Statewide guidelines for learning, teaching, and assessment in dance, music, theatre, and visual arts for the Commonwealth’s public schools.
Published in Chapter:
Creating Authentic Preservice Art Teaching Experiences through Service-Learning
Kathy Marzilli Miraglia (University of Massachusetts, Dartmouth, USA)
Copyright: © 2017
|Pages: 36
DOI: 10.4018/978-1-5225-1727-6.ch007
Abstract
This chapter contextualizes the literature on service-learning and outlines ways to design, conduct and evaluate service-learning projects by identifying strengths, weaknesses, capacity and sustainability of service-learning programs, and clarifies goals, objectives, and values of service-learning pre-practica for preservice art education candidates. The examples describe a service-learning based program for preservice art teachers that provided authentic teaching experiences in the field, or in situ. In addition, this project sought to foster a better understanding of, and commitment to, the visual arts and provide meaningful service to local community agencies through the introduction, development, and implementation of service-learning visual arts courses in the university curriculum.