Embracing Arts curricula as integral for children’s wellbeing
Embracing Arts curricula as integral for children’s wellbeing
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将艺术课程视为儿童福祉的组成部分
DOI：
10.1080/02643944.2021.1899271
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发表时间：
2021
影响因子：
1
通讯作者：
Ros McLellan
中科院分区：
文献类型：
--
作者：
Tania Clarke;Ros McLellan
摘要 在国际上，研究记录了儿童对艺术的创造性参与与他们的积极幸福体验之间的联系。然而，这与英国教育系统中艺术课程的提供（该系统持续下降，包括资源和人员的大幅削减）以及纵向研究报告的儿童福祉下降相矛盾。在本文中，作者介绍了一项定性研究的结果，该研究是英国一所中学混合方法项目的一部分，旨在探索表演艺术课程（舞蹈、戏剧和音乐：“PA”）如何培养学生的享乐和幸福感。 11 名学生（11-16 岁）参与了参与式创意项目，以此表达他们的 PA 经验。他们的项目成为深入个人访谈的跳板。主题分析表明，艺术课程是独特的需求促进环境，可以培养学生在学校的福祉。学生的经验表明，PA 课程对他们的幸福感产生了积极影响，满足了他们对关联性、自主性和能力的内在心理需求，正如自我决定理论中所阐述的那样。学生的经历还强调了艺术参与对其享乐福祉的好处，包括增加积极影响并提供调节情绪的空间。总的来说，这个混合方法项目的定性和定量结果表明，一些从事 PA 的学生很脆弱，而艺术在促进他们的福祉方面发挥着关键作用。讨论了保留艺术课程的积极影响，以及由于继续贬低艺术而对学生的福祉和更广泛的学校参与造成的潜在损害。
ABSTRACT Internationally, research documents a link between children’s creative engagement in Arts and their experiences of positive wellbeing. Yet this is at odds with both the provision of Arts curricula in England’s education system (which continues to decline including substantial cuts to resources and staff), and longitudinal research reporting a decrease in children’s wellbeing. In this article, the authors present findings from a qualitative study conducted as part of a mixed methods project in a Secondary school in England exploring how performing arts curricula (dance, drama and music: ‘PA’) nurture pupils’ hedonic and eudaimonic wellbeing. 11 pupils (aged 11–16) engaged in participatory creative projects as a means of expressing their PA experiences. Their projects served as a springboard for in-depth individual interviews. Thematic analysis revealed that Arts curricula are uniquely need-facilitating environments that nurture pupils’ wellbeing in school. Pupils’ experiences suggest that PA curricula positively impacted their eudaimonic wellbeing, satisfying their innate psychological needs of relatedness, autonomy and competence, as theorised in Self-Determination Theory. Pupils’ experiences also underlined the benefits of Arts engagement for their hedonic wellbeing, including increased positive affect and providing a space for regulating emotions. Collectively, the qualitative and quantitative findings from this mixed methods project suggest some pupils engaged in PA are vulnerable, and Arts play a critical role in facilitating their wellbeing. The positive implications of retaining Arts curricula, versus the potential damage to pupils’ wellbeing and wider engagement with school caused by continuing to devalue Arts, is discussed.
影响因子：
16.4
作者：
Ryan, RM;Deci, EL
通讯作者：
Deci, EL
医疗保健专业人员对医疗保健环境中艺术的价值和影响的看法：对文献的批判性回顾。
影响因子：
8.1
作者：
Wilson C
通讯作者：
Wilson C