Discourse and Disjuncture Between the Arts and Higher Education
This accessible and compelling collection of faculty reflections examines the tensions between the arts and academics and offers interdisciplinary alternatives for higher education. With an eye to teacher training, these artist scholars share insights, models, and personal experience that will engage and inspire educators in a range of post-secondary settings. The authors represent a variety of art forms, perspectives, and purposes for arts inclusive learning ranging from studio work to classroom teaching to urban settings in which the subject is equity and social justice. From the struggles of an arts concentrator at an Ivy League college to the challenge of dual identities as artists and arts educators, the issues at hand are candid and compelling. The examples of discourse ranging from the broad stage of arts advocacy to an individual course or program give testimony to the power and promise of the arts in higher education
Why Our High Schools Need the Arts
In this follow-up to her bestselling book, Why Our Schools Need the Arts, Jessica Hoffmann Davis addresses the alarming drop-out rate in our high schools and presents a thoughtful, evidence-based argument that increasing arts education in the high school curriculum will keep young people in school. Davis shares compelling voices of teachers and their adolescent learners to demonstrate how courses in the arts are relevant and valuable to students who have otherwise become disenfranchised from school. This important book points the way toward rescuing the American high school from inside out by insuring that all students benefit from the compelling and essential learning opportunities that the arts uniquely provide.
Ordinary Gifted Children: The Power and Promise of Individual Attention
A personal story of a home that was a school and a mother who was the principal. School director Ann Hoffmann embraced students whom other schools had failed, and helped them not just to learn, but to learn to love learning. This moving portrait will resonate with anyone who has known or been a champion of children. From the back cover: “… a book about the kind of education every child deserves … Teachers and parents will draw powerful lessons from this beautiful book.” – Sara Lawrence-Lightfoot, Emily Hargroves Fisher Professor of Education, Harvard University and author of Balm in Gilead, Respect, and The Third Chapter
Why Our Schools Need the Arts
This inspiring book leads the way to a new kind of advocacy— one that stops justifying the arts as useful to learning other subjects, and argues instead for the powerful lessons that the arts, like no other subject, teach our children. Jessica Hoffmann Davis, a leading voice in the field of arts education, offers a set of principles and tools that will be invaluable to advocates already working hard to make the case and secure a strong place for the arts in education. She also reaches out to those who care deeply about education but have yet to consider what the arts uniquely provide. This book is for anyone willing to brave a new terrain in which the arts are finally embraced without apology!
Framing Education as Art: The Octopus has a Good Day
Champions the arts as essential to the K–12 educative process. Exploring apparently oppositional approaches to the arts and their role in education, it provides both an overview of arts learning in and out of school as well as a set of “artful” lenses through which to regard non-arts teaching and learning. With strong implications for practice, the work celebrates inquiry and multiple perspectives as it explores a range of reflections on art, artistry, artists, art education, and the methods and results of arts-related educational research.
The Art and Science of Portraiture (co-authored with Sara Lawrence-Lightfoot)
A landmark contribution to the field of research methodology, this remarkable book illuminates the origins, purposes, and features of portraiture – placing it within the larger discourse on social science inquiry and mapping it onto the broader terrain of qualitative research.
The Muse Book
Project Muse (Museums Uniting with Schools in Education) brought together researchers, museum educators, and classroom teachers in pursuit of open-ended inquiry-based learning tools to support the novice museum-goer. The Muse Book presents these tools, their underlying educational approaches, and rich commentary from the broad range of collaborators.