Multidisciplinary Perspectives on Arts and Arts Integrated Learning for Middle Level Education brings together a diverse array of international perspectives on arts and arts integrated learning in and out of schools for young adolescent students, aged 10–15.
Addressing the importance of arts learning for young adolescents and aligned with discourse in middle level education, this volume provides a much-needed resource for stakeholders interested in the future of arts education for young adolescents. Exploring arts and arts integrated learning through perspectives of creative writing, dance, media arts, music, theater, and visual arts, the book draws on theoretical and empirical research in arts learning contexts in Australia, Canada, Denmark, the United Kingdom, the United States, and the Virgin Islands. This book advocates for middle level arts learning that cultivates and encourages young adolescents’ dispositions toward lifelong engagement in the arts, and the cultivation of arts learning spaces that value young adolescents’ multifaceted identities and motivate students to learn through autonomy, relatedness, and competence. The international authors come from a wide range of disciplinary communities and draw upon scholarship in arts education, culturally responsive pedagogy, self-determination and motivation theory, and adolescent development to construct their arguments and contextualize their research.
Table of Contents:
Part 1: Young Adolescent Perspectives; 1. Young Adolescent’s Musical Identities and Wellbeing: Narratives of Psychological Needs Satisfaction in Class Music Education; 2. Building Brave Young Adolescents Through Culturally Responsive Arts Education: Lessons from an Indigenous Hoop Dance Project; 3. Connecting Art and Learning: Field Trips’ Impact on Young Adolescent Education; 4. Re-imagining Special Education through Arts-centered Learning: A Narrative Case Study of a Lesson on Metacognition using the Creative Research Stages with Exceptional Learners; 5. Culturally Responsive-Sustaining Dance Pedagogy at Ballet Hispánico; Part 2: Curricular Perspectives on Cultivating Young Adolescent Motivation; 6. Designing with the Arts in a Pedagogy of Multiliteracies for Young Adolescents; 7. Research Storytelling in Young Adolescent Science Classrooms: Introducing Stanley the Appalachian Black Bear; 8. Art-space Exploration and Embodiment of Reading Literacy: Reflections on Reader Identity through Object Theatre and Performance during Young Adolescence; 9. Media Arts Education for Young Adolescents; 10. Arts and Culture to Foster Self-determination in Young Adolescent Education: How can Creative Expression and the use of Material Culture Promote Wellbeing and Learning?; 11. Promoting the Social and Emotional Well-Being of Young Adolescents in Visual Arts Classrooms; Part 3: Perspectives on Teacher Improvement; 12. Teachers’ Early Development in Arts Integration Through Creative Routines in the Classroom; 13. “You, Me, All-Ah-We”: Illuminating Student and Teacher Identities through Young Adolescent Dance and Music on Saint Croix; 14. Music Teachers’ Beliefs about Multicultural Music Education for Young Adolescents; 15. Finding Joy: Inviting Middle Level Preservice Teachers into the Performing Arts; 16. Supporting Young Adolescent Literacy through Drama/Theater Arts: Experiences from Two Teacher-Researcher Collaborations Co-Designing for Arts Integration
About the Author :
Stephanie Cronenberg is Associate Professor of Music, Head of Music Education, and Director of Research at Mason Gross School of the Arts, Rutgers University, United States.
Review :
‘This book brings a much-needed focus on developmental and cultural responsiveness in middle level education through and across artistic disciplines. Each chapter adds to its compelling case for a stronger focus on the arts in middle level education. ‘
Kathleen Brinegar, Senior Lecturer of Middle Level Education at the University of Vermont, USA
