Interdisciplinary art education and primary teaching students' self-confidence

The purpose of this research is to determine whether the self-confidence of students receiving interdisciplinary arts education in primary school varies according to gender, age and the type of high school they graduated from. The research is designed in survey model. At the stage of determining the sample, the students who were educated at Marmara University Atatürk Faculty of Education and who received interdisciplinary art education were determined and the students to be included in the study were determined by random (random) 112 volunteers selections. The self-confidence scale developed by Akin (2007) was used to determine the self-confidence levels of the students participating in the study. When the research findings are examined; self-confidence scores of the students were found to be quite high. In addition, it was observed that the self-confidence scores of the students did not vary according to gender, age and the type of high school they graduated from. KEYWORDS: Art Education; Clip; Dance; Self-Confidence; Short Film

Unknown Roads (poem)

Solidarity researcher and artist Ninette Rothmüller is a visiting scholar from Germany at Smith College, Massachusetts. With a background in Cultural Studies, Social Work and Interdisciplinary Arts, her practice-led and theoretical work is concerned with who humans are to, and with, each other under various circumstances, such as severe crisis. Her autobiographical documentary poetry reflects experiences of forced immobility and displacement across borders and languages.

Towards Social Justice Through Arts and Language-Based Learning

The Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) initiative prepares elementary teachers at a Southwest majority-minority university. TECLA emerged from a social justice commitment to prepare teachers to work in linguistically and culturally diverse schools. The program integrates interdisciplinary arts-based approaches and culturally sustaining language acquisition strategies throughout the teacher education experience. TECLA conceptualizes social justice through a sociohistorical lens. Social justice is experienced when all people have equitable access to meaningful opportunities to participate in and (re)shape the social structures in which they live and work. TECLA relies on an expanded definition of social justice that includes building on students' home cultures, languages, and experiences to design rigorous educational experiences.

A Hijab, A Dog, and Many Histories: Wonders of Intersectional Assemblage in Memphis

As part of a larger interdisciplinary arts-based research course, we engaged in walking as a material and relational inquiry in order to disrupt privileged and normalized understandings of class, race, settler colonization, and narratives of othering (Springgay & Truman, 2018). Borrowing Jasbir Puar’s (2012) frictional analysis, that brings together intersectionality (Crenshaw, 1991) with Deleuze and Guattari’s (1987) assemblage, each of the walks sought to “foreground the mutually co-constitutive forces of race, class, sex, gender, and nation” (Puar, 2012, p. 49). As we walked Memphis’ historic neighborhoods, we experienced varying states of wonder as intersecting identities shifted with each step in and out of centers and margins or what Min-Ha (1991) terms as “horizontal vertigos” (p. 15). In this paper, we share two of our “horizontal vertigos” that shaped our experiences walking Memphis neighborhoods and that informed our understandings of the frictional movements in the assemblage and the event-ness of identities.

THE EFFECT OF AN ARTIST-IN-RESIDENCE PROGRAM ON SELF-REPORTED LONELINESS IN OLDER ADULTS

The study, funded by the Pennsylvania Council on the Arts and the Pennsylvania Department of Aging, measured the effect that an artist in residence program (conducted by state-vetted professional teaching artists) had on self-reported loneliness in older adult. All participants were aged sixty years or older and participated in programming in state-funded adult community centers located in fourteen sites throughout the Commonwealth of Pennsylvania. Artists offered 10 sessions in creating and critiquing art to older citizens in the artists’ respective art forms including performing arts, visual arts and multidisciplinary/interdisciplinary arts. Through pre and post-tests, changes in loneliness were measured using the Revised UCLA Loneliness Scale. The data revealed that there was a significant correlation between a self-reported decrease in feelings of loneliness and participation in a program conducted by professional artists. . It was proposed that findings from the study could influence the quality of programs provided by state-funded adult community centers in Pennsylvania and increase funding levels to adult community centers throughout the Commonwealth of Pennsylvania.