of STEAM lessons on physical science learning in grades 3 to 5. Ten out of the 55 high-poverty (Title 1) elementary schools in a large urban district were randomly chosen as treatment schools and divided into two cohorts. Using a quasi-experimental design that holds general student sci...
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
  • Education through Movies: Improving teaching skills and fostering
           reflection among students and teachers.. Blasco, Pablo Gonzalez; Moreto,
           Graziela; Blasco, Mariluz González; Levites, Marcelo Rozenfeld; Janaudis,
           Marco Aurelio

    • Abstract: Learning through aesthetics—in which cinema is included—stimulates learner reflection. As emotions play key roles in learning attitudes and changing behavior, teachers must impact learners affective domain. Since feelings exist before concepts, the affective path is a critical path to the rational process of learning. Cinema is the audiovisual version of storytelling. It enhances emotions and therefore sets up the foundation for conveying concepts. Movie experiences act like emotional memories for developing attitudes and keeping them as reflective reference in the daily activities and events. To foster reflection is the main goal in this cinematic teaching set. The purpose is not to show the audience how to incorporate a particular attitude, but rather to promote their reflection and to provide a forum for discussion. In this paper, the authors relate their experiences in cinematic teaching, particularly the effectiveness of the movie-clip methodology, in which multiple movie clips are shown in rapid sequenc...
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
  • “I’m a writer. But I’m an artist, too. Look at my artist’s

    • Abstract: This paper examines how elementary children develop voice in a classroom where art and language have equal import from four different contexts: group, guided, table, and independent shares. Specifically, this paper highlights one child in particular: Rebecca, a writer who discovers art as a way of knowing and develops a greater appreciation for her love of writing.  My dissertation study took place in a second grade classroom, a ripe context to study a multimodal approach to learning, since many modes of knowing often lose their status (e.g., art) to more privileged ones (e.g., language) as learners progress in the elementary grades. This article investigates how one child develops voice through art and language and serves as an exemplar of how multiple ways of knowing and contexts in which to learn can positively influence children’s sense of self as artist, writer, and meaning maker.
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
  • Innovating schools through dialogic arts-based practice: ingredients for
           engaging students with a whole new mind. Snyder, Kristen M.; Cooper, Karen

    • Abstract: While the “scientific” debate about school dropouts has ensued, some have taken matters into their own hands, creating successful non-school based programs on the arts for at-risk youth based. Their efforts demonstrate powerful results for learning and human development. We suggest that it is time to incorporate this knowledge base, and as well, explore its potential for an integrated model of learning that considers the creative needs of all individuals. During the fall of 2011, we introduced a pilot project to work with storytelling and painting with a group of youth in a full pull-out program. In this article, we share stories from our experience and offer insights about the complex road ahead to inject creativity into mainstream schools. The importance here is to insure that all students will be better equipped for a future that engages the whole mind and being.
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
  • Learning Through The Arts In Denmark: A Positive Psychology Qualitative
           Approach.. Chemi, Tatiana

    • Abstract: This article disseminates the results of a qualitative, case-based study carried on in Danish schools in 2008-2011. Results show that learning outputs can be seen as more than academic achievement, and the arts’ contribution to learning can be viewed as more than the ancillary support of academic performance. Learning within an artful mindset implies a broader view on school learning, for the key reason that art offers many optimal opportunities for formal, mediated, meaningful and material learning. The main empiric and theoretical issue explored in this article is the experience of positive emotions and cognitive intensity within the artistic activities in school projects and its consequences for individuals’ learning, development and well-being.
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
  • Pilot Study on Kindergarten Teachers’ Perception of Linguistic and
           Musical Challenges in Nursery Rhymes. Lefebvre, Pascal; Bolduc, Jonathan;
           Pirkenne, Christel

    • Abstract: Nursery rhymes provide a unique learning context for preschoolers in regard to their emergent literacy and musical development. According to Vygotsky’s social constructivist theory (1978), in order for learning to occur, children must face challenges, and adults must provide support to guide them toward mastery of new skills. The current pilot study began with the aim of  documenting teachers’ reactions to nursery rhymes in relation to their level of difficulty. Eighty-eight kindergarten teachers were asked to use the new nursery rhymes in their classrooms. Then, they were asked fill out a questionnaire to document their reactions and their ratings of the linguistic and musical difficulty. Teachers’ reactions were measured by their overall impression of the nursery rhymes, their perception of pupils’ enjoyment of the nursery rhymes and the time they spent using these nursery rhymes in their classrooms. The results revealed that the teachers tended to have a better impression of the nursery rhymes, perceive th...
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
  • A River Runs Through It: Art, Geology and Life on the Upper Mississippi.
           Henderson, Lynette K

    • Abstract: This article presents a pilot interdisciplinary project for middle-school students including visual literacy, studio art, English-language literacy, geology and the study of indigenous groups.[i] The location of the pilot was in the upper Midwest, along the Mississippi river bluffs of St. Paul, Minnesota. English-as-a-Second Language (ESL) students from a Title I school joined a six week summer program, where they examined the banks and bluffs of the Mississippi river, effigy mound sites, and made visits to the Science Museum of Minnesota and the Minneapolis Institute of Art. This curriculum investigates ‘place’ and effects of time, with the intent to increase students’ knowledge of local history, and their placement within the socio-cultural context of a river-city. Students took digital photographs, created mixed-media art, conducted computer research and wrote about their experiences. Teachers agreed that this combination of learning strategies was a rich interdisciplinary experience for students. This art...
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
  • Theme-based courses foster student learning and promote comfort with
           learning new material. Tessier, Lisa; Tessier, Jack

    • Abstract: In this article, we review the literature about theme-based teaching, then report quantitative and qualitative results from surveys from three different courses: one section of a100-level in-person art course; five sections of 300-level on-line art courses; and one section of a 100-level in-person biology course at SUNY Delhi with applied themes (“food,” “healthcare,” and “beer” respectively) in teaching and learning. Our results indicate that embedding themes across an entire course can be a successful way to improve student perceptions of their learning and comfort with learning about new subjects.  These data expand current gaps in the literature with respect to the measured benefits for students of adopting themes in college teaching and learning.  They will be useful to teachers considering the use of themes in their courses and to anyone looking for a way to help students relate to the disciplines in their courses.
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
  • Upper Elementary Students Creatively Learn Scientific Features of Animal
           Skulls by Making Movable Books. Klein, Julie L.; Gray, Phyllis; Zhbanova,
           Ksenia S.; Rule, Audrey C.

    • Abstract: Arts integration in science has benefits of increasing student engagement and understanding. Lessons focusing on form and function of animal skulls provide an effective example of how handicrafts integrated with science instruction motivate students and support learning. The study involved students ages 9-12 during a week-long summer day camp. Students applied animal skull concepts of eye positions of predators and prey, relative eye sizes of nocturnal animals compared to tunnel-dwellers, shapes and functions of different types of teeth, and terminology and functions of different bones, openings, and structures of animal skulls in making moveable book pages. These pages featured pop-up constructions, a lift-the-flap page, and a turning wheel behind cut-out windows in a page to convey the skull concepts. Additional creativity was incorporated through making a three-dimensional cover related to the Mexican Day of the Dead with skulls made from pieces of recycled plastic bottles, drawing figural-transformatio...
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
  • A Variety of Approaches to Studying the Value and Implementation of Arts
           Education. Burge, Kimberly

    • Abstract: In this introduction to the issue, the editor summarizes the content and comments on the significance of the information provided therein.
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
  • What Predicts Pre-Service Teacher Use of Arts-Based Pedagogies in the
           Classroom' An Analysis of the Beliefs, Values, and Attitudes of
           Pre-Service Teachers. Lee, Bridget; Cawthon, Stephanie

    • Abstract: Arts-based pedagogies have a positive, significant impact on various student academic-related outcomes. University teacher preparation programs may want to consider pre-service teacher beliefs, values, and attitudes toward arts-based pedagogies in order to better support teacher growth in using these arts-based approaches. In this study, we administered the Teaching with the Arts survey to 160 pre-service teachers. Results from the survey suggest that pre-service teachers value the arts; however, this was not related to their plans for future use of arts in the classroom. Pre-service teachers’ perceptions of personal creativity and ability to overcome systemic constraints were highly predictive of plans for future use. Implications for policy and practice are included.
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
  • Arts Achieve, Impacting Student Success in the Arts: Preliminary Findings
           After One Year of Implementation. Mastrorilli, Tara M.; Harnett, Susanne;
           Zhu, Jing

    • Abstract: The Arts Achieve: Impacting Student Success in the Arts project involves a partnership between the New York City Department of Education (NYCDOE) and five of the city’s premier arts organizations. Arts Achieve provides intensive and targeted professional development to arts teachers over a three-year period. The goal of the project is to improve the quality of arts teachers’ instruction through in-service professional development on the use of balanced (formative and summative) assessment, leading to increases in students’ arts achievement. Starting in the 2011-2012 school year, arts teachers formed art discipline-based professional learning communities (PLCs) to work together, using a process of inquiry and action research that focuses on reviewing student data and examining impact on current instructional practice. Additionally, each arts teacher was paired with a facilitator from the arts organizations to support them over the course of the project. The specific professional development activities included...
      PubDate: Wed, 01 Jan 2014 12:00:00 GMT
  • Cultivating Common Ground: Integrating standards-based visual arts, math
           and literacy in high-poverty urban classrooms. Cunnington, Marisol;
           Kantrowitz, Andrea; Harnett, Susanne; Hill-Ries, Aline

    • Abstract: The Framing Student Success: Connecting Rigorous Visual Arts, Math and Literacy Learning experimental demonstration project was designed to develop and test an instructional program integrating high-quality, standards-based instruction in the visual arts, math, and literacy. Developed and implemented by arts-in-education organization Studio in a School (STUDIO), in partnership with the New York City Department of Education, the Framing Student Success curriculum was designed by experienced professional artist instructors collaborating with school-based visual arts, math, and literacy specialists and classroom teachers.  The Framing Student Success curriculum units were designed to make explicit connections between subjects (visual arts and ELA or math), while maintaining the integrity, depth and rigor of instruction in both subject areas. While students were receiving arts-integrated instruction during each of the twelve six-week units, classroom teachers and arts specialists were receiving embedded...
      PubDate: Wed, 01 Jan 2014 12:00:00 GMT
  • Embracing the Burden of Proof: New Strategies for Determining Predictive
           Links Between Arts Integration Teacher Professional Development, Student
           Arts Learning, and Student Academic Achievement Outcomes. Scripp,
           Lawrence; Paradis, Laura

    • Abstract: This article provides a window into Chicago Arts Partnerships in Education’s (CAPE) Partnerships in Arts Integration Research (PAIR) project conducted in Chicago public schools (CPS) (, which statistically demonstrates how a three-year arts integration project can impact treatment versus control students in both academic and arts cluster schools.  A multivariate design framework featuring the development of survey, interview, and performance assessment instruments was used to document and rate multiple aspects of individual teacher and student performance.  This design also included a series of correlation and stepwise regression analyses[i] demonstrating that statistically significant links existed between various teacher professional development outcomes, student arts and arts integration performance assessment outcomes, and academic test results. Overall, these findings offer evidence that students at schools with an arts focus combined with arts integration programming scored higher on sta...
      PubDate: Wed, 01 Jan 2014 12:00:00 GMT
  • Evaluation of Professional Development in the Use of Arts-Integrated
           Activities with Mathematics Content: Findings About Program
           Implementation. Ludwig, Meredith Jane; Song, Mengli; Kouyate-Tate, Akua;
           Cooper, Jennifer E.; Phillips, Lori; Greenbaum, Sarah

    • Abstract: In 2010, the Wolf Trap Foundation for the Performing Arts, Institute for Early Learning Through the Arts, was awarded an Arts in Education Model Development and Dissemination (AEMDD) grant to develop, implement, and disseminate a research-based program of professional development (PD) that equips prekindergarten and kindergarten teachers to infuse mathematics instruction with arts instruction in their classrooms. The PD includes summer institutes and classroom-based residencies in which music, dance, and drama performing artists work with teachers in teams. This instructional approach is often called arts integration. American Institutes for Research (AIR) conducted an evaluation of the four-year grant from 2010-2014, examining the implementation of the PD and assessing its impact on teacher practices and student mathematics knowledge. This article reports on the experiences of the elementary school teachers and Wolf Trap teaching artists in the first cohort of participating schools during 2011–12 and 2012–13...
      PubDate: Wed, 01 Jan 2014 12:00:00 GMT
  • Found in Translation: Interdisciplinary Arts Integration in Project AIM.
           Pruitt, Lara; Ingram, Debra; Weiss, Cynthia

    • Abstract: This paper will share the arts-integration methodology used in Project AIM and address the question; “How is translation evident in interdisciplinary arts instruction, and how does it affect students'” Methods The staff and researchers from Project AIM, (an arts-integration program of the Center for Community Arts Partnerships at Columbia College Chicago), have collected data through student surveys and interviews and teacher and teaching artist interviews to research arts integration as a process of translation. The evaluation team observed planning sessions and classroom instruction, reviewed unit plans, assessment rubrics, instructional handouts and artifacts of student work. Data collection was focused on six of the thirty-two residencies that took place in Project AIM during the 2010-2011 and 2011-2012 school years. Residencies were selected to ensure variability in terms of art and academic disciplines included in the residency, grade level and schoo...
      PubDate: Wed, 01 Jan 2014 12:00:00 GMT
  • Increasing Engagement and Oral Language Skills of ELLs through the Arts in
           the Primary Grades. Brouillette, Liane; Childress-Evans, Karen; Hinga,
           Briana; Farkas, George

    • Abstract: In this article, we look at the impact of an arts integration program offered at five large urban elementary schools on the daily attendance and oral language skills of children in kindergarten through second grade. Many of the children attending these schools spoke a language other than English at home. Teaching artists visited each class weekly for 28 weeks, co-teaching theater and dance lessons with the teacher. School engagement was measured by comparing attendance on days with and without scheduled arts lessons. Attendance was significantly higher on days the artists visited; absences were reduced by 10 percent. Speaking and listening skills were measured through standardized test scores. Qualitative analysis of interview and survey data revealed that teachers perceived the theater and dance lessons to provide rich opportunities for verbal interaction between teachers and pupils. Student speaking and listening skills improved significantly, as did teachers’ ability to promote oral language.
      PubDate: Wed, 01 Jan 2014 12:00:00 GMT
  • Introduction. Goldberg, Merryl; Smith, Virginia; Walker, Elaine

    • Abstract: This contribution provides an overview of the articles featured in the 10th volume of the Journal for Learning through the Arts.
      PubDate: Wed, 01 Jan 2014 12:00:00 GMT
  • The Mirror and the Canyon: Reflected Images, Echoed Voices How evidence of
           GW’s performing arts integration model is used to build support for arts
           education integration and to promote sustainability. Ellrodt, John
           Charles; Fico, Maria; Harnett, Susanne; Ramsey, Lori Gerstein; Lopez,

    • Abstract: The Global Writes (GW) model is a well-designed performing arts integrated literacy program that builds local and global support among students, teachers, and arts partners through the use of innovative technologies. Through local partnerships between schools and arts organizations forged by GW, classroom teachers and local teaching artists build collaborative relationships to impact teacher practice and effectiveness, school culture and environment, and student development and achievement in the arts and English language arts. Classroom-based interventions for students include residencies providing instruction in writing original poetry and the art of performance, and poetry performances for authentic audiences including local community-based and inter-city poetry slam sessions. Dissemination, growth, and sustainability have been the cornerstones of the GW mission, promoting the improvement of teaching and learning. Throughout this process the GW team has embraced the metaphor of “the mirror and the canyon” ...
      PubDate: Wed, 01 Jan 2014 12:00:00 GMT
  • Rethinking Curriculum and Instruction: Lessons From an Integrated Learning
           Program and Its Impact on Students and Teachers. Doyle, Dennis; Huie
           Hofstetter, Carolyn; Kendig, Julie; Strick, Betsy

    • Abstract: CoTA (Collaborations: Teachers and Artists) is a professional development program that empowers teachers to access the arts in everyday instruction to support student achievement. CoTA schools commit to intense, 3-year collaborations for ten weeks each year where teachers learn to capitalize on arts content and strategies to promote knowledge and skills in other curricular areas, such as language arts and math. Teachers and artists work together to identify the learning needs of students, customize a project to meet those needs (while aligning to the standards), refine the project on a weekly basis through collaborative meetings, and formally reflect on the experience in a cycle of continuous improvement. As the program progresses, responsibility for designing arts-infused units increasingly falls to the classroom teachers as the artists shift into a coaching role. The result is a sustainable model with a legacy of confidence and skills in arts integration for teachers. Researchers from the University ...
      PubDate: Wed, 01 Jan 2014 12:00:00 GMT
  • “Some Things in My House Have a Pulse and a Downbeat” The Role of Folk
           and Traditional Arts Instruction in Supporting Student Learning. Palmer
           Wolf, Dennie; Holochwost, Steven J.; Bar-Zemer, Tal; Dargan, Amanda;
           Selhorst, Anika

    • Abstract: The authors investigated the association between participation in Nations in Neighborhoods (NiN), a program of folk and traditional arts instruction, and achievement in English language arts in a sample of low-income elementary school students, many of whom were recent immigrants and English language learners.  The program drew on the core practices of traditional and folk arts – sociocritical literacies that bridge home and school, multi-modal instruction, apprenticeship learning, and communal effort – to provide students with the confidence and strategies of accomplished learners. English language arts achievement was assessed using a standardized state proficiency exam. Students who participated in the program received significantly higher overall scores on the exam after controlling for gender, ethnicity, English language learner and special education classifications.  These findings suggest that an arts education program featuring folk and traditional arts engages students in practices that have measurab...
      PubDate: Wed, 01 Jan 2014 12:00:00 GMT
  • A Study on the Relationsh​ip between Theater Arts and Student Literacy
           and Mathematic​s Achievemen​t. Inoa, Rafael; Weltsek, Gustave; Tabone,

    • Abstract: Past studies have shown the existence of positive relationships between the arts and academic achievement when the arts are integrated into language arts, as well as mathematics and science.  This study employed a multi-stage cluster randomized design in which the effects of infusing process drama into a traditional language arts curriculum are investigated.  The study sample consists of sixth and seventh grade students enrolled in a high poverty urban school district. Study findings indicate that students in arts integrated classrooms tend to outperform their counterparts in both math and language arts. The authors conjecture that the arts reinforce theories that view student learning as a process of transmediation between different modes of making meaning.
      PubDate: Wed, 01 Jan 2014 12:00:00 GMT
  • Transforming Teaching through Arts Integration. Snyder, Lori; Klos,
           Patricial; Grey-Hawkins, Lauren

    • Abstract: Transforming Teaching through Arts IntegrationAI Implementation Results: Middle School Reform through Effective Arts Integration Professional Development In four years, Anne Arundel County Public Schools (AACPS) increased sixth and seventh grade student achievement on the Maryland State Assessment (MSA) by 20% at Bates Middle School, a low performing school that had been targeted for restructuring by the state. This improvement positively correlates with the implementation of the arts integration Supporting Arts Integrated Learning for Student Success (SAILSS) model funded through the Arts in Education Model Development and Dissemination (AEMDD) grant. This model, offered to teachers across all content areas, incorporates extensive professional development opportunities including: an intensive weeklong workshop for teachers with artists followed by a two-week teaching lab with students; participation in an cohort to achieve an arts integration post-baccalaureate certificate,; and extensive trainings, conferen...
      PubDate: Wed, 01 Jan 2014 12:00:00 GMT
  • “Unlocking My Creativity”: Teacher Learning in Arts Integration
           Professional Development. Saraniero, Patricia; Goldberg, Merryl R; Hall,

    • Abstract: This paper examines the impact of two approaches to teacher professional development in arts integration – a summer institute model and a model combining the summer institute with instructional coaching.  In an experimental design, the intervention trained third and fourth grade teachers to integrate visual arts and theater into reading curriculum.  Findings suggest the coaching plus institute intervention had a greater impact on teacher confidence, use and frequency of arts integration than the institute-only intervention or on the comparison group. Coached teachers reported greater confidence integrating the arts, produced higher-quality work samples, taught more reading concepts with arts integration, implemented more arts standards, and used arts integration more frequently than did the institute-only teachers or the control group teachers.  Coached teachers reported in greater numbers about the positive impact the professional development had on their teaching practice, including feeling more crea...
      PubDate: Wed, 01 Jan 2014 12:00:00 GMT
  • A View into a Decade of Arts Integration. Duma, Amy

    • Abstract: The John F. Kennedy Center for the Performing Arts has been involved in an intensive, sustained partnership with schools, Changing Education Through the Arts (CETA), since 1999. The CETA program is a whole school reform model designed to impact student learning and attitudes by building teachers’ capacities to make arts integration one of their primary approaches to teaching across the curriculum. During its first decade (1999 to 2009), the program formally examined its impact through three independent, multi-year evaluation studies. Examined together, the three studies shed light on a decade of arts integration outcomes for students, teachers, and schools. Findings are reported in four areas—the CETA program design, and the program’s impact on students, teachers, and schools. Findings for the program design include: the structure of the CETA program’s professional learning model was integral to its success in schools and the most critical factor for improving practice; and the importance of opportunities...
      PubDate: Wed, 01 Jan 2014 12:00:00 GMT
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