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100   $a20160704d2016      u|             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aDiscourse and Disjuncture between the Arts and Higher Education$b[electronic resource] /$fedited by Jessica Hoffmann Davis
205   $a1st ed. 2016.
210  1$aNew York :$cPalgrave Macmillan US :$cImprint: Palgrave Macmillan,$d2016.
215   $a1 online resource (262 p.)
225 1 $aThe Arts in Higher Education
300   $aDescription based upon print version of record.
311   $a1-349-71976-5 
311   $a1-137-56195-5 
320   $aIncludes bibliographical references at the end of each chapters and index.
327   $aIntroduction; Jessica Hoffmann Davis -- Part I. Challenges -- Chapter 1. Negotiating a Path to the Arts at Harvard; Tiffanie Ting -- Chapter 2. Disciplinary Discord; Rhoda Bernard -- Chapter 3. The Artist-Teacher; G. James Daichendt -- Chapter 4. Nurturing the Intersections of Arts and Non-arts disciplines; Marit Dewhurst -- Part II. Courses -- Chapter 5. Approaching Interdisciplinarity in a School of Art and Design; Adriana Katzew and Aimée Archambault -- Chapter 6. Claiming Creative Space; Courtney Lee Weida -- Chapter 7. Reflecting on the Arts in Urban Schools; Rubén A. Gaztambide-Fernández, Chandni Desai & Traci Scheepstra -- Part III. A Program Then and Now -- Chapter 8. Persuasion and Structure; Jessica Hoffmann Davis -- Chapter 9. Toward a Culture of Solidarity; Steve Seidel.
330   $aThis accessible and compelling collection of faculty reflections examines the tensions between the arts and academics and offers interdisciplinary alternatives for higher education. With an eye to teacher training, these artist scholars share insights, models, and personal experience that will engage and inspire educators in a range of post-secondary settings. The authors represent a variety of art forms, perspectives, and purposes for arts inclusive learning ranging from studio work to classroom teaching to urban settings in which the subject is equity and social justice. From the struggles of an arts concentrator at an Ivy League college to the challenge of reconciling the dual identities as artists and arts educators, the issues at hand are candid and compelling. The examples of discourse ranging from the broad stage of arts advocacy to an individual course or program give testimony to the power and promise of the arts in higher education.
410  0$aThe Arts in Higher Education
606   $aArts
606   $aHigher education
606   $aFine arts
606   $aPerforming arts
606   $aCultural policy
606   $aArts$3https://scigraph.springernature.com/ontologies/product-market-codes/416000
606   $aHigher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O36000
606   $aFine Arts$3https://scigraph.springernature.com/ontologies/product-market-codes/416010
606   $aPerforming Arts$3https://scigraph.springernature.com/ontologies/product-market-codes/415030
606   $aCultural Policy and Politics$3https://scigraph.springernature.com/ontologies/product-market-codes/411120
615  0$aArts.
615  0$aHigher education.
615  0$aFine arts.
615  0$aPerforming arts.
615  0$aCultural policy.
615 14$aArts.
615 24$aHigher Education.
615 24$aFine Arts.
615 24$aPerforming Arts.
615 24$aCultural Policy and Politics.
676   $a707.11
702   $aHoffmann Davis$b Jessica$4edt$4http://id.loc.gov/vocabulary/relators/edt
906   $aBOOK
912   $a9910255236903321
996   $aDiscourse and Disjuncture between the Arts and Higher Education$92533318
997   $aUNINA