This study used a goal-oriented motivation framework. The goals that high school-age adolescents held for their out-of-school learning activities were investigated. Two different approaches to goals were examined: (a) goal setting-the process of specifying desired outcomes and a self-regulated learning strategy, and (b) goal content -the life aims that people have that direct their behavior. Sixty-six students were interviewed. Few of the adolescents used goal-setting techniques effectively; only eight had a plan or series of subgoals necessary for achieving their major goal. Goal content
It is an active time in both developmental psychology and art education. In developmental psychology some interesting new theoretical developments suggest a new level of maturity in the field. In art education there are some productive moves afoot that show that the tendency to emphasize spontaneous production in art class to the exclusion of understanding and appreciation is finally over. These are both welcome sets of changes; indeed, both are changes related to larger shifts in the cultural and intellectual climate of the 1980s.
The purpose of this research study was to investigate: students' schema structure for human evolution; their idiosyncratic conceptual change after visiting a museum exhibition; the role of alternative frameworks during learning; and the function of affect in learning. Thirty eleventh and twelfth grade high school students, eleven males and nineteen females, visited an exhibition on human evolution and participated in an opened-ended pre and post interview and Likert-type questionnaire. The interviews were transcribed, segmented by using shifts in natural language, and pre and post schema
My thesis is that museum exhibitions developed according to Freirean praxis would constitute a better learning opportunity for visitors, facilitate the process of evaluation, and enact the favoured museum principles of dialogic communication and community-building. This project constitutes a cross-fertilisation of adult education, cultural studies and museum practice. In the last few decades, museum professional practice has become increasingly well informed by cultural critique. Many museum institutions have been moved to commit to building communities, but the question of how to do so via
American educators and policymakers have often claimed that the arts can have powerful effects in education and that these effects may reverberate far beyond the arts. Arts education has been argued to have social, motivational, and academic repercussions. But are such claims rooted in empirical evidence, or are they unsupported advocacy? The studies in this issue review systematically what is known about the power of the arts to promote learning in non-arts domains. Thus, we focus here only on the claims that have been made about the effects of arts education on cognitive, academic outcomes
In the American educational climate of today, "basic" academic skills are valued while the arts are considered a frill. Many major urban school districts have cut back on arts education in order to strengthen academic subjects. Even though most of our schools have some arts education, and even though most of our citizens say they want their children to be exposed to the arts in school, only one in four students in American schools sings, plays an instrument, or performs plays in class each week. When budgets are tight, the arts are almost always the first programs to be cut. This study
The authors examine SAT data from the College Board in order to examine the correlation between the number of years of art education and SAT scores. By studying twelve years of data, they find that studying art is associated with higher SAT scores, and that students who take four years of art courses have higher scores than those who take some art but less than four years' worth.
The authors seek to investigate whether studying the arts makes people more creative, and by extension, whether studying the arts builds creative thinking skills that can be deployed outside the arts. They do so through a series of meta-analyses examining existing literature, and find that the presence of an association between studying the arts and creative thinking depends on experimental design and the form of creativity measured.
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Erik MogaKristin BurgerLois HetlandEllen Winner
This article aims to discover evidence for the "Mozart Effect"--the observation that listening to music for brief periods temporarily enhances performance on spatial tasks.
The author reviews the empirical literature testing that there is an association between instruction in music (usually school-based) and performance in reading (as measured by reading test scores or by general tests of verbal aptitude).
ABSTRACT The article discusses the research which has showed that music education enhances spatial reasoning skills. The result has suggested that the various kinds of musical instruction leads to spatial learning and the type of instruction has not been limited to any particular program component, musical style or instructional practice. The study has demonstrated that learning standard notation promotes the facilitation of the performance in the spatial-temporal tasks. The music instruction has contributed to the improvement of at least one type of spatial skill in which it is projected to