By Laura Zakaras
What does it skill to domesticate call for for the humanities? Why is it very important and essential to accomplish that? What can country arts companies and different arts and schooling policymakers do to make it occur? The authors set out a framework for pondering provide and insist within the arts and determine the jobs that various factors, fairly arts studying, play in expanding call for for the humanities.
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Additional resources for Cultivating Demand for the Arts: Arts Learning, Arts Engagement, and State Arts Policy
Beyond these, there are instructors and teaching artists who operate outside the K–12 system and oﬀer private lessons in the arts, and family members and friends who serve as mentors in the art forms they love. Also critical in cultivating demand are the colleges and universities that train arts specialists, teaching artists, general classroom teachers, and arts journalists, and those that oﬀer basic arts education courses to general students and more-advanced courses to arts majors. 4 Beardsley (1982, p.
Many of these studies broadened the understanding of arts education’s purpose in the 1970s and 1980s and helped create the foundation for the national and state arts content standards adopted in the 1990s and 2000s. We also point to the need for further research to test our hypothesis that the decline in school-based arts education has contributed to the decline in arts participation. Introduction 7 The next two chapters then examine the institutional infrastructure that promotes individual demand for arts experiences.
105). These results are supported by Bergonzi and Smith’s ﬁnding (1996, p. ” This holds true whether the learning is school based or community based. Kracman (1996) found that arts instruction provided through the schools is more strongly associated with adult cultural consumption than is community-based arts instruction—or no instruction at all. , 1997). None of these studies, however, completely controls for other possible inﬂuences on adult participation—in particular, for family-related factors that may inﬂuence decisions to participate in arts learning as a child and in the arts as an adult.