Skip to main content
SpringerLink
Log in

Creative Art-Based Projects in Inclusive Education

Promoting Intercultural Education through Art

  • Chapter
Special Educational Needs and Inclusive Practices

Part of the book series: Studies in Inclusive Education ((STUIE))

  • 1387 Accesses

Abstract

Our time is marked by very rapid migration and ideological vision. Beginning from this, we deepen the relationship between processes of inclusion and artistic expressions where the benchmark is represented by the difference, the singularity and the relationship. We focus on listening to the reality being investigated, adopting the artistic medium to promote inclusion.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Ballengee-Morris, C., & Stuhr, P. L. (2001). Multicultural art and visual cultural education in a changing world. Art Education, 54(4), 6–13.

    Article  Google Scholar 

  • Byram, M., & Fleming, M. (Eds.). (1998). Language learning in intercultural perspective: Approaches through drama and ethnography. Cambridge: Cambridge University Press.

    Google Scholar 

  • Blocker, H. G. (2005). Varieties of multicultural art education: Some policy issues. Arts Education Policy Review, 107(2), 27–34.

    Google Scholar 

  • Boughton, D. (2004). Assessing art learning in changing contexts: High-stakes accountability, international standards and changing conceptions of artistic development. In E. Eisner & M. Day (Eds.), Handbook of research and policy in arts education. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Bourriaud, N. (2009). The radicant. London: Tate Publishing.

    Google Scholar 

  • Chen, G. M., & Starosta, W. J. (2000). The development and validation of the intercultural sensitivity scale. Human Communication, 3, 1–15.

    Google Scholar 

  • Clover, D. E. (2006). Culture and antiracisms in adult education: An exploration of the contributions of arts-based learning. Adult Education Quarterly, 57(1), 46–61.

    Article  Google Scholar 

  • De Backer, F., Lombaerts, K., De Mette, T., Buffel, T., & Elias, W. (2012). Creativity in artistic education: Introducing artists into primary schools. International Journal of Art & Design Education, 31(1), 53–66. Retrieved from http://dx.doi.org/10.1111/j.1476-8070.2012.01715.x

    Article  Google Scholar 

  • Da Silva, J. L., & Villas Boas, M. A. (2006). Promoting intercultural education through art education. Intercultural Education, 17(1), 95.

    Article  Google Scholar 

  • Delacruz, E., Arnold, A., Kuo, A., & Parsons, M. (Eds.). (2009). Globalization, art & education. Reston, VA: National Art Education Association.

    Google Scholar 

  • Dewey, J. (1916). Democracy and education. New York, NY: Macmillan.

    Google Scholar 

  • Dewey, J. (1934). Art as experience. New York, NY: Minton, Balch.

    Google Scholar 

  • Donelan, K. (2009). Arts education as intercultural and social dialogue. In C. Sinclair, N. Jeanneret, & J. O’Toole (Eds.), Education in the arts: Teaching and learning in the contemporary curriculum. South Melbourne, Vic.: Oxford University Press.

    Google Scholar 

  • Dovigo, F. (2016). Jazz improvisation, mindfulness, and organizational learning. In M. Santi (Ed.), Education as Jazz. Cambridge: Cambridge Scholar Publishing.

    Google Scholar 

  • Eckhoff, A. (2008). The importance of art viewing experiences in early childhood visual arts: The exploration of a master art teacher’s strategies for meaningful early arts experiences. Early Childhood Education Journal, 35, 463–472. Retrieved from http://dx.doi.org/10.1007/s10643-007-0216-1

    Article  Google Scholar 

  • Efland, A. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York, NY: Teachers College Press.

    Google Scholar 

  • Eisner, E. W. (1985). The educational imagination: On the design and evaluation of school programs. New York, NY: Macmillan

    Google Scholar 

  • Eisner, E. W. (2002a). The arts and the creation of mind. London: Yale University Press.

    Google Scholar 

  • Eisner, E. W. (2002b). What can education learn from the arts about the practice of education. Journal of Curriculum and Supervision, 18(1), 4–16.

    Google Scholar 

  • Eisner, E. W. (1987). The role of discipline-based art education in America’s schools. Art Education, 40(5).

    Google Scholar 

  • Eisner, E. W., & Day, M. (Eds.). (2004). Handbook of research and policy in art education. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Farr Darling, L., Erickson, G., & Clarke, A. (2007). Collective improvisation in a teacher education community. Dordrecht, The Netherlands: Springer Press.

    Book  Google Scholar 

  • Finney, J., Hickman, R., Morrison, M., Nicholl, B., & Ruddock, J. (2005). Rebuilding pupils’ engagement through the arts. Cambridge: Pearson.

    Google Scholar 

  • Flecha, R. (2004). Modern and postmodern racism in Europe: Dialogic approach and anti-racist pedagogies. In R. Caztambide-Fernanadez, H. Harding, & T. Sorde-Marti (Eds.), Cultural studies and education: Perspectives on theory, methodology, and practice (Harvard Educational Review Reprint Series, 38, pp. 61–80). Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Fleming, M. (2006). Justifying the arts: Drama and intercultural education. Journal of Aesthetic Education, 40(1), 54–64.

    Article  Google Scholar 

  • Gonzales, N., Knight, G., Birman, D., & Sirolli, A. (2004). Acculturation and enculturation among Hispanic youths. In C. Schellenbach, K. Maton, B. Leadbetter, & A. Solarz (Eds.), Investing in children, youth, families, and communities: Strengths-based research and policy (pp. 285–301). Washington, DC: American Psychological Association.

    Chapter  Google Scholar 

  • Gude, O. (2004). Postmodern principles: In search of a 21st century art education. Art Education, 57(1).

    Google Scholar 

  • Hammer, M., Bennett, M., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27, 421–443. doi:10.1016/S0147-1767(03)00032-4

    Article  Google Scholar 

  • Kindler, A. M. (1996). Myths, habits, research and policy: The four pillars of early childhood art education. Arts Education Policy Review, 97(4), 24–30.

    Article  Google Scholar 

  • Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97.

    Article  Google Scholar 

  • Irwin, R. L. (2013). The creation of mind through art education. Journal of Curriculum and Pedagogy, 10(2), 136–139.

    Article  Google Scholar 

  • Lindström, L. (2012). Aesthetic learning about, in, with and through the arts: A curriculum study. International Journal of Art & Design Education, 31(2), 166–179. Retrieved from http://dx.doi.org/10.1111/j.1476-8070.2012.01737.x

    Article  Google Scholar 

  • McArdle, F. (1999). Art and young children: Doing it properly. Contemporary Issues in Early Childhood, 1(1), 102–105.

    Google Scholar 

  • McCaig, N. M. (1994). Growing up with a world view: Nomad children develop multicultural skills. Foreign Service Journal, 32–41. Retrieved April 11, 2016, from http://www.kaiku.com/nomads.html

  • OECD. (2014). PISA 2012 results: What students know and can do: Student performance in mathematics, reading and science (Volume I) [Revised edition February 2014]. Retrieved from http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-i.htm

    Google Scholar 

  • Phinney, J. (1992). The multigroup ethnic identity measure: A new scale for use with adolescents and young adults from diverse groups. Journal of Adolescent Research, 7, 156–176.

    Article  Google Scholar 

  • Pollock, D., & Van Reken, R. (2001). Third culture kids: The experience of growing up among worlds. Yarmouth, ME: Nicholas Brealey Publishing.

    Google Scholar 

  • Rusanen, S., Rifa-Valls, M., Alexandre, R., Bozzi, G. M., & Haikio, T. K. (2011). Cultural dialogues in European art education: Strategies for enhancing children’s culture and constructing diversity. International Journal of Education through Art, 7(3), 245–265.

    Article  Google Scholar 

  • Sawyer, R. K. (2015). How to transform schools to foster creativity. Teachers College Record, 118(4).

    Google Scholar 

  • Sawyer, R. K. (2011). Structure and improvisation in creative teaching. New York, NY: Cambridge University Press.

    Book  Google Scholar 

  • Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14.

    Article  Google Scholar 

  • Steele, J. (2002). Acknowledging diversity in the classroom. In L. Darling-Hammond, J. French, & S. Garcia-Lopez (Eds.), Learning to teach for social justice (pp. 18–29). New York, NY: Teachers College Press.

    Google Scholar 

  • Steers, J. (2004). Art and design. In J. White (Ed.), Rethinking the school curriculum. London: RoutledgeFalmer.

    Google Scholar 

  • Stern, A. (1997). La traccia natural [The natural trace]. Milano: Luni.

    Google Scholar 

  • Tallack, M. (2001). Artists in education. Intercultural research report. Chelmsford: Essex County Council.

    Google Scholar 

  • Volk, T. M. (1998). Music, education, and multiculturalism: Foundations and principles. New York, NY: Oxford University Press.

    Google Scholar 

  • Wild, C. (2011). Making creative spaces: The art and design classroom as a site of performativity. International Journal of Art & Design Education, 30(3), 423–432. Retrieved from http://dx.doi.org/10.1111/j.1476-8070.2011.01722.x

    Article  Google Scholar 

  • Willis, S. (2014). Crystalline awareness: A suggestion for arts assessment. Visual Arts Research, 40(1), 149–152.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Human and Social Sciences, University of Bergamo, Italy

    Clara Diletta Favella

Authors
  1. Clara Diletta Favella
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Bergamo, Italy

    Fabio Dovigo

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Favella, C.D. (2017). Creative Art-Based Projects in Inclusive Education. In: Dovigo, F. (eds) Special Educational Needs and Inclusive Practices. Studies in Inclusive Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-857-0_8

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-857-0_8

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-857-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation