| Papers [1-16] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "ARTS BASED LEARNING": |
|
|
Arts-Based Learning, 2002.
A brief literature review of teaching children through art and music.
713 words (approx. 2.9 pages), 10 sources, APA, AU$ 41.95
»
Click here to show/hide summary
Abstract
Children are natural artists, often using arts as a means to express themselves through color, form, sound and movement. Arts based learning is a vehicle in which students can learn subjects such as language, history and mathematics through poetry and song, narratives and drawings, dance and drama. The paper shows that arts-based learning supports a stronger model for engaging individual learning styles and preferences and tapping into children?s ?multiple intelligences.? Arts based learning also has the ability to increase student self-esteem by encouraging many different forms of self-expression of knowledge. The paper reviews literature on the subject.
From the Paper
"Elliot Eisner supports the concept of arts based learning and suggests that by teaching reading and writing through the use of alternative mediums in the arts, such as stories, paintings and song, learners become more actively engaged from an experiential standpoint (Eisner, 1994). ?To neglect the contribution of the arts in education, either through inadequate time, resources, or poorly trained teachers is to deny children access to one of the most stunning aspects of their culture and one of the most potent means for developing their minds? (Eisner, 1987, Music Educators Journal). Eisner believes that arts based education provides an outlet for students to express their knowledge and creativity by engaging all of the senses, thus allowing student?s to tap into their intrinsic learning styles."
| |
|
Art-based Methods in Education for Social Justice, 2007.
A discussion regarding the need for awareness and action in regards to social justice issues, and the effectiveness of art-based methods of social justice education.
3,967 words (approx. 15.9 pages), 12 sources, MLA, AU$ 172.95
»
Click here to show/hide summary
Abstract
This paper takes a look at the issues surrounding social justice and the need for more awareness. According to the paper, art-based methods of education use creative thought and expression as a means of understanding and incorporating the lessons at hand and, therefore, art-based methods in education can have wonderfully effective results in regards to social justice issues. The paper goes on to say that there is no right or wrong when it comes to the expression of creative ideas. The paper further examines the fundamental roles of education in society as expressed by Aristotle.
From the Paper
"When it comes to the development of effective art-based approaches for education on social justice issues, It may be helpful to incorporate three basic, yet powerful, instructional strategies. These strategies are respect for diversity, the power of reciprocal learning, and personal reflection (Smyth, 2005). These strategies are especially important in the context under discussion due to the sensitive nature of social justice issues, and the vulnerability that may possibly be felt by students involved in creative expression. Being respectful of diversity simply means acknowledging and attending to the needs of students in the classroom, and ensuring that the learning environment is safe and promotes appropriate instruction (Smyth, 2005). Practices in the classroom should reflect appropriate methods that foster the creation of a community of individuals and an awareness of differences. One of these methods is open discussion (Smyth, 2005), and this can provide a basis for learning about and absorbing social justice issues. This then sets the stage for the creative expression of the understanding of these issues."
| |
|
Arts in the Learning Process, 2002.
The paper is a research proposal to evaluate arts in the learning process.
2,370 words (approx. 9.5 pages), 6 sources, APA, AU$ 116.95
»
Click here to show/hide summary
Abstract
This paper is a research project to prove that by including the arts actively in the learning process, students learn more comprehensively and efficiently than by the traditional methods of teaching. The author feels that this research is important because by incorporating the arts, such as dance, movement, drama, visual arts and music, in the curriculum of her students, she will diversify the curriculum and provide her students with the best possible chance for success. This paper states that the method of research will be qualitative/narrative and will use videotaping to measure results.
Table of Contents
Introduction
Statement of the Problem
Research Questions/Journey Leading to Research Questions
Significance of Study
From the Paper
"Dance, drama and music are but a few examples of teaching tools that engage a student?s sense of sound, touch, feeling and emotion. Intelligence cannot simply be measured by assessing the ability of students to produce written material. Many students are in fact, spatially oriented. An engineer for example, is much more likely to create a ?picture? in his/her mind of a project to be completed, rather than write a book about the structure. Education is not a product to swallow without reflection and struggle, nor is it information to pour into a waiting but empty brain."
| |
|
Using The Arts To Teach ESL, 2007.
An analysis of the effectiveness of the use of an art-based style of language learning.
2,495 words (approx. 10.0 pages), 10 sources, MLA, AU$ 121.95
»
Click here to show/hide summary
Abstract
This paper examines the evidence supporting the use of arts to teach English language learners (ELL). It discusses the use of arts as a creative and effective way to reach all students in the mainstream classes, but especially English language Learners. The paper begins by explaining the art-based style of language learning. It then develops a proposal for the study of this learning style.
Table of Contents:
Goal and Purpose
Review of Literature
Impetus
Procedure
Data Analysis
From the Paper
"As a response to Gardener's theories of multiple intelligence many educators now believe through observation and research that the arts are an avenue that can precipitate learning in a diverse enough way to reach all types of learning styles and students coming from diverse backgrounds, with diverse intelligences. With the growing diversity in the California schools and the stress to create inclusive or mainstreamed classrooms the need to address this issue will become increasingly important, and answering that question with a multifaceted arts driven curriculum may enhance the skills of all learners."
| |
|
Art and Pop Art, 2002.
A comparative analysis of art with pop art using the works of Andy Warhol and Leonardo Da Vinci.
1,150 words (approx. 4.6 pages), 6 sources, AU$ 71.95
»
Click here to show/hide summary
Abstract
This discusses art and pop art, and distinguishes between the two by noting the characteristics of each form. As examples of each, two works of Andy Warhol are compared and contrasted to Da Vinci's "Last Supper" and Rembrandt's "Syndic of the Clothmaker's Guild.
| |
|
The "Art" of Art Forgery, 2002.
Shows that forgery is more than just a copying process, involving complex techniques found in art.
2,900 words (approx. 11.6 pages), 5 sources, AU$ 171.95
»
Click here to show/hide summary
Abstract
This paper examines the skill involved in producing 'true' forgeries within the world of art. It is stressed that the forger is to be seen as an artist, in that he or she must sometimes enter the mind of the original artist, master his or her techniques,and otherwise execute works that can withstand the expert eye. Forgery is a normal aspect of the art world.
| |
|
E-Learning With an M, 2006.
This paper examines a relatively new learning technique: Mobile (m)- learning, which is being developed to complement classroom learning by promoting thinking skills, processes and the application of learning in real world contexts.
1,008 words (approx. 4.0 pages), 5 sources, APA, AU$ 57.95
»
Click here to show/hide summary
Abstract
The writer of this paper explores the effectiveness as well as the development of the m-learning system. The m-learning project is 64 million Euro, three year, pan-European research and development program supported by the European Commission's Information Society Technologies program. The main distinction between electronic (e)-learning and m-learning is one of accessibility, affordability and portability. The m-learning project has demonstrated that this method of learning can be used as more than just a personal enhancement tool. This paper details how competitive and collaborative learning activities can be activated when conducted with a media board. This paper also discusses the downside of this new technology. According to experts, before the full potential of m-learning's rich content can be realized, the limited memory of mobile devices must be addressed.
Table of Contents:
M-Learning Philosophy
Remote Field Trips
The Technical Challenge
References
From the Paper
"The m-Learning Project has demonstrated that m-learning can be used as more than just a personal enhancement tool. Competitive and collaborative learning activities can be activated when conducted with a Media Board. This tool allows users to divide their mobile phone/PDA screens into sectors containing various projects and communicators. Users send comments consisting of text, audio, pictures, and e-mails tailored to the sectors' different interests and levels. Comments may relate to solving problems competitively, communicating with team members collectively by phone, sending multimedia information to the Media Board, and editing the information on the Media Board into a complete multimedia presentation."
| |
|
The State of Arts Education in New Jersey, 2005.
A look at the situation of arts education in New Jersey following the No Child Left Behind Act.
16,584 words (approx. 66.3 pages), 13 sources, MLA, AU$ 400.95
»
Click here to show/hide summary
Abstract
This paper looks at the National Standards for Arts Education as a place to start in assessing any state's interest in and support of arts education. The paper explains that to assess New Jersey's positioning on the canvas of American arts education, the debate and its contributions were analyzed for the past decade; the findings were unequivocal that arts education has a place not only in humanities teaching, but also in creating an atmosphere in which all children can achieve. It explains that wealthier school districts are more likely to retain arts programs under pressure, although it is the disadvantaged districts that would most benefit. The entire issue is assessed in terms of the possibilities post-NCLB, and the current progress of the states in terms of adopting the National Standards for Arts Education are also discussed. The writer concludes that it appears that New Jersey has at least nominally found a niche among the states more dedicated to providing arts education. It remains to be seen whether that education will be of the 'media' sort, or the more substantive arts education that demands continued student/teacher involvement in pursuit of generalized goals contributive to developing an aesthetic sense and possibly some mastery in an arts area.
Chapter I: Statement of Problem
National Standards for Arts Education: History
The Standards Themselves
Budget Issues
Quantitative Information
Qualitative Findings
Chapter II: Literature Review
Merits of Fine Arts Education
Educational Reform and Arts Education
How to Conduct Arts Education
The Standards Themselves
References
Appendix A: New Jersey Standards for Arts Education
Appendix B: U.S. Hunger in the Year 2000
Appendix C: Jasmine's Story
List of Tables
Table 2.1: States requiring arts credits for high school graduation
Table 2.2: Mandatory Status of Arts Education by State
List of Figures
Figure 1.1: Reasons to Support Arts Education: New Jersey
Figure 1.2: Budgeted Funds for Arts Expenditures by Type of School
Figure 1.3: Budgeted Funds for Arts Expenditures by School Size
Figure 1.4: Budgeted Funds for Arts Expenditures by Region
From the Paper
"Four years ago, discussion concerning the place and presence of fine arts education in public schools would have been primarily a discussion of the need for the curricula in the first place and the financing of it. In the early 1990s, discussion of National Standards for arts education became prevalent in the professional media. Since the start of the Bush administration's No Child Left Behind initiatives, however, any public discussion of the present and future of arts programs in public schools is clouded by a new dominant educational debate; the new debate concerns whether NCLB signals the death-knell of learning in U.S. public schools, or is a way to raise up the academically disadvantaged. While this investigation does not attempt to find the definitive answer to that question, there is little doubt that the fact and progress of NCLB will have an impact, and arguably a negative one, on fine arts education generally. Whether it is having or has had a negative impact on fine and performing arts education in New Jersey is a proper question for the current research, however. It is probable that the answers to a statewide survey of fine arts faculty conducted for this investigation will help resolve it. Indeed, the question to be answered is how well New Jersey's Fine Arts Programs compare to National Standards, allowing for classification differences within the state."
| |
|
Public Art In France and Spain, 1780-1830, 1999.
Examines themes and styles of the idealistic works of Jacques-Louis David and his influence on other public art, focusing on political art based on Enlightenment values.
1,800 words (approx. 7.2 pages), 3 sources, AU$ 102.95
»
Click here to show/hide summary
Abstract
The ideal of public art fostered by Jacques-Louis David was embraced by painters in France and Spain in the period 1780 to 1830. This was a political art, based on the ideals of the Enlightenment, which engaged in criticism or praise of the state. But in this extremely volatile period shifts in politics, transformations of the state, and changes of leaders in the two countries meant that this highly political art did not always meet David's ideal. Depending on the state of politics the times could call for praise or blame of the leadership or would allow more or less explicit critiques by painters.
From the Paper
"The ideal of public art fostered by Jacques-Louis David was embraced by painters in France and Spain in the period 1780 to 1830. This was a political art, based on the ideals of the Enlightenment, which engaged in criticism or praise of the state. But in this extremely volatile period shifts in politics, transformations of the state, and changes of leaders in the two countries meant that this highly political art did not always meet David's ideal. Depending on the state of politics the times could call for praise or blame of the leadership or would allow more or less explicit critiques by painters. An examination of four examples of public art from this period shows how painters sought to promote Enlightenment ideals despite great differences in the political circumstances to which they responded. A comparison of David's Lictors Returning to Brutus the Bodies of ..."
| |
|
Jay Conger's "Learning to Lead", 2008.
A book review of Jay Conger's "Learning to Lead: The Art of Transforming Managers into Leaders".
1,090 words (approx. 4.4 pages), 1 source, APA, AU$ 62.95
»
Click here to show/hide summary
Abstract
This paper explains that Jay Conger's "Learning to Lead: The Art of Transforming Managers into Leaders" is an insightful and interesting book discussing the topic of leadership in depth. The paper points out that Conger spends some effort attempting to prove the theoretical foundation in which leadership must be grounded. The paper also points out that Conger argues that many leadership qualities are inherent at birth and require consistent nurturing and still many others leadership qualities can be developed. The paper then states that Conger presupposes that situational and transformation leadership models are the only two effective models for the contemporary business environment. The paper describes these models.
From the Paper
"While many of the underlying principles for establishing and building communications in an organization are universal, the approaches to leadership have taken many different tangents in the late 20th and early 21st century in order to raise productivity, to improve motivational response, and create organizational culture in which communicative process as described by Conger are fostered. Thus, for Conger and other leadership authors, these post-modern leadership models are largely based on the willingness if not the responsibility to effectively guide and teach others."
| |
|
The Arts, 2002.
A discussion of the role of the arts in contemporary society.
2,408 words (approx. 9.6 pages), 9 sources, MLA, AU$ 118.95
»
Click here to show/hide summary
Abstract
This paper examines the role of the arts which comprise of the disciplines of the visual arts, music, theater and dance in society and particularly education today. It shows how the arts not only impart a sense of beauty and vitality to the lives of human beings, but how they can also equip students with the necessary skills to flourish in the real world.
Outline and summary:
Introduction
Role of the arts in contemporary society; the recent resurgence of interest in the arts in schools; positive reasons for incorporating arts as mandatory courses in public schools.
Discussion on the significance of arts in society
Impact on human beings and society; historical significance of the artists? legacy.
Historical background of the role of arts in:
Society
The rise of interest in culture after World War II, leading to the division of America: one that is culturally conscious and one that is not.
Schools
The rise and fall of progressive education; attempts by the Clinton Administration to introduce the arts into public schools; gradual restoration of music programs all over America.
Discussion of the question: should arts be considered mandatory courses for public schools?
Pros
Cognitive abilities; imaginative skills; life skills; multiculturalism; improvement in students? academic performance and behavior; becoming a whole human being.
Cons
Positive results in research need to be proven; arts should not always be incorporated in other subjects; lack of funding.
Recommendations for bringing arts courses into public schools: collaboration between arts organizations and with schools; providing high quality education with well-trained teachers; innovative programs between schools and museums
Conclusions: The potential of the arts for improving education and thus our society. Lists briefly the advantages of arts education.
From the Paper
"Throughout history, many artists have been inspired by the world around them to create their works. Their accomplishments are not limited to the exclusive realm of the arts. Cave painters studied the anatomy and movement of the animals they drew. The pyramids built by the Egyptians were created with the accuracy of mathematics (Unsworth 56). Furthermore, The Impressionists? quest for color as reflected light mirrored the scientific discovery of the nature of light rays (Unsworth 56). Altogether, the rich legacy of all the artists provides contemporary generations with a vibrant representation of the human world and inspires us to continue their great work (York 274)."
| |
|
Lifelong Learning, 2007.
An overview of the definition and principles of lifelong learning.
3,109 words (approx. 12.4 pages), 13 sources, MLA, AU$ 145.95
»
Click here to show/hide summary
Abstract
This paper looks at how lifelong learning is a term that refers to a variety of programs to keep the modern worker up to speed on changes in his or her field and to make education an ongoing process. It discusses how lifelong learning is a reality for many and a goal for many more, while even more people may have no idea what it means even if they participate in it to some degree. The paper also examines how lifelong learning has a clear economic benefit when applied to job situations and to the needs of companies and how it benefits the individual in many ways, some economic, some social, and some in terms of personal self-actualization.
Outline:
Introduction
What is Lifelong Learning
Lifelong Learning--Context and Frameworks
Organizational Learning and Learning Cultures
Work Based Learning
Lifelong Learning and Community Development
Lifelong Learning and Civic Participation
Learning Society: Myth or Reality?
Conclusion
From the Paper
"Collaborative learning involves interpersonal processes by which a small group of students work together to complete an academic problem-solving task meant to promote learning. Under the collaborative learning approach, collaborative activities lead to emergent knowledge, which is the result (not summation) of interaction of the understandings of those who contribute to its formation (Whipple, 1987, p. 5). Collaborative activities enhance learning by allowing individuals to exercise, verify, solidify, and improve their mental models through discussions and information sharing during the problem-solving process. "
| |
|
Instructional Technology and Learning Disabilities, 2008.
An analysis of the role of instructional technology in the teaching of children with learning disabilities.
26,086 words (approx. 104.3 pages), 70 sources, APA, AU$ 400.95
»
Click here to show/hide summary
Abstract
This paper discusses learning in children with learning disabilities. It discusses the need for interventions and how they are more likely to succeed and to bring about successful outcomes if applied early and carried out by teaching experts. The paper specifically focuses on the role of instructional technology and how this can aid teaching children with learning disabilities.
Table of Contents:
Introduction
Section One
Learning Disabilities and Variations in Younger Children
Definitions and Overview
The Problematics of a Definition of Learning Disorder
Definitions and General Characteristics
Towards a Working Definition of LD
Overview of Learning Disabilities and Related Disorders
LD Characteristics and the Differentiation of Student Learning Needs
Characteristics and Variables
ADHD
The Issue of Multiple Intelligences
Dyslexia
Co-occurrence
Section 2
Learning Technologies and Learning Disabilities
Introduction: Overview of Learning Technologies
Advantages of Technology in Instruction
Control and Manipulation in Learning Among Sixth Graders
UDL
Other Aspects and Advantages of Technological Instruction
Technology, Confidence and Self-image
Instructional Technologies and Learning Disabilities
A Brief Overview of Theoretical Concerns
Theory and Instructional Technology for Learners with Disabilities
Various Assistive and Instructional Technologies
Specific Areas: Listening
Speech and Language
Reading
Writing
Language
Mathematics
Computers
Conclusions
From the Paper
"There is little doubt the advent of new technical innovations and computer assisted methods will increase and that there will be more methods of helping the learning disabled student on the market in the future. There is also no doubt that these technological means and methods do play a very important role in helping the learner in the modern educational context - and particularly the sixth grade student and other young adolescents."
"However what should be continually borne in mind is that technology changes the environments in which we work and learn. These changes should be researched and studied so that the impact of technology does not usurp those positive aspects from previous teaching methods and techniques that have proven to be of worth. There is a tendency in the excitement about new technologies in some quarters to, as it were, to " throw the baby out with the bath water". In other words, while technology undoubtedly brings great advances in the field of learning disabilities, it should also be treated with caution and 'interrogated' so that only the most effective and helpful technologies are employed."
| |
|
Origins and Principles of Organisational Learning, 1999.
A contemporary review of the contributing research, theory, principles and practices which which underpins organisational learning and the learning organisation.
5,844 words (approx. 23.4 pages), 19 sources, MLA, AU$ 225.95
»
Click here to show/hide summary
Abstract
This paper surveys the main contributors to the theory and practice of organisational learning. It begins with a brief discussion on the origins of organisational learning and the environmental conditions, which have contributed to the recent rise in popularity in the methods and practices of the learning organisation. The contributions of Senge, (1990), Pedler M, Burgoyne J & Boydell T, (1996), Argyris C & Schon D, (1978, 1996) and Dixon N, (1999) to the organisational learning debate are compared and contrasted in order to gain an overview of the principles and practices involved.
From the Paper
"Personal mastery is the cornerstone of the learning organisation as depicted by Senge, (1990). It is seen as the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively. In this sense personal mastery is not about the acquisition of particular sets of skills and knowledge; rather it embodies two underlying processes which facilitate a more fundamental and transferable learning namely clarifying what is important and learning how to see reality more objectively. In practice the application of these processes at an individual level produces a ?creative tension? resulting from the juxtaposition of vision (what is important and desirable) and a clear perspective of reality (the current position). Such creative tension produces a force with the energy necessary to bring the two together."
| |
|
Alyeska and Organizational Learning, 2007.
This paper discusses how Alyeska Pipeline fosters individual and organizational learning.
750 words (approx. 3.0 pages), 3 sources, MLA, AU$ 42.95
»
Click here to show/hide summary
Abstract
In this article, the writer reports that by implementing state of the art learning management systems, the Alyeska Pipeline organization has been able to overcome the challenge of a geographically diverse employee base and a hyper-regulated industry. The writer maintains that organizational learning and individual learning have become critical factors to the success of organizations in every industry. The writer concludes that by implementing learning as part of the organizational strategy, Alyeska has been able to not only meet the challenging demands of a hyper-regulated industry, but has also been able to overcome the challenge of a geographically diverse employee base.
Outline:
Introduction
Alyeska Pipeline
Learning at Alyeska
Conclusion
References
From the Paper
"It is through individual and organizational learning that Alyeska has been able to become so successful over the course of the last three decades, despite the disadvantages of having a geographically diverse workforce, in a demanding industry. By utilizing learning management systems, Alyeska has been able to ensure that their employees receive the right training at the right time, by utilizing technology to implement government-mandated training."
"Learning at Alyeska:
Given the dispersed nature of the Alyeska workforce, the organization faces certain challenges when it comes to both individual and organizational learning. These challenges are compounded by the fact that the TAPS are the most heavily regulated pipelines in the world. The Department of Transportation, the Bureau of Land Management, and the Alaska Department of Natural Resources are only a few of the agencies involved in their regulation. For this reason, ensuring all employees are up to date on regulatory mandated training is imperative."
| |
|
Blended Learning, 2007.
This paper explores blended learning as a teaching methodology for grades K-12.
2,050 words (approx. 8.2 pages), 27 sources, APA, AU$ 103.95
»
Click here to show/hide summary
Abstract
This paper explains that blended learning describes learning or training events or activities where e-learning is integrated into traditional forms of training by using many methods and resources that are derived from multiple information sources. The author points out that the unstructured learning environment, which characterizes blended learning, allows students to learn in the way that best suits them. The paper relates that on-line learning can be used in all grades but this use varies greatly depending on the grade and the teacher's own abilities to maximize the use of the computer and the Internet.
Table of Contents:
What is Blended Learning?
Characteristics of Blended Learning
Blended Learning K-12
Conclusion
From the Paper
"Blended learning must take place in both an on-line and off-line setting. The dual setting of on-line and off-line learning are combined to administrate the sharing of content, establishing and continuing communication, and stimulating interaction. The web enhances learning in that it aids in the pragmatic goals as well as augmenting the pedagogical goals. Another feature is that there is both structured and unstructured learning. Unstructured learning can take place on-line through both synchronous and asynchronous conversations (ie. on-line chats and also message boards)."
|
|
|
