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Visions of Sustainability for Arts Education

Value, Challenge and Potential

  • Book
  • © 2021

Overview

Editors:
  1. Benjamin Bolden

    1. Faculty of Education, Queen's University, Kingston, Canada

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  2. Neryl Jeanneret

    1. Graduate School of Education, University of Melbourne, Parkville, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Offers global perspectives on arts education research, practices and pedagogies in relation to sustainable development
  • Analyses policy implications at national, region and global levels
  • Discusses the development of theoretical and practical action frameworks that encompass a comprehensive view of the arts

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Table of contents (18 chapters)

  1. Front Matter

    Pages i-vi
    Download chapter PDF

  2. Visions of Sustainability for Arts Education: Value, Challenge and Potential

    • Benjamin Bolden, Neryl Jeanneret, Tiina Kukkonen
    Pages 1-5

  3. Arts Education in a Changing World

    • Ben Cameron
    Pages 7-15

  4. Arts and Culture Without Policy: Spontaneous Initiatives by Non-governmental and Civil Society Groups in Hong Kong

    • Lee Cheng, Hiu Yan Lee
    Pages 17-22

  5. Improvisation, Community Music, and Cultural Sustainability: An Action Research Study

    • Sean Corcoran
    Pages 23-30

  6. The Artist-in-Residence in Teacher Education: What is Sustainable?

    • Neryl Jeanneret, Prue Wales, Kathryn Coleman, Marnee Watkins, Andrew Swainston
    Pages 31-43

  7. Tooling Kenya’s Jua Kali Sector: Artistic Learning for Enhanced Design Practice and Planning Using Reflective Practice

    • Mary Clare Akinyi Kidenda
    Pages 45-55

  8. How Do We Know What We Have Achieved After the Seoul Agenda?: Constructing Qualitative Indicators for Sustainable Development for Arts Education

    • InSul Kim, Mi-Yeon Kim
    Pages 57-81

  9. Supporting Arts Engagement in Rural Ontario: Mapping the Organizational Landscape

    • Tiina Kukkonen
    Pages 83-90

  10. Jamming in the Intercultural Space: Collaborative Creative Processes of an Experimental Music Group in Singapore

    • Chee-Hoo Lum
    Pages 91-101

  11. Building Partnerships for Cultural Sustainability in Rural Schools: Action Plan for Arts Immersion in China

    • Ning Luo, Chung-Yim Lau
    Pages 103-114

  12. An A/r/tographic Exploration of Greek Migrant Youth Identities: New Media and Cultural Sustainability

    • Melina Mallos
    Pages 115-124

  13. Cultural Sustainability and (Post-)digital Transformation(s) in the Context of Aesthetic, Arts, and Cultural Education

    • Elke Möller, Lisa Unterberg, Benjamin Jörissen
    Pages 125-139

  14. Ethnocentrism in Rural Dance Studio Classes: Dance Studio Teachers’ Responses to Cultural Difference in Aotearoa New Zealand

    • Kristie Mortimer
    Pages 141-152

  15. Becoming Conscious Through the Arts: A Road to Social Sustainability

    • Nedasadat Sajadi
    Pages 153-160

  16. Students with Physical Disabilities in High School Drama Education: Stories of Experience

    • Nissa Sills
    Pages 161-167

  17. Creating a Sonic Experience for Babies

    • Natalie Alexandra Tse
    Pages 169-174

  18. Community Music Practices in Culturally Diverse Classrooms: Promoting Engagement, Inclusion, and Lifelong Learning

    • Emily Wilson
    Pages 175-181

  19. Community Dance in China: A Carnival of Older Dancers

    • Longqi Yu, Ralph Buck
    Pages 183-194
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Keywords

About this book

This book stems from the 2019 meeting of the UNESCO UNITWIN international network for Arts Education Research for Cultural Diversity and Sustainable Development. It presents scholarly, international perspectives on issues surrounding arts education and sustainability that addresses the following questions:  What value can the arts add to the education of citizens of the 21st century?; What are the challenges and ways forward to realize the potential of arts education in diverse contexts?  


The book discusses empirical research and exemplary practices in the arts and arts education around the world, presenting sound theoretical and methodological frames and approaches. It identifies policy implications at national, regional and global levels that cut across social, economic, environmental and cultural dimensions of sustainable development.

Editors and Affiliations

  • Faculty of Education, Queen's University, Kingston, Canada

    Benjamin Bolden

  • Graduate School of Education, University of Melbourne, Parkville, Australia

    Neryl Jeanneret

About the editors

Dr. Benjamin Bolden, music educator and composer, is an associate professor and UNESCO Chair of Arts and Learning in the Faculty of Education at Queen’s University, Canada. His research interests include arts education, music education, the learning and teaching of composing, creativity, arts-based research, teacher education, teacher knowledge, and teachers’ professional learning. His research has been published in many journals including Review of Education, Teaching and Teacher Education, Music Education Research, and Music Educators Journal. As a teacher, Ben has worked with pre-school, elementary, secondary, and university students in Canada, England, and Taiwan. Ben is an associate composer of the Canadian Music Centre and his compositions have been performed by a variety of professional and amateur performing ensembles. 

Dr Neryl Jeanneret, music educator, is an associate professor in the Graduate School of Education, University of Melbourne, Australia. Her research focusses on engagement in classroom and non-school settings, teacher education in the arts, artists working with children and young people, and Creative Education as a general capability. She has held leadership positions in peak music education organisations, including President of the Australian Society for Music Education and Chair of the International Society for Music Education's Policy Commission. She has a background in curriculum policy design for music, having served as an adviser to the NSW Department of Education, the Board of Studies, Teaching and Educational Standards NSW, the DET, Victoria and the Victorian Curriculum and Assessment Authority. Her most recent work in policy development was the Quality Framework for Music Education for Victorian schools.  She is a Fellow of the Australian Society of Music Education and a recipient of the MGSE 2013 Engagement Award. 

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