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Teachers' perceptions of the intrins...

Villon, Aurora Rocha.

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Teachers' perceptions of the intrinsic, instrumental, and community-building value of arts instruction: A case study of a school-university partnership.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' perceptions of the intrinsic, instrumental, and community-building value of arts instruction: A case study of a school-university partnership./
Author:	Villon, Aurora Rocha.
Description:	183 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2739.
Contained By:	Dissertation Abstracts International64-08A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3101623
ISBN:	0496492101

Teachers' perceptions of the intrinsic, instrumental, and community-building value of arts instruction: A case study of a school-university partnership.
Villon, Aurora Rocha.

Teachers' perceptions of the intrinsic, instrumental, and community-building value of arts instruction: A case study of a school-university partnership. - 183 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2739.

Thesis (Ed.D.)--University of California, Irvine and University of California, Los Angeles, 2003.

This case study explored teachers' perceptions of the intrinsic value of arts instruction offered by ArtsBridge scholars, its instrumental value in supporting other areas of the curriculum, and the community-building impact of the ArtsBridge experience. ArtsBridge is the arts education outreach program of the University of California. In partnership with California public schools, ArtsBridge provides high quality arts education to children in K--12 schools. ArtsBridge provides scholarships to advanced university students (ArtsBridge scholars) to teach the arts in public schools and collaborate with the teachers to integrate the ArtsBridge projects into the core curriculum. This study looked at the affect of the ArtsBridge scholars' visits, both on student knowledge and on the classroom culture. Interviews with 22 K--12 public school teachers provided the data for this study. The teachers taught at nine schools in five school districts in Southern California.

ISBN: 0496492101Subjects--Topical Terms:

626645
Education, Administration.

Teachers' perceptions of the intrinsic, instrumental, and community-building value of arts instruction: A case study of a school-university partnership.
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100 1 $a Villon, Aurora Rocha. $3 1903279
245 1 0 $a Teachers' perceptions of the intrinsic, instrumental, and community-building value of arts instruction: A case study of a school-university partnership.
300 $a 183 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2739.
500 $a Chair: Liane R. Brouillette.
502 $a Thesis (Ed.D.)--University of California, Irvine and University of California, Los Angeles, 2003.
520 $a This case study explored teachers' perceptions of the intrinsic value of arts instruction offered by ArtsBridge scholars, its instrumental value in supporting other areas of the curriculum, and the community-building impact of the ArtsBridge experience. ArtsBridge is the arts education outreach program of the University of California. In partnership with California public schools, ArtsBridge provides high quality arts education to children in K--12 schools. ArtsBridge provides scholarships to advanced university students (ArtsBridge scholars) to teach the arts in public schools and collaborate with the teachers to integrate the ArtsBridge projects into the core curriculum. This study looked at the affect of the ArtsBridge scholars' visits, both on student knowledge and on the classroom culture. Interviews with 22 K--12 public school teachers provided the data for this study. The teachers taught at nine schools in five school districts in Southern California.
520 $a The findings in this study strongly suggest that teachers perceived the integration of ArtsBridge projects into their curriculum proved to be an effective way to inspire interest in learning among all students and nurture habits of mind and thinking dispositions that would support future learning. ArtsBridge projects engaged students in learning; they enhanced students' creativity and developed their higher-level thinking skills. Students learned to use their imagination and creativity to create art and make connections in all their academic subjects. The ArtsBridge experience developed thinking dispositions in students that are not addressed elsewhere in the curriculum. The arts instruction offered by the ArtsBridge scholars transformed teaching from transmitting information to creating a culture of thinking in the classroom. The classroom became a place conducive to risk-taking, exploration, and innovation. Teachers perceived participation in ArtsBridge had a perceptible effect on students' motivation, creativity, and personal and academic development.
520 $a This study has implications for educational practice. The findings support the privileged place the arts hold in developing thinking dispositions, increasing student engagement and learning, and in building strong bonds with parents, schools, and communities. Through school-university partnerships like ArtsBridge students can experience the liberating power of the arts, the freedom to imagine, create, and influence the world around them.
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650 4 $a Education, Elementary. $3 516171
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710 2 0 $a University of California, Irvine and University of California, Los Angeles. $3 1019325
773 0 $t Dissertation Abstracts International $g 64-08A.
790 1 0 $a Brouillette, Liane R., $e advisor
790 $a 1311
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3101623