International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

THE GOOD, THE BAD, AND THE UGLY: IDENTIFYING EFFECTIVE PARTNERSHIP PRACTICES IN ARTS EDUCATION
B. W. Andrews

Abstract
Arts education partnerships involving schools and community arts organizations feature artist-teacher collaboration and the integration of the arts across the school curriculum. Findings from an inquiry into the transferability of arts projects to new sites within a partnership framework of a national arts education program indicate that key success factors at the classroom level are artist adaptation, teacher willingness to collaborate, and a positive atmosphere; and key success factors at the organizational level are strong administrative support, commitment, and adequate financial resources. Obstacles to classroom implementation are inappropriate space, insufficient time, and large numbers, and organizational obstacles are incomplete project integration and lack of available, affordable artists who can teach. Participants observed that the arts raise student self-esteem, engage students in enjoyable and inspirational experiences, increase arts learning and cultural appreciation, and develop connections between the school and arts community.

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