Title of Presentation or Performance

The Power of Arts: Contribution of Arts-based Education on Children's Learning in the Early Years

Presenter and Advisor Information

Ning Wei, Illinois Wesleyan University

Type of Submission (Archival)

Event

Faculty Advisor

Leah Nillas

Expected Graduation Date

2019

Location

Foyer, State Farm Hall, Illinois Wesleyan University

Start Date

4-13-2019 9:00 AM

End Date

4-13-2019 10:00 AM

Disciplines

Education

Abstract

The significance of the use of arts in children’s educational contexts is well-demonstrated and the value of arts-based education had been highlighted in recent years (Eisner, 1990; Ewing, 2013; McArdle & Piscitelli, 2002; McArdle & Wright, 2014; Olsson, 2009; Tarr, 2008; Vecchi, 2010; Wright, 2003). The purpose of this paper is to explore how arts-based education supports children’s learning in early years. Using Aistear (NCCA, 2009) as a conceptual framework, this article provides evidence that arts-based education offers young children across different countries great opportunities to enhance learning in terms of their physical and emotional well-being, communication, creativity and cultural belonging. Additionally, it addresses the practical limitations of arts-based education that educators experienced during teaching. Future research should consider an investigation to improve the efficiency of arts-based education, as well as per-service teachers’ training program in arts-based education.

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Apr 13th, 9:00 AM Apr 13th, 10:00 AM

The Power of Arts: Contribution of Arts-based Education on Children's Learning in the Early Years

Foyer, State Farm Hall, Illinois Wesleyan University

The significance of the use of arts in children’s educational contexts is well-demonstrated and the value of arts-based education had been highlighted in recent years (Eisner, 1990; Ewing, 2013; McArdle & Piscitelli, 2002; McArdle & Wright, 2014; Olsson, 2009; Tarr, 2008; Vecchi, 2010; Wright, 2003). The purpose of this paper is to explore how arts-based education supports children’s learning in early years. Using Aistear (NCCA, 2009) as a conceptual framework, this article provides evidence that arts-based education offers young children across different countries great opportunities to enhance learning in terms of their physical and emotional well-being, communication, creativity and cultural belonging. Additionally, it addresses the practical limitations of arts-based education that educators experienced during teaching. Future research should consider an investigation to improve the efficiency of arts-based education, as well as per-service teachers’ training program in arts-based education.