Arts Education and the Learning Sciences

doi:10.1017/9781108888295.034

28 - Arts Education and the Learning Sciences

from Part V - Learning Disciplinary Knowledge

Published online by Cambridge University Press: 14 March 2022

Erica Rosenfeld Halverson and

Kimberly M. Sheridan

Edited by

R. Keith Sawyer

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R. Keith Sawyer: Affiliation:
University of North Carolina, Chapel Hill

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Summary

Learning in the arts is distinct from most other subjects for three reasons. First, the arts are centrally a representational domain and learning in the arts involves becoming aware of how representational choices communicate meaning to different audiences. Second, form and meaning are integrated; artistic representations are saturated with meaning, and subtle variations are consequential to that meaning. Third, work in the arts involves examining identify and culture, because artistic cognition is intertwined with both. This chapter argues that these three distinct features of arts learning have implications for our understanding of learning more generally. The chapter reviews four types of research: (1) how the arts have been studied in educational settings; (2) how learning occurs in different arts including music and visual arts; (3) the key features of arts learning: the role of the audience, critique, authentic assessment, and role taking; (4) how an arts-based perspective can contribute to our understanding of learning in all subjects.

Keywords

arts education music visual arts drama dance representation identity creativity

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Type: Chapter
Information: The Cambridge Handbook of the Learning Sciences , pp. 560 - 578

DOI: https://doi.org/10.1017/9781108888295.034 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2022

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