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A Theory of Action for the Authentic, Concurrent, and Intentional Development of K-12 Students' Artistic, Creative, and Social-Emotional Abilities

出版	Drexel University, 2023
URL	http://books.google.com.hk/books?id=O90f0AEACAAJ&hl=&source=gbs_api

註釋The purpose of this constructivist grounded theory study was to provide a framework for arts educators to facilitate the development of K-12 students' artistic literacy and fluency while optimizing their creative and social-emotional capacities. This authentic, concurrent, and intentional cultivation of K-12 students' artistic, creative, and social-emotional abilities will prepare students to meet the demands and find success in the 21st century. These overarching questions guided the research: (1) What processes and contexts do K-12 arts educators deem essential to arts learning? (2) How do K-12 arts educators describe their approach to the development and implementation of arts learning experiences? (3) How do K-12 arts educators attend to the creative and social-emotional development of students? (4) What, if any, overlap do arts educators see with arts education, creativity, and social-emotional learning? To answer those questions, the researcher engaged 90 arts educators who completed a survey. Of those educators, 20 participated in a semi-structured focus group or interview. The data yielded numerous rich findings which were categorized into three themes, challenges, ethos, and operations; and 12 sub-themes (e.g., individual, interpersonal, institutional, purpose, mindset, pedagogy, culture, behavior, environment, curriculum, instruction, and assessment). Six compelling results emerged from a synthesis of the findings. (1) Arts learning, creativity, and social-emotional learning share common competencies. (2) We are at a crossroads in education and arts education, and there are several challenges to change. (3) Culture is critical to arts learning and creative and social-emotional development. (4) Educator mindset impacts students' ability to reach their artistic, creative, and social-emotional potential. (5) The design and implementation of arts learning experiences and environments are significant to students' artistic, creative, and social-emotional growth. (6) Shared language and professional learning are essential in arts education. Building from the findings and results, the researcher proposed a framework, The Heart of Arts Learning: A Playbook for Developing K-12 Students' Artistic, Creative, & Social-Emotional Abilities. This theory of action supports arts educators on their journey to authentically, concurrently, and intentionally facilitate the growth of students' creative and social-emotional capacity through relevant arts learning experiences. Keywords: arts education, creativity, social-emotional learning, teaching and learning, culturally relevant pedagogy, constructivism