Titlebook: Discourse and Disjuncture between the Arts and Higher Education; Jessica Hoffmann Davis Book 2016 The Editor(s) (if applicable) and The Au

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https://doi.org/10.1007/978-3-319-27128-6thors describe the ways in which students generatively integrate knowledge from a variety of disciplines into their art-making and teaching. In sum, the authors discuss the gains and challenges of this purposeful model and cite its important implications for both higher education and K-12 settings.

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https://doi.org/10.1007/978-1-4419-7729-8s program that supports individualized arts-related pathways through a mainstream curriculum. With an eye to replication, the author concludes by outlining a generalizable framework and guidelines for adaptation of this flourishing model.

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https://doi.org/10.1057/978-1-137-55243-3interdisciplinary studies; Harvard Graduate School of Education; Arts in Education Program; educational

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The Arts in Higher Educationhttp://image.papertrans.cn/e/image/280956.jpg

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Discourse and Disjuncture between the Arts and Higher Education978-1-137-55243-3Series ISSN 2946-5915 Series E-ISSN 2946-5923

installment

R. Rodrigues,M. A. Santos,F. N. Correia., a tribute to music makers whose stories shape the course of humankind, O’Shaughnessy describes poets in one breath as “world losers and world forsakers,” and in another as “world movers and world shakers” (1874). This curious dichotomy endures. Twenty-first century literature and media portray ar