Relevant bibliographies by topics / Art students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Art students'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Art students"

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Chang, Yongsock. "The Broadening of Art Perspectives in an Art Course of Non-Art Major Students through a Korean Art Teacher’s Asian Art Viewpoint." Asian Qualitative Inquiry Association 2, no. 1 (July 31, 2023): 51–68. http://dx.doi.org/10.56428/aqij.2023.2.1.51.

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This research explores how Multicultural and Asian art affects college students in a U.S. university. The students did not major in art, and they chose art as elective subjects. The art course consisted of art theory and practice based on DBAE(Discipline-Based Art Education). In the art class, some non-white students always enrolled in the course. The researcher found that DBAE was satisfactory but sometimes inappropriate because DBAE is rooted in Western high art. The researcher changed the art studio class with a multicultural perspective, especially Asian art because he wanted to introduce a new art style to the class and give them a chance to appreciate non-western art. Qualitative action research and arts-based research methods were used to conduct this project. The result revealed that the students of color showed more confidence and actively participated in the class. The works of students of color were changed and improved. Second, women became more aware of social issues and expressed their feelings and emotions in their works. It seemed that the women students would become social activists and voice their opinions by making their art. Third, some students, especially Hispanic and Asian students showed their identity through their artworks. Forth, some Korean students did not make much progress. By including multicul-tural art in art classes, more students could broaden their perspectives on art and understand diversity through their artworks.
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Schwartz, Diane C., and Darra Pace. "Students Create Art." TEACHING Exceptional Children 40, no. 4 (March 2008): 50–54. http://dx.doi.org/10.1177/004005990804000406.

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Andrews, Barbara Henriksen. "Art and Ideas: Reaching Nontraditional Art Students." Art Education 54, no. 5 (September 2001): 33. http://dx.doi.org/10.2307/3193933.

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Grall-Johnson, Hélène Marie. "Geology for Art Students." Journal of Geoscience Education 48, no. 3 (May 2000): 309–12. http://dx.doi.org/10.5408/1089-9995-48.3.309.

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Clark, Gilbert A., Michael D. Day, and W. Dwaine Greer. "Discipline-Based Art Education: Becoming Students of Art." Journal of Aesthetic Education 21, no. 2 (1987): 129. http://dx.doi.org/10.2307/3332748.

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Berikbaev, Аlisher Аlikulovich. "Development of Competence Skills of Art Education Students." International Journal of Psychosocial Rehabilitation 24, no. 4 (April 30, 2020): 6984–88. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020514.

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Carr, Jeffrey. "Four types of art teachers for talented art students." Roeper Review 13, no. 2 (January 1991): 71–73. http://dx.doi.org/10.1080/02783199109553313.

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Hajar, Rachel. "Art imitates life (what art can teach medical students)." Heart Views 20, no. 2 (2019): 72. http://dx.doi.org/10.4103/heartviews.heartviews_56_19.

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Keser, Inan, and Nimet Keser. "Social Roots of Defining Art: Sample of Art Students." Procedia - Social and Behavioral Sciences 51 (2012): 321–27. http://dx.doi.org/10.1016/j.sbspro.2012.08.167.

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Baxridinovich, Axmedov Muxomod-Umar, and Ruzmatova Feruza G‘Iyasiddinovna. "METHODS OF TEACHING PAINTING ART TO STUDENTS IN HIGHER EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, no. 05 (May 1, 2023): 68–78. http://dx.doi.org/10.37547/pedagogics-crjp-04-05-11.

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The article describes the significance of applied art and painting art of Uzbekistan. The article also discusses the methods of teaching the art of Uzbekistan to students at universities of higher education.
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Dissertations / Theses on the topic "Art students"

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Knight-Mudie, Karen, and n/a. "Attitudes towards art competitions of senior secondary art students and teachers." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060811.154408.

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Growing concern for the popularity of art competitions that encourage participation of secondary school senior art students is reflected in debate by many Australian art educators. It appears that acceptance of the external goal of winning a prize may demonstrate that many students and teachers have not fully considered the adverse implications of extrinsic rewards on learning strategies relevant to artistic behavior. On the other hand the benefit of exhibitions of student art work appears to be overshadowed by the prevalence of art competitions. This study surveys attitudes and perceptions of art teachers and secondary senior art students towards art competitions supported by the school. Subjects include secondary senior art students and teachers from selected Brisbane Independent Schools. It appears that participation in art competitions is more frequent in these schools. Results may prove beneficial to art educators who are concerned with the issue of extrinsic rewards for artistic behavior.
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Netto, Amelia M. "ESOL Students in the Art Room: An Art Educator's Resource Guide." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/art_design_theses/100.

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The research conducted in this thesis is centered on the ESOL Hispanic student population, in the art classroom in Georgia. The information contained in this paper is meant to serve as a guide and resource for art educators with high populations of ESOL students in their classrooms. A review of current ESOL best practices in several content areas is included. Based on the research, guidelines and suggestions for accommodating these learners in the art room were developed, as well as a sample unit that includes three lesson plans, PowerPoint presentations and assessment rubrics.
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Shaw, Peter. "The conceptions of art practice held by tertiary visual art students." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36703/1/36703_Digitised%20Thesis.pdf.

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This study explores student learning in a tertiary visual arts institution. Students' conceptions of art practice are described using the phenomenologically based educational research method of phenomenography. The study addresses the intentional content of student art practice in the contexts of the visual arts institution and the status of visual arts in the 1990s. Data collection was carried out through interviews with Honours Year visual arts students, which was processed using textual analysis to examine understandings related to the visual arts.
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Kreamer, Lisa Marie. "Undergraduate art students: Influences affecting the career decision to major in art." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278611.

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This thesis surveys 171 undergraduate art students at the University of Arizona to evaluate the effect their high school art teachers had on their career decision to enter a college art program. The parental influence is addressed. Student responses are viewed by gender, classification and major. Findings indicate the teachers influence less than 50% of their students and that parents have a greater influence in the decision process. There are definite gender differences, males talked with their parents more than females but females expressed more support from parents once in an art program. Students in commercially viable studio programs, graphic design and photography, report greater parental support.
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Nelson, Gayle. "Perceptions About Hands-On Art Making by Non-Art Major Online Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5641.

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As higher education moves increasingly to online and hybrid programs, more students will be taking art appreciation courses virtually. The research that exists on student perceptions related to hands-on art making suggests that active creation is valuable in fostering creativity, inspiring knowledge, and supporting and motivating students. The purpose of this case study was to explore non-art major, college-level students' experiences, perceptions, and reflections of an active learning component within an online art appreciation class delivered at a public university in the southeastern United States. Three research questions were developed to explore the students' experiences, perceptions, and reflections of this hands-on art making component. The conceptual framework was based on the combined work of prominent theoreticians, educators and scholars in the arts including Dewey, Piaget, Bruner, Gardner, and Eisner. To complete this case study, in-depth interviews were conducted with 10 non-art major, college level students (enrolled in online art appreciation during the 2015-16 academic year) and included discussion about a specific art work that each student made. The interview data was analyzed using open-coded thematic analysis. The overall findings indicated that: there is an emotional response to hands-on art making, appropriate faculty instruction is an important factor in actively engaged learning, and students gain knowledge through the active learning component of the online art appreciation class. Findings were used to design a 3-day professional development workshop. Implications for educators include advocating for variations in art coursework for online students.
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Kaufmann, Shayla. "Marginalized students accessing museum art education programs." Thesis, Boston University, 2014. https://hdl.handle.net/2144/21185.

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Thesis (M.A.) PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
For many years as an art educator, this researcher, has observed, the positive impact an art education program can have on a variety of different student populations. All students deserve access to a meaningful art education. It has been shown that developing brain health and looking at art is beneficial for the human mind. Scientists in collaboration with artists have recently shown, through Computed Axial Tomography (CAT scans) something that we already knew (or suspected), from our own experiences; making and looking at art is positive for human cognition. According to Professor Semir Zeki, Chair of the Neurasthenics Department at University College London: (1999, p.187). Inner Vision: An exploration of art and the brain: "What we found is when you look at art – whether it is a landscape, a still life, an abstract or a portrait – there is strong activity in that part of the brain related to pleasure. We put people in a scanner and showed them a series of paintings every ten seconds. We then measured the change in blood flow in one part of the brain. The reaction was immediate. What we found was the increase in blood flow was in proportion to how much the painting was liked. The blood flow increased for a beautiful painting just as it increases when you look at somebody you love. It tells us art induces a feel-good sensation direct to the brain." This thesis will not be examining the positive impact art has on the brain; it is referred to in order to acknowledge the fact many artists and art appreciators already know: Looking at art is a valuable thing, and art education is important for developing minds. This thesis will examine the bridge between art museum programs and marginalized student populations. These are the students who have Individualized Education Programs (IEP’s), or those for whom English is a second language and who may live in low-income urban communities. It will also examine what museum-based art education programs can provide to this population of youth. In the Wall Street Journal, as cited by (Winner, Goldstein, and Vincent-Lancrin, 2013, p.18) the former chairman of the National Endowment for the Arts, Rocco Landesman offers pointed remarks when arts education comes up: "Some students don’t fit the No Child Left Behind regime and other subjects don’t inspire them. Talented but offbeat, they sulk through algebra, act up in the cafeteria, and drop out of school. The arts 'catch' them and pull them back, turning a sinking ego on the margins into a creative citizen with 'a place in society.'" Museums often provide a place for students to go and engage with art in a meaningful way that captures their imagination and engages them in learning. The emphasis of this research falls on the unusual student, the difficult learner, the student who has a learning style difference and who may never have encountered an original work of art. The purpose of this study is to report the ways in which students responded to art in a museum setting. Why art museums enjoy a reciprocal benefit from serving these students will also be examined. Art educators know that art is important for the development of creativity in students, and students’ benefit from engagement in studio art activities. Yet, most crucially, art programs are often marginalized in low-income urban communities. According to the Center on Budget and Policy Priorities, more than 95 percent of schoolaged children are attending schools that have cut art education since the recession. In low-income communities, many students have few studio art classes along their journeys through pre/K-12 public education. Those denied an art education often find themselves without the benefit of an education that includes studies about the value of culture, leaving those affected by poverty with little impetus to reach for higher educational goals. Art education programs at two museums are examined to show how their programs reach out to students from underserved communities. In particular, this study looks at the Cape Ann Museum in Gloucester and Peabody Essex Museum in Salem, both in, Massachusetts, to evaluate how to engage marginalized, urban students and retain these youth as enthusiastic lifetime museumgoers.
2031-01-01
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Edidaha, Edidaha John Ukpong 1939. "CURRICULUM FOR NIGERIAN TEACHERS EDUCATION STUDENTS (ART)." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291944.

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This thesis defines and presents discipline-based art education curricula as defined by Greer 1983 for Nigerian Art Education Students. Current requirements in art education programs both in Nigeria and the United States are compared in order to more fully understand and develop this course of study. Attention is paid to the national goals and the inherent culture of Nigeria. An analysis of the curriculum of five colleges with discipline-based and education programs has been studied in order to determine a suitable outline of curricula for college teachers in Nigeria. It is concluded that Nigerian teachers, through this proposed program, will be exposed to the contemporary discipline-based approach to art education, and that Nigerian children taught by means of this approach will be able to gain a better understanding and appreciation of their artistically rich culture.
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Leonard, Melissa M. "Motivating Students for Success in Art Education." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1048.

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This study is intended to analyze the differences of elementary age students from two different public elementary schools and their motivation to learn about art. The analysis will compare and contrast the results of my efforts as an art educator to present the same curricular information to both groups of students. I have examined the demographics, the parent involvement, and the other areas affecting the students of the two schools in which I have taught during my seven years as an elementary art educator. My purpose in completing this study has been to better understand how to meet the needs of my current students who seem to struggle considerably in the art classroom when compared to the students I have previously taught. I wish to better understand what shapes the minds and attitudes of our students today whom we teach in art programs.students today that we teach in art programs.
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Llerandi, Lori. "Standards based art curriculum for sixth grade students." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/LLlerandi2007.pdf.

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Keasorn, Thitacharee Rennels Max R. "A cross-cultural comparison of style of perceptual mode and creativity among subjects majoring in art from Thailand and the United States." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004087.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 21, 2005. Dissertation Committee: Max R. Rennels (chair), Normand W. Madore, Marilyn P. Newby, Thomas E. Malone. Includes bibliographical references (leaves 73-78) and abstract. Also available in print.
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Books on the topic "Art students"

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Reakes, Thompson Ralph, and Dixon Harry 1861-, eds. Human anatomy for art students. Mineola, N.Y: Dover Publications, 2006.

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Oxford, Brookes University School of Art Publishing and Music. Fine art double field: Students' guide. Oxford: Oxford Brookes University, 1997.

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Pointon, Marcia R. History of art: A students' handbook. 4th ed. London: Routledge, 1997.

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Pointon, Marcia R. History of art: A students' handbook. 3rd ed. London: Routledge, 1994.

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Associates, Career, ed. Career choices for students of art. New York: Walker, 1985.

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Oxford Brookes University. School of Art, Publishing and Music. Fine art single field: Students' guide. Oxford: Oxford Brookes University, 1997.

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Gwent College of Higher Education. Faculty of Art and Design. [Publication produced by Fine Art Students]. Newport (Gwent): Gwent College of Higher Education, 1986.

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Al, Hurwitz, ed. Art projects for educators and students. 8th ed. [Belmont, Calif.]: Thomson Wadsworth, 2007.

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Frank, Whitford, and Engelhardt Julia, eds. The Bauhaus: Masters & students by themselves. Woodstock, N.Y: Overlook Press, 1993.

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Thomson, Isabelle. The Power of Art & Protest. [New York, NY]: the Calhoun School, 2014.

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Book chapters on the topic "Art students"

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Wang, Yiyan. "Chinese art students in Lyon." In Modern Art for a Modern China, 122–63. Abingdon, Oxon ; New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429316005-6.

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Regev, Dafna. "Art Therapy for Hospitalized Students." In Art Therapy with Special Education Students, 125–46. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003156918-7.

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Szekely, George. "Students beyond the Art Class." In Teaching to Support Children's Artistic Independence, 138–51. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003007340-15.

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Szekely, George. "Building Relationships with Art Students." In Teaching to Support Children's Artistic Independence, 84–100. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003007340-10.

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Rankine-Landers, Mariah, and Jessa Brie Moreno. "The Art of Praxis." In Do Your Lessons Love Your Students?, 91–92. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003301226-18.

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Ortiz, Adam J. "Understanding and Supporting Multiracial Students." In The Art of Effective Facilitation, 117–32. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447580-9.

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Santos, Ieda M. "Using Students’ Personal Mobile Devices in Higher Education." In Art and Technology, 59–75. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-863-1_4.

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Wichrowski, Marcin, Ewa Satalecka, and Alicja Wieczorkowska. "Augmented Reality Workshops for Art Students." In Virtual, Augmented and Mixed Reality. Applications of Virtual and Augmented Reality, 156–66. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07464-1_15.

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Regev, Dafna. "Art Therapy for Students Who Are Deaf or Hard of Hearing (D/HH)." In Art Therapy with Special Education Students, 22–40. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003156918-2.

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Skura, Michael Jon. "Risk-taking and Empowering Students with Interdependent Artmaking." In Authentic Secondary Art Assessment, 153–57. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003397946-30.

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Conference papers on the topic "Art students"

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"[Spine art]." In 2014 Students Conference on Engineering and Systems (SCES). IEEE, 2014. http://dx.doi.org/10.1109/sces.2014.6880041.

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Dobrynina, Mariya Vladimirovna. "The theme of labour in visual art." In X International students' applied research conference, chair Elena Nikolaevna Timofeeva. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111756.

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Pombo, Pedro M., Rosa M. Oliveira, and Joao L. Pinto. "Holography for science and art students." In Electronic Imaging 2002, edited by Stephen A. Benton, Sylvia H. Stevenson, and T. John Trout. SPIE, 2002. http://dx.doi.org/10.1117/12.469255.

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Soejanto, Laily Tiarani, Khairul Bariyyah, Parid Rilo Pambudi, and Desita Mulia Yaman. "Art Therapy for Students Academic Stress." In 2nd International Conference on Education and Social Science Research (ICESRE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200318.024.

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PaheL, Jana, Sara Stipić, and Tihana Babić. "Students Evaluation of Creative Art Learning Based on Online Art Resources." In 2024 47th MIPRO ICT and Electronics Convention (MIPRO). IEEE, 2024. http://dx.doi.org/10.1109/mipro60963.2024.10569586.

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Agarwal, V., and M. Dev. "Introduction to hybrid electric vehicles: State of art." In 2013 Students Conference on Engineering and Systems (SCES). IEEE, 2013. http://dx.doi.org/10.1109/sces.2013.6547512.

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Martin-Pereda, Jose A. "Teaching art and history to photonics students." In Photonics North, edited by John C. Armitage, Roger A. Lessard, and George A. Lampropoulos. SPIE, 2004. http://dx.doi.org/10.1117/12.567333.

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"Prevention of Psychosomatic Reactions in Students of Art College Using Art-therapeutic Techniques." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium308-310.

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"2013 Students Conference on Engineering and Systems (SCES) [Spine art]." In 2013 Students Conference on Engineering and Systems (SCES). IEEE, 2013. http://dx.doi.org/10.1109/sces.2013.6547479.

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Colibaba, Anca cristina, Irina Gheorghiu, Stefan Colibaba, Odette Arhip, Claudia elena Dinu, and Ovidiu Ursa. "FLIPPED CLASSES OR TAKING ADVANTAGE OF STUDENTS' ADDICTION TO STATE-OF-THE-ART TECHNOLOGY." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-243.

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The article is a study based on MyStory, a project funded by the European Commission (under KA3 ICT) for the years 2011-2013, which was developed within an international partnership including institutions from Finland, Ireland, Lithuania, Romania, Slovenia and the United Kingdom. The project created a collection of oral history items, life stories narrated by senior citizens and gathered by young people. The project made good use of the educational value of these testimonials which recreated the recent history of Europe from different angles and transferred their lessons to the young generation. Oral history as an authentic combination of history, culture and language stimulates discussion and encourages reflection. It is a powerful learning tool. When oral history is supported by ICT, it undoubtedly becomes one of the best ingredients to increase students' motivation to learn foreign languages. The method, called 'flipped learning', highly encourages a student-centred learning environment, where the student is actively engaged and empowered to take the lead in the learning process. The flipped classroom asks teachers to give up their leading role in teaching in order to encourage students' contributions. It also asks students to change from passive to committed participants and assume the responsibility for their learning. The paper focuses on the method which involves use videos as the main channel of content delivery and which was applied with students at the School of Medicine, Iasi. We analyse the activities carried out during the flipped classes as well as the benefits highlighted by teachers and students (increased student-teacher interaction, increased student responsibility for their learning, increased student motivation and participation in class).
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Reports on the topic "Art students"

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Sahai, Shreyansi. How art therapy can empower neurodivergent students. Edited by Piya Srinivasan and Suzannah Lyons. Monash University, July 2024. http://dx.doi.org/10.54377/c639-f181.

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Cone, Christina. Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2096.

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Panchenko, Liubov F., Andrii O. Khomiak, and Andrey V. Pikilnyak. Using Twitter in Ukrainian sociology majors training. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3863.

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The article deals with the problem of using cloud technologies in the training of sociology students in Ukraine. The popularity of Twitter in Ukraine is analyzed. The possibilities of using Twitter as a learning tool in classroom are discussed. List of recommended tweeters, including Ukrainian resources as well as resources related to population censuses is proposed. The article offers examples of student activities for Social Statistics and Demographics courses. The article demonstrates that new forms of student’s activity related to data analysis introduced by academics and practitioners (building art objects and storytelling based on data; shared data collection by citizens through mobile devices, “play with data” modern data visualization services) can be realized with Twitter resources and can help overcome the barriers that arise while studying quantitative methods.
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Petrie, Christopher, and Katija Aladin. Spotlight: Visual Arts. HundrED, December 2020. http://dx.doi.org/10.58261/azgu5536.

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HundrED and Supercell believe that fostering Visual Art skills can be just as important as numeracy and literacy. Furthermore, we also believe that Visual Arts can be integrated into all learning in schools and developed in a diversity of ways. To this end, the purpose of this project is to shine a spotlight, and make globally visible, leading education innovations from around the world doing exceptional work on developing the skill of Visual Arts for all students, teachers, and leaders in schools today.
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Nyman, Matt, Nancy Staus, and Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, September 2023. http://dx.doi.org/10.5399/osu/1163.

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An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency of teaching time for both arts and science instruction. One important outcome was that we formulated questions around “dedicated” teaching time where instruction was only focused on science or art content and “integrated” teaching when teachers combine science or art with other instructional areas (such as math or literacy). We also learned that there was a lot of nuances in trying to capture the science and art teaching data; for example, some schools have large blocks of time when they have a particular focus on a science content area and then equally large blocks when science teaching is replaced by instruction in other fields, such as social science. It can be difficult to reduce this instructional framework to a weekly allotment of science teaching.
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6

Gattenhof, Sandra, Ulvund Marit, and Cecilie Haagensen. #YoungArt and Future Skills Report. Queensland University of Technology, 2023. http://dx.doi.org/10.5204/rep.eprints.244541.

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#Youngart & Future Skills research project had two main foci. One was to develop and investigate models for collaboration between the art and education sectors, and the second to inquire whether the art programs and teacher/artist collaboration promotes the future skills of Creativity, Collaboration, Critical Thinking, and Communication. Two art programs were carried out in Norwegian secondary schools in 2022 and 2023. Art program A was developed by a theater company in collaboration with a teacher and four artists in a large secondary school class with 45 students in Trondheim. Art program B was developed by a filmmaker in collaboration with a teacher in a small secondary school class with 18 students in Sunnmøre. One of the aims of #Youngart & Future Skills was to investigate how different class and school sizes functioned in different art programs. The art programs were documented through observation, interviews, questionnaires, and the students feedback on post-it notes and drawings, and the material was analysed by the research team. The research finds that of the four future skills Creativity, Collaboration, Communication, and Critical Thinking, the first three were strengthened through the art program, and Critical thinking to some extent. The collaboration between classroom teachers and teaching artist was appreciated by both parties. At the same time, there seems to be potential in a closer collaboration and a clarification of roles in relation to the implementation of the art program. It is important that both parties can use their expertise in the implementation, and that the school’s needs and the teaching artists goals and proficiency meet in a good way. There is a need for more research to explore and make choices in relation to the diversity of possibilities in scope, length, timetable, and forms of collaboration between teachers and artists.
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Sparks, J. College Faculty and Student Affairs Staff Interactions with Parents of Students. Journal of the Australian and New Zealand Student Services Association, April 2024. http://dx.doi.org/10.30688/janzssa.2024-1-06.

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On college campuses today, student services staff (administrators and support staff) and faculty members are not only interacting with students but also with their parents. College employee interactions with prospective students and their parents may be common during information sessions and open houses. However, outside of the recruitment season, less is known about the experiences of student affairs staff and faculty who interact with parents. Through semi-structured interviews, this study examined employees’ interactions with parents of students at four colleges of applied arts and technology in Ontario, Canada. Of the interviewees, nine faculty members and 11 student affairs staff (non-academic employees) described interacting with parents. The analysis of the interviews revealed several themes. These included college employees’ interactions with parents regarding students’ program choice and educational decision making, academic challenges, and support services. Professional practices that serve parents (and other supporters) could contribute to institutional goals, including post-secondary student persistence. This study’s research findings may inform student affairs practice and inspire new ways to support students’ college journeys in cooperation with parents and family members.
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Näslund-Hadley, Emma. An Equal Start: Numeracy Education in Latin America and the Caribbean. Inter-American Development Bank, June 2010. http://dx.doi.org/10.18235/0005962.

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This art exhibit, held at IDB's headquarters on June 7-11, 2010, embodies the hope and aspiration that all students will gain a level of numeracy essential for successful participation in school, work and everyday life. The artworks on exhibit were selected from over 250 pieces submitted by artists representing nineteen Latin American and Caribbean countries. The exhibition constitutes the visual launch of a new IDB effort focused on implementing policies that help children reach their full potential in mathematics and natural science.
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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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Daubney, Kate. Lessons in Readiness: Self-determination and student agency in careers, employability, and success. Journal of the Australian and New Zealand Student Services Association, April 2024. http://dx.doi.org/10.30688/janzssa.2024-1-04.

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Many university careers services sit structurally within the broad family of “Student Success”, but in practice, their strategic drivers often look quite different. While university student success strategies often claim to be focused on the student’s holistic journey into and through the university, then out into the world, careers services’ success in supporting students’ transition out is often reduced to data measuring and judged by the outcome of that journey in terms of work or further study after graduation (e.g., Gasevic et al., 2019; Knox, 2017). Consequently, careers services can find themselves unwittingly trapped within a contradiction. On one hand, they are existentially motivated to support the student’s individual journey and the diversity of their future outcomes. On the other hand, they—and the student—are judged on the nature of those outcomes. This contradiction has—in the United Kingdom (UK) at least—led to some important and innovative approaches by university careers services to enabling students’ agency through their readiness to progress on that journey. But I think those approaches also surface some important questions with relevance to all student services about what we mean when we talk about agency.
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