Theory/method
development
(8 articles) | Gregory, 2003 | Assessing a scientific theory’s popularisation via
popular press, museums, etc. | The paper argues for science communication studies to look
beyond traditional categories to embrace the wide variety of media
and genres that contribute to the construction of science in the
public. |
| Vannini & Waskul, 2006 | In this article, the authors explore music as a metaphor
for life. | From within the metaphor of life as music, the authors
conceptualize beauty as the diverse rhythms, melodies, and
harmonies contributing to the constitution of both subjectivity and
intersubjectivity. |
| Miller, 2008 | This article investigates the Grand Theft Auto video
game series to demonstrate the potential of a
folkloristic, ethnographic approach for the analysis of
digital games. | This case study suggests that digital gameplay should be regarded
as a form of performance practice with the capacity to invoke
traditional folkloric genres and engender new traditions. |
| Campbell, 2008 | This article discusses artistic projects concerning a
sharing of the past. It includes theories of memory
work, memory sharing as a cultural practise. | The authors states that “diverse audience engagement with political
and artistic projects of sharing the past might help fortify the
symbolic resources that those who are politically marginalized need
to shape or maintain memory” (p. 41). |
| Neelands, 2009 | This article discusses the ensemble-based approach of
drama in schools. It contrasts the pro-social emphasis
in the ensemble model with a pro-technical emphasis. | Using ideas drawn from McGrath and Castoriadis, the author claim
that the ensemble approach provides young people with a model of
democratic living. |
| Hughes, 2012 | This article studies the effects of cultural interpretations
of a phenomenon (nuclear culture) on popular imagery. | The author warns of risk of homogeneous storytelling, and a
reduction of pluralistic histories. |
| Horton & Berlo, 2013 | This study is an analysis of why it has been difficult
for the ‘new materialisms’ to incorporate indigenous
intellectual traditions into discussions of non-human
agency, focusing on contemporary arts discourse. | The authors states that indigenous artists’ understandings of
material have an acute awareness of the contemporary, global
challenges of cohabitation. |
| Taylor, 2013 | This article analyses how affective listening is used
to develop performances in Alecky Blythe's verbatim
theatre. | The article argues that voice in London Road both claims and
defers authenticity and authority, since voice signifies presence and
embodied identity but the reworking of speech into song signals
the absence of the real. |
Skills enhancement
(7 articles) | Lindstrom, 2006 | Can the arts be assessed and taught? This article
uses a study of portfolios as methods for art skills
enhancement among young people. | The author concludes that the notion that assessments of learning
outcomes must be either limited to superficial knowledge or
completely arbitrary is a misconception. Improved visual design and
artistic skills can be accomplished in certain circumstances. |
| Moreno et al., 2011 | The article studies the effect of 20 days of music or
visual arts training on children’s pre-literacy skills. | The authors found that the children’s “ability to map unfamiliar
symbols to known words improved significantly from pretest to
posttest” (p. 170). The effects on the music group were stronger. |
| Greenfader et al., 2015 | The article studies the effect of a performing arts
program on the oral language skills of young English
learners. | The authors found that the treatment group (N = 902)
outperformed controls (N = 4,338) on speaking assessments. Effects
were strongest on English learners with the most limited
English-speaking abilities. |
| Hsiao, 2010 | The article investigates methods of enhancing
kindergarteners' artistic creative thinking and
expressive drawing through appreciation of picture
books. | The authors found significant and positive change in reading and
drawing behaviours of children when at home. “The results also
showed that the collage series of picture books had more impact on
children than did other picture books in terms of teaching efficacy
by picture book appreciation” (p.143). |
| Eerola & Eerola, 2014 | The article explores if music education can create social
benefits in the school environment (general satisfaction
about the school and a sense of achievement and
opportunity for students). | The authors found that extended music education enhanced the
quality of school life and had a positive effect on the social aspects
of schooling. |
| Rickard et al., 2012 | The article studies the impact of an increase in school-
based music training on a range of cognitive and
psychosocial measures for 10 to 13-year-olds in two
independent studies. | No convincing benefits of school music classes were apparent in
the studies. The authors emphasise the intrinsic value of music
education for enjoyment and learning. |
| Moneta & Rousseau, 2008 | The article explores the emotional regulation (ER)
capabilities through drama intervention in immigrant
adolescents with behavioural difficulties. | Some impairment in emotional expression and emotional
regulation in this study sample. “In general, the drama process
seemed to help emotional expression and awareness and to foster
a transformation of emotive processes in the sense of a ‘collective
ER’” (p.329). |
Knowledge
dissemination/learning
(7 articles) | Henriksen & Frøyland, 2000 | The article explores “museums’ potential to contribute
relevant and usable information in a practical, science-
related matter to a local community” (p. 395). | The authors found sceptical attitudes among families and museum
professionals towards the role of museums for scientific literacy.
This does not threaten the relevance of museums. |
| Ash, 2003 | The article studies the effects of museums and
museum pedagogy on families' scientific sense-making
and learning. | The authors argues that themes in knowledge arise from both the
family members and the museum exhibit. |
| Peppler, 2010 | The article studies the effects of the contribution of
media arts education in informal settings in learning
outcomes among underprivileged youth. | The author argues that through using new types of software, young
people can engage with technology in ways that encourages active
learning. |
| Tofteng & Husted, 2011 | The articles studies how drama can empower action
research processes in the field of unemployment.
The article also discusses the reactions of the audience,
“to use the plays to show others how life is outside the
labour market.” (p. 37). | The authors argue that theatre-based action research opens a new
way to communicate and make visible knowledge and experiences
from below that have difficulties reaching the public agenda or
influencing structures of power. |
| Levy, 2006 | The article examines the variable representation of the
prehistory of the indigenous Saami peoples in several
Nordic museums. | The author found that the presentation of the prehistory of
indigenous Saami peoples differs significantly between majority
community museums and those run by Saami communities. “The
national and regional museums diminish or even deny a Saami role
in the antiquity of the nation. In contrast, the Saami institutions
grant the Saami the same ancientness as the other Nordic
populations.” (p 143). |
| Dawson, 2018 | The article explores science communication (through
popular media and cultural institutions) from the
perspective of participants from low-income, minority
ethnic backgrounds. | The author is critical towards the status quo of science
communication and claims that “Social reproduction in science
communication constructs a narrow public that reflects the shape,
values and practices of dominant groups, at the expense of the
marginalised” (p.772). |
| Leonard, 2010 | This article studies the effect of museum and museum
pedagogy on audiences' sense-making and learning
around popular music. | The authors argue that the exhibition “moved beyond the
expected to represent a greater diversity of music genres, sounds,
performers and dimensions. Value judgements always inform which
exhibition ideas are given the green light and shape the way stories
are told within displays” (p. 180). |
The impacts of the
social on art/culture
(7 articles) | Lauring et al., 2016 | This article studies the impact of social and monetary
contextual information on liking ratings of art. | The authors found that paintings with high monetary primes or
with high ratings by peers and art experts led to higher participant
liking ratings. In contrast, paintings with a low rating by the low-
education/income social group led to higher liking ratings by
participants. These results provide empirical support for the social
distinction behaviour theory. |
| Im, 2008 | This essay examines the implication of interculturalism
in New Asia and ultimately the relationship between
West and East, focusing on Lee Yountaek's production
of Hamlet that premiered in Seoul in 1996. | The author argues that Lee Yountaek's adaptation of Hamlet reflects
the impasse of contemporary Korean society, whose postcolonial
reality is obscured by an optimistic idea of interculturalism. |
| Balloffet et al., 2014 | This article examines the concept of "edutainment"
within the museum sector. | The authors conclude that edutainment presents both
opportunities and risks: attracting new audiences, particularly
young people, but also the “Disneyfication” of cultural institutions. |
| Janssen et al., 2008 | The article studies the importance of national context
and global hierarchies for arts journalism and the
coverage of non-western culture/arts. | The authors found that international coverage remains
concentrated on a few countries, of which the United States
has become the most prominent. Although the global diversity
of coverage has increased, non-Western countries are still
underrepresented. |
| Adams, 2017 | The article examines the cultural change in Uzbekistan
through the evolution of European-style theatre during
the twentieth century. | The author argues that “the dominance of the European-style
theatre means that other ways of being, thinking, and experiencing
are marginalized” (p. 354). |
| Sapiro, 2015 | This article is an empirical study of the circulation of
French literature in the United States in the era of
globalization. | The author concludes that French literature has “lost its visibility on
the American book market” due to the globalization of publishing
houses and the transnational literary field (s. 341), and that small
publishers have taken over the role of producing symbolic capital. |
| Wheeler, 2003 | “This article discusses the role of meaning in the
institutionalization of performance art between 1970
and 2000” (p. 491). | The author argues that the field has progressed, contradictorily,
towards both popular entertainment and avant-garde art, and that
artists were committed to “the integration of art with society and
the subsequent interest in exposing inequitable social structures”
(p. 507). |
Fostering ethical
and moral behaviour
in audiences and
participants
(5 articles) | Bernard, 2014 | This article discusses plays thematizing the Israel/
Palestine conflict, examining controversies these plays
engendered, and “the effort to generate empathy and
humanitarian feeling” (…) “and persuade a viewer to
affiliate with a particular struggle or set of beliefs (p.
163). | The author claims that these plays “suggest a new receptiveness to
Palestinian points of view” (p. 172) but the discussion on emotional
effects of audiences is speculative. |
| Day, 2002 | This study investigates the experiences of, and
interactions between, participants of a Forum theatre
workshop, which addressed the issue of the refugee
child at school. | Findings revealed that the workshop was highly relevant to the
students, reflecting moral dilemmas which they faced in their
everyday lives, as they encountered refugee students at school. This
interactive workshop gave them the opportunity to try out moral
behaviour, which could potentially be applied to real-life situations. |
| Wake, 2013 | This is a study of audience and media reception and
the political effects of an Australian play about asylum
seekers. | The author hold a discussion on the potential for pain and
exploitation in testimonial theatre. “(...) [W]hile Through the Wire was
ethically problematic, it was also politically efficacious” (p. 117), as
“The play was highly visible in the mainstream media. The realist
aesthetic facilitated identification with asylum seekers.” (ibid.) |
| Heddon et al., 2012 | This is a study of effects of one-on-one theatre
performance, dialogue, and collaboration on those
participating. | The authors discuss a risk of the intervention: the experiential
performance proffers hierarchies of experience, invoking the notion
of an ideal audience-participant. However, there is also a potential
to produce more intimate connections in shared experiences. |
Assessment/
evaluation
(5 articles) | Page et al., 2006 | The article studies how socially orientated
contemporary art is making a success in the wider
global context, but is omitted as practice in many
schools, although the UK government recommends art
as part of curriculum. How can this be rectified? | “Conclusions have been tentatively drawn about how the curriculum
may be better served by the use of contemporary art, as well as the
means by which new learning methods may be facilitated” (p. 146). |
| Lum & Dairianathan, 2014 | This article seeks to assess and evaluate the matching
of policy and practice, ambition to include arts
education, primarily music and visual art, as one of
the key areas of focus in pursuing the goal of holistic
education of a primary school child in the Singapore
school system. | The survey research was carried out in music education involving
musical learnings from early childhood through tertiary education
with a view to identify key areas of research interests and gaps. |
| del Barrio et al. (2009) | The authors use a multivariate statistical technique to
synthesise the initial information and data envelopment
analysis (DEA) for efficiency evaluation in regional
heritage institutions in Spain. | The results point to the promotion of evaluation tools and methods
for management of heritage institutions and public resource
allocation. |
| Schuele & Lederman, 2004 | This study aims to explore common work-related
injuries among instrumental musicians, assessing the
risk for long-term disability. | The authors found that many of the medical problems encountered
in instrumental musicians seem to have a good outcome and rarely
lead to long-term disability except for focal dystonia. Work-related
disorders might be eligible for health and wage-loss benefits
through workers’ compensation and private and state-funded
disability insurance. |
| Gibson, 2003 | This article explores students’ and teachers’ attitudes
towards art and arts education. | The author found that the prior experiences, existing knowledge,
beliefs, attitudes, perceptions, and interest in the visual arts of
student teachers impacts the likelihood of their adding visual arts
education to teaching curricula in a primary school context. |
Health/
well-being
(2 articles) | Conquergood, 1988 | This article studies the effects of an environmental
health education program, which employed
performances and popular theatre, on critical
awareness about the health problems: 1) among
refugees in Ban Vinai, dealing with trauma and crisis;
and 2) implications for medical health officials. | The author argues that for health care programs to be delivered
successfully, agency workers depend on the acceptance and
cooperation of the recipients. A result of the study pointed to
the need for more consciousness-raising activities for health
professionals themselves.
“For popular theatre to work effectively as a tool of critical
awareness and empowerment for oppressed peoples it must be
rooted in and begin with their cultural strengths” (p. 181). |
| Edmondson, 2005 | The study explores hoe theatre and performance can
be used to market trauma and humanitarianism with
the case of refugees in northern Uganda. | The author is critical to how arts therapy in northern Uganda was
valued primarily to market trauma.
“These works did not function as personal expressions of trauma
and healing; instead, they were assimilated into the master
narrative of war.” (p. 457).
“In the creation of the World Vision plays, the staging methods
worked to silence the children's voices, as their own ideas about
children's rights or peacemaking were never solicited” (p. 461). |
Community
empowerment/identity
(1 article) | Sonn et al., 2015 | This article explores the potential in photography
and photo elicitation as a medium for self-expression
and place “among aboriginal and non-indigenous
children, young people, and adults in four rural towns
in Australia” (p. 89). | (The method) “reflected individual and collective constructions
of place, based on positive experiences and emotions tied to the
natural environment and features of the built environment (...) “it
is an approach that can contribute to community psychology’s
empowerment agenda” (ibid). |
Theory/method
development
(8 articles) | Gregory, 2003 | Study of assessment tool’s ability to capture a scientific
theory’s popularisation via popular press, museums,
etc. | The paper argues for science communication studies to look
beyond traditional categories to embrace the wide variety of media
and genres that contribute to the construction of science in the
public. |
| Vannini & Waskul, 2006 | In this article, the authors argue for the creation of the
metaphor life as music. | From within the metaphor of life as music, the authors
conceptualize beauty as the diverse rhythms, melodies, and
harmonies contributing to the constitution of both subjectivity and
intersubjectivity. |
| Miller, 2008 | This article investigates the Grand Theft Auto video
game series in order to demonstrate the potential of a
folkloristic, ethnographic approach for the analysis of
digital games. | This case study suggests that digital gameplay should be regarded
as a form of performance practice with the capacity to invoke
traditional folkloric genres and engender new traditions. |
| Campbell, 2008 | A discussion of artistic projects concerning sharing the
past. Theories of memory work, memory sharing as a
cultural practise. | Shared experiences “allows us to forge a usable past together.” |
| Neelands, 2009 | Discussing the ensemble-based approach of drama
in schools. Contrasts the pro-social emphasis in the
ensemble model with a pro-technical emphasis. | Using ideas drawn from McGrath and Castoriadis, the paper claims
that the ensemble approach provides young people with a model
of democratic living. |
| Hughes, 2012 | Effects of cultural interpretations of a phenomenon
(nuclear culture) on popular imagery. | Risk of homogeneous storytelling, reduction of pluralistic histories. |
| Horton & Berlo, 2013 | An analysis of why it has been difficult for the ‘new
materialisms’ to incorporate indigenous intellectual
traditions into discussions of non-human agency,
focusing on contemporary arts discourse. | Indigenous artists’ understandings of material have an acute
awareness of the contemporary, global challenges of cohabitation. |
| Taylor, 2013 | This article analyses how affective listening is used
to develop performances in Alecky Blythe's verbatim
theatre. | The article argues that voice in London Road both claims and
defers authenticity and authority, since voice signifies presence
and embodied identity but the reworking of speech into song
signals the absence of the real. |
Skills enhancement
(7 articles) | Lindstrom, 2006 | Can the arts be assessed and taught? A study of
portfolios as methods for art skills enhancement
among young people. | The notion that assessments of learning outcomes must be either
limited to superficial knowledge or completely arbitrary is shown to
be a misconception. Improved visual design and artistic skills can
be done in certain circumstances. |
| Moreno et al., 2011 | The effect of 20 days of music or visual arts training on
children’s pre-literacy skills. | (The children’s) “ability to map unfamiliar symbols to known words
improved significantly from pretest to posttest” (p. 170). The effects
on the music group were stronger. |
| Greenfader et al., 2015. | Effect of a Performing Arts program on the oral
language Skills of young English learners | The treatment group (N = 902) outperformed controls (N = 4,338)
on speaking assessments. Effects strongest on English learners
with the most limited English-speaking abilities. |
| Hsiao, 2010 | Investigate methods of enhancing kindergarteners'
artistic creative thinking and expressive drawing
through appreciation of picture books. | Significant and positive change in children's reading and drawing
behaviors at home. “The results also showed that the collage
series of picture books had more impact on children than did
other picture books in terms of teaching efficacy by picture book
appreciation.” |
| Eerola & Eerola, 2014 | Can music education create social benefits in the
school environment (general satisfaction about the
school and a sense of achievement and opportunity for
students)? | Extended music education enhanced the quality of school life and
had a positive effect on the social aspects of schooling. |
| Rickard et al., 2012. | The impact of an increase in school-based music
training on a range of cognitive and psychosocial
measures for 10–13-year-olds in two independent
studies. | No convincing benefits of school music classes were apparent.
“The intrinsic value of music education for enjoyment and learning
should therefore remain central to the justification of music
education in the national school curriculum” (abstract). |
| Moneta & Rousseau, 2008 | Emotional regulation (ER) capabilities through drama
intervention, immigrant adolescents with behavioral
difficulties. | Some impairment in emotional expression and emotional
regulation in this study sample. “In general, the drama process
seemed to help emotional expression and awareness and to foster
a transformation of emotive processes in the sense of a
‘collective ER.’” |
Knowledge
dissemination/
learning
(7 articles) | Henriksen & Frøyland, 2000 | Explore “the potential of museums to provide
information and experiences that the audience finds
relevant in the context of science-related issues they
encounter in their private or civic lives.” | Skeptical attitudes among families and museum professionals
towards the role of museums for scientific literacy. No found
effects threaten the relevance of museums. |
| Ash, 2003 | The article studies the effects of museums and
museum pedagogy on families' scientific sense-making
and learning. | Themes in knowledge arise from both the family members and the
museum exhibit. |
| Peppler, 2010 | Understanding contribution of media arts education
in informal settings to learning outcomes among
underprivileged youth. | Using new types of software, young people can engage with
technology that encourages active learning. |
| Tofteng & Husted, 2011 | How drama can empower action research processes in
the field of unemployment.
The article also discusses the reactions of the
audience, “to use the plays to show others how life is
outside the labor market.” (p. 37). | Theatre-based action research opens a new way to communicate
and make visible knowledge and experiences from below that have
difficulties reaching the public agenda or influencing structures of
power. |
| Levy, 2006 | Examines the variable representation of Saami
prehistory in several Nordic museums. | The presentation of Saami prehistory differs significantly
between majority community museums and those run by Saami
communities. ”The national and regional museums diminish or
even deny a Saami role in the antiquity of the nation. In contrast,
the Saami institutions grant the Saami the same ancientness as
the other Nordic populations” (p 143). |
| Dawson, 2018 | Explore science communication (through popular
media and cultural institutions) from the perspective
of participants from low-income, minority ethnic
backgrounds. | “Social reproduction in science communication constructs a
narrow public that reflects the shape, values and practices of
dominant groups, at the expense of the marginalised.” |
| Leonard, 2010 | Studies the effect of museum and museum pedagogy
on audiences' sense-making and learning around
popular music. | The exhibition “moved beyond the expected to represent a greater
diversity of music genres, sounds, performers and dimensions.
Value judgements always inform which exhibition ideas are given
the green light and shape the way stories are told within displays”
(p. 180). |
The impacts of the
social on art/
culture
(7 articles) | Lauring et al., 2016 | Impact of social and monetary contextual information
on liking ratings of art. | Paintings with high monetary primes or with high ratings by peers
and art experts led to higher participant liking ratings. In contrast,
paintings with a low rating by the low-education/income social
group led to higher liking ratings by participants. These results
provide empirical support for the social “distinction” behavior
theory. |
| Im, 2008 | This essay examines the implication of interculturalism
in New Asia and ultimately the relationship between
West and East, focusing on Lee Yountaek's production
of Hamlet that premiered in Seoul in 1996. | Lee Yountaek's Shakespeare reflects the impasse of contemporary
Korean society, whose postcolonial reality is obscured by an
optimistic idea of interculturalism. |
| Balloffet et al., 2014 | This article examines the concept of "edutainment"
within the museum sector. | Edutainment presents both opportunities and risks: attracting new
audiences, particularly young people, but also “Disneyfication” of
cultural institutions. |
| Janssen et al., 2008 | Studies the importance of national context and global
hierarchies for arts journalism and the coverage of
non-western culture/arts. | International coverage remains concentrated on a few countries,
of which the United States has become the most prominent.
Although the global diversity of coverage has increased, non-
Western countries are still underrepresented. |
| Adams, 2017 | Examines the cultural change in Uzbekistan through
the evolution of European-style theater during the
twentieth century. | The article argues that the adoption of this theatrical form was
part of a broader project of cultural modernization (...) “an example
of a colonial hierarchy of cultures, which deemed European forms
to be more advanced than indigenous ones. This orientation
makes an investment in indigenous cultural forms less desirable
since they are only intelligible on a local level.” (abstract) |
| Sapiro, 2015 | An empirical study of the circulation of French literature
in the United States in the era of globalization. | Upmarket genres like poetry and theatre are better represented
than commercial genres. The high centralization of the publishing
field in the Francophone area impacts the circulation pattern.
A by-product of the stiffening of commercial constraints on
the publishing industry, the discourse on the ‘death of French
literature’ paradoxically contributes to nourishing the well-founded
fiction of national literatures. |
| Wheeler, 2003 | This article discusses the role of meaning in the
institutionalization of performance art between 1970
and 2000. | “The process of institutionalization is shown as a paradox for
American avant-garde art” (...) “Thus institutionalization is a process
of negotiation shaped by meaning as well as social structure.”
(abstract) |
Fostering ethicality
and moral behavior,
audiences and
participants
(5 articles) | Bernard, 2014 | Discussion of plays thematizing the Israel/Palestine
conflict, examining controversies these plays
engendered, and the effort to generate empathy and
humanitarian feelings, to persuade a viewer to affiliate
with a particular struggle or set of beliefs, and to
commit herself or himself to action. | (These plays) “remind us that there is no specific politics associated
with an empathetic response (...)”
Perhaps these plays will persuade new audiences to ask
themselves, with Hare, “Are we where we
live? Or are we what we think?” (1998, 43, in Bernard, p. 172).
Negative media reception. |
| Day, 2002 | This study investigates the experiences of, and
interactions between, participants of a Forum theatre
workshop, which addressed the issue of the refugee
child at school. | Findings revealed that the workshop was highly relevant to the
students, reflecting moral dilemmas which they faced in their
everyday lives, as they encountered refugee students at school.
This interactive workshop gave them the opportunity to try out
moral behaviour, which could potentially be applied to real-life
situations. |
| Wake, 2013 | A study of audience and media reception, and political
effects of Australian play about asylum seekers. | Discussion on potential for pain and exploitation. testimonial
theatre. “(...) while Through the Wire was ethically problematic, it
was also politically efficacious” (p. 117).
“The play was highly visible in the mainstream media. The realist
aesthetic facilitated identification with asylum seekers (ibid.) |
| Heddon et al., 2012 | A study of effects of one-on-one theatre performance,
dialogue and collaboration. | Risk of intervention: the experiential performance proffers
hierarchies of experience; invoking the notion of an ‘ideal
audience-participant.’ However, also potential to produce more
intimate connections, create togetherness in shared experiences. |
Assessment/
evaluation
(5 articles) | Page et al., 2006 | Socially orientated contemporary art is making a
success in the wider global context, but is omitted as
practice in many schools, although the UK government
recommends art as part of curriculum. | “Conclusions have been tentatively drawn about how the
curriculum may be better served by the use of contemporary
art, as well as the means by which new learning methods may be
facilitated” (abstract). |
| Lum & Dairianathan, 2014 | Assess and evaluate the matching of policy and
practice, ambition to include arts education, primarily
music and visual art, as one of the key areas of focus
in pursuing the goal of holistic education of a primary
school child in the Singapore school system. | Survey research carried out in music education involving musical
learnings from early childhood through tertiary education with a
view to identify key areas of research interests and gaps. |
| José del barrio et al. (2009) | Using a multivariate statistical technique to synthesise
the initial information and data envelopment analysis
(DEA) for efficiency evaluation in regional heritage
institutions in Spain. | Promoting evaluation tools and methods for management of
heritage institutions and public resource allocation. |
| Schuele & Lederman, 2004 | A study of common work-related injuries among
instrumental musicians, assessing the risk for long-
term disability. | Many of the medical problems encountered in instrumental
musicians seem to have a good outcome and rarely lead to long-
term disability except for focal dystonia. Work-related disorders
might be eligible for health and wage-loss benefits through
workers' compensation and private and state-funded disability
insurance. |
| Gibson, 2003 | What do student teachers really think about art and art
education? | Student teachers' prior experiences, existing knowledge, beliefs,
attitudes, perceptions, and interest in the visual arts impacts the
prospects of them adding visual arts education to their teaching in
a primary school context. |
Health/
well-being
(2 articles) | Conquergood, 1988 | The effects of an environmental health education
program, which employed performances and popular
theatre, on critical awareness about the health
problems: 1. among refugees in Ban Vinai, dealing
with trauma and crisis, and 2. implications for medical
health officials. | For health care programs to be delivered successfully, agency
workers depend on the acceptance and cooperation of the
recipients. A result of the study pointed to the need for more
consciousness-raising activities for health professionals
themselves.
“For popular theatre to work effectively as a tool of critical
awareness and empowerment for oppressed peoples it must be
rooted in and begin with their cultural strengths” (p. 181). |
| Edmondson, 2005 | The study “explores the ways in which theatre
and performance are used to market trauma and
humanitarianism in northern Uganda.” | Arts therapy in northern Uganda was valued primarily to market
trauma.
“These works did not function as personal expressions of trauma
and healing; instead, they were assimilated into the master
narrative of war.” (p. 457).
“In the creation of the World Vision plays, the staging methods
worked to silence the children's voices, as their own ideas
about children's rights or peacemaking were never solicited.
Instead of speaking as commentators on war, they served as the
mouthpieces for predetermined messages (p. 461). |
Community
empowerment/
identity
(1 article) | Sonn et al., 2015 | ‘Voices’ used photography and photo elicitation as the
medium for exploring and expressing a sense of place
among aboriginal and non-indigenous children, young
people and adults in four rural towns. | (The method) “reflected individual and collective constructions
of place, based on positive experiences and emotions tied to the
natural environment and features of the built environment” (...)
“it is an approach that can contribute to community psychology’s
empowerment agenda.” (abstract) |
