Learning in and through the arts

References

• Adams, R. S., & Siddiqui, J. A. (Eds.). (2015). Analyzing design review conversations. Purdue University Press.
   Google Scholar
• Arts Education Partnership (U.S.), Deasy, R., Catterall, J. S., Hetland, L., & Winner, E. (2002). Critical links: Learning in the arts and student academic and social development. Arts Education Partnership.
   Google Scholar
• Bevan, B. Peppler, K., Rosin, M., Scarff, ., Soep, L., & Wong, J. (2019). “Purposeful Pursuits: Leveraging the Epistemic Practices of the Arts and Sciences.” In A. J. Stewart, M. P. Mueller, and D. J. Tippins (Eds.) Converting STEM into STEAM Programs: Methods and Examples from and for Education (pp. 21–38). Springer.
   Google Scholar
• Boling, E., Schwier, R. A., Gray, C. M., Smith, K. M., & Campbell, K. (Eds.). (2016). Studio teaching in higher education. Routledge.
   Google Scholar
• Bourdieu, P. (1979). Distinction: A Social Critique of the Judgement of Taste. Cambridge: Harvard University Press.
   Google Scholar
• Eisner, E. (2002). The arts and the creation of mind. New Haven, London: Yale University Press.
   Google Scholar
• Eisner, E. (2004). What can education learn from the arts about the practice of education? International Journal of Education and the Arts, 5(4).
   Google Scholar
• Gardner, H. (1982). Art, mind, and brain: A cognitive approach to creativity. Basic Books.
   Google Scholar
• Greene, M. (1995). Art and imagination: Reclaiming the sense of possibility. Phi Delta Kappan, 378–382.
   Google Scholar
• Halverson, E. R. (2013). Digital art-making as a representational process. The Journal of the Learning Sciences, 22(1), 121–162. https://doi.org/https://doi.org/10.1080/10508406.2011.639471
   Web of Science ®Google Scholar
• Hardiman, M. M., & JohnBull, R. M. (2019). From STEM to STEAM: How can educators meet the challenge? In A. J. Stewart, M. P. Mueller, and D. J. Tippins (Eds.), Converting STEM into STEAM Programs: Methods and examples from and for education, (pp. 1–10). Springer.
   Google Scholar
• Hetland, L., & Winner, E. (2004). Cognitive transfer from arts education to non-arts outcomes: Research evidence and policy implications. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 135–162). Erlbaum.
   Google Scholar
• Hetland, L., Winner, E., Veenema, S. & Sheridan, K. (2013). Studio Thinking 2: The Real Benefits of Arts Education. Teachers College Press
   Google Scholar
• Hollett, T., Peng, X., & Land, S. (this issue). Learning with and beyond the body: The production of mobile architectures in a ballet variations class. Journal of the Learning Sciences.
   Google Scholar
• Ladson-Billings, G. (2021). I’m here for the hard re-set: Post pandemic pedagogy to preserve our culture. Equity & Excellence in Education, 54(1), 68–78. https://doi.org/https://doi.org/10.1080/10665684.2020.1863883
   Web of Science ®Google Scholar
• Mejias, S., Thompson, N., Sedas, R. M., Rosin, M., Soep, E., Peppler, K., Roche, J., Wong, J., Hurley, M., Bell, P., & Bevan, B. (2021). The trouble with STEAM and why we use it anyway. Science Education, 105(2), 209–231. https://doi.org/https://doi.org/10.1002/sce.21605
   Web of Science ®Google Scholar
• Nathan, M. J. (2021). Foundations of Embodied Learning: A Paradigm for Education. New York: Routledge.
   Google Scholar
• OECD. (2008). Innovating to learn, learning to innovate.
   Google Scholar
• Roth, W-M. (1996). Art and artifact of children's designing: A situated cognition perspective. Journal of the Learning Sciences, 5(2).
   Google Scholar
• Ryoo, J. & Calabrese Barton, A. (2018). Equity in STEM-rich making: pedagogies and designs. Equity & Excellence in Education, 51(1), 3–6. https://doi.org/https://doi.org/10.1080/10665684.2018.1436996
   Web of Science ®Google Scholar
• Sawyer, R. K. (2018a). The role of failure in learning how to create. Thinking Skills and Creativity, 1(1), 41–48.
   Google Scholar
• Sawyer, R. K. (2018b). Teaching and learning how to create in schools of art and design. Journal of the Learning Sciences, 27(1), 137–181. https://doi.org/https://doi.org/10.1080/10508406.2017.1381963
   Web of Science ®Google Scholar
• Sawyer, R. K. (Ed.) (2022). The Cambridge handbook of the learning sciences (3rd edition). New York: Cambridge University Press
   Google Scholar
• Sheridan, K. M., Zhang, X., & Konopasky, A. W. (this issue). Strategic shifts: How studio teachers use direction and support to build learner agency in the figured world of art. Journal of the Learning Sciences.
   Google Scholar
• Solomon, F., Champion, D., Steele, M., & Wright, T. (this issue). Embodied physics: Utilizing dance resources for learning and engagement in STEM. Journal of the Learning Sciences.
   Google Scholar