DOCSLIB.ORG

The Benefits of Engaging in an Arts-Rich Education and the Pedagogical Strategies Used To

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Benefits of Engaging in an Arts-Rich Education and the Pedagogical Strategies Used To The benefits of engaging in an arts-rich education and the pedagogical strategies used to create these benefits in successful part time performing arts schools. Laura Holden Submitted in accordance with the requirements for the degree of Doctor of Education The University of Leeds School of Education February, 2018 2 The candidate confirms that the work submitted is her own work and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgment. © 2018 The University of Leeds Laura Holden 3 Acknowledgments I would first like to thank my supervisor, Dr Paula Clarke, who has encouraged, challenged, supported, and offered me invaluable advice on all stages of my research project. Her guidance and enthusiasm made my EdD graduate study an enjoyable and achievable experience. I would also like to thank my previous supervisors, Dr Becky Parry and Prof. Ian Abrahams, who helped me to focus my ideas during the earlier stages of the project. I would like to thank the principals and teachers of Stagecoach Theatre Arts schools who allowed me access to their schools and confidential data. Without their assistance this research would have not been possible. Both the principals and teachers have provided insightful ideas and examples of best practice, resulting in a study that I hope is useful to other practitioners that wish to develop the teaching and learning experience in their own areas. Finally, I would like to thank my friends and family who have supported me throughout this process. A research project of such magnitude has been academically and emotionally demanding, yet the love and support of these people have enabled me to succeed. A special mention to my father Derek, my mother Valerie and my sister Rachel. Your unconditional love, support and guidance has not only inspired me, but has given me the determination and resilience to persevere. 4 Abstract This study explored the perceived benefits of engaging in an arts-rich education, and the pedagogical strategies utilised in creating such benefits in successful Stagecoach schools (part-time performing arts schools that specialise in dance, drama and singing). The premise of this study is based upon a causal perspective (Pawson, 2006): the hypothesis being that if the benefits the school principals are seeking to provide to the students are matched to those expected by the students and parents, and these are delivered by the school using pedagogical strategies that are effective, then the success of the school, as measured by student numbers, should improve. This study endorses the value of ‘the arts’ in education and it seeks to better understand how the benefits of an arts education can be enhanced within the provision of extra curricular arts education in the private sector. Existing research supports the value of a fuller education in the arts through extra curricular activities. Quantitative methods were used to determine the relative success of twelve Stagecoach schools, in the Yorkshire area, by gathering statistical information regarding the retention rates and overall student numbers of each school. Once the success of each Stagecoach school was determined, three Stagecoach schools were selected to continue with the study (the three schools with the highest student numbers and retention rates). An identical multi-site case study design was applied to each of the three Stagecoach schools, using semi-structured observation and interviews to gain insights into the teaching and learning provision in each school. The qualitative data was then analysed using inductive and deductive thematic analysis. 5 The results of this research project recognised numerous benefits from engaging in an arts-rich educational experience. It further identified multiple pedagogical strategies for the provision of such benefits (e.g. by creating a variety of experiences, by covering one topic in depth, and by providing feedback), through a rich educational experience, for students who attend part-time theatre schools. The insights into best practice should be useful to practitioners who work within the performing arts, and arts education advocates in general. 6 Table of Contents Chapter One: Introduction .......................................................................................... 13 Background ......................................................................................................................................... 17 Chapter Two: The background of Stagecoach schools and rationale for this research ............................................................................................................................. 20 Overview .............................................................................................................................................. 20 The history of Stagecoach theatre school ............................................................................... 21 The operation of Stagecoach theatre schools ........................................................................ 21 Positioning as a researcher and practitioner within the thesis ..................................... 24 What constitutes a successful Stagecoach school?.............................................................. 28 Chapter Three: The literature review .................................................................... 37 How is ‘arts education’ defined? ................................................................................................. 37 What are the current debates in arts education? ................................................................ 38 The quality of arts education in England ................................................................................ 39 What are the benefits of engaging in arts-rich educational programmes? ............... 44 What factors facilitate the creation of arts-rich benefits?................................................ 51 Frameworks of Pedagogical Practice ........................................................................................ 60 The Queensland School Reform Longitudinal Study (QSRLS) framework of productive pedagogies .................................................................................................... 68 The CORS framework of authentic intellectual work ......................................... 72 Multiple intelligences ....................................................................................................... 73 Comparison of Frameworks of Pedagogical Practice ......................................... 76 Summary of the Literature Review ........................................................................................... 78 The purpose of the study ............................................................................................................... 79 The research questions .................................................................................................................. 80 7 Chapter Four: Research design and methodology ............................................. 81 Introduction ........................................................................................................................................ 81 Research design ................................................................................................................................. 83 Stage 1 – Quantitative Data ........................................................................................... 83 Stage 2 – Qualitative Data .............................................................................................. 85 Stage 2 - Phase 1: The semi-structured interview ............................................... 86 The structure of the interview ................................................................................................. 88 Analysing the qualitative data gathered from the interviews .................................... 90 Thematic analysis ........................................................................................................................... 90 Inductive and deductive thematic analysis ........................................................................ 91 Stage 1 - Phase 2: The observations .......................................................................................... 93 The structure of the observations .............................................................................. 93 Qualitative analysis of observational data .............................................................. 95 Sampling ............................................................................................................................................ 100 Ethical considerations.................................................................................................................. 101 Summary of research applicability and limitations......................................................... 103 Chapter Five: Stage 1 - The quantitative results ............................................... 105 Quantitative data collection....................................................................................................... 105 Summary of the selection of cases/schools ........................................................................ 116 Chapter Six: Stage 2 - The qualitative
Load more

Recommended publications
  • Palpable Pedagogy: Expressive Arts, Leadership, and Change in Social
    Antioch University AURA - Antioch University Repository and Archive Student & Alumni Scholarship, including Dissertations & Theses Dissertations & Theses 2009 Palpable Pedagogy: Expressive Arts, Leadership, and Change in Social Justice Teacher Education (An Ethnographic/Auto-Ethnographic Study of the Classroom Culture of an Arts-Based Teacher Education Course) Lucy Elizabeth Barbera Antioch University - PhD Program in Leadership and Change Follow this and additional works at: http://aura.antioch.edu/etds Recommended Citation Barbera, Lucy Elizabeth, "Palpable Pedagogy: Expressive Arts, Leadership, and Change in Social Justice Teacher Education (An Ethnographic/Auto-Ethnographic Study of the Classroom Culture of an Arts-Based Teacher Education Course)" (2009). Dissertations & Theses. 12. http://aura.antioch.edu/etds/12 This Dissertation is brought to you for free and open access by the Student & Alumni Scholarship, including Dissertations & Theses at AURA - Antioch University Repository and Archive. It has been accepted for inclusion in Dissertations & Theses by an authorized administrator of AURA - Antioch University Repository and Archive. For more information, please contact [email protected], [email protected]. PALPABLE PEDAGOGY: EXPRESSIVE ARTS, LEADERSHIP, AND CHANGE IN SOCIAL JUSTICE TEACHER EDUCATION (AN ETHNOGRAPHIC/AUTO-ETHNOGRAPHIC STUDY OF THE CLASSROOM CULTURE OF AN ARTS-BASED TEACHER EDUCATION COURSE) LUCY ELIZABETH BARBERA A DISSERTATION Submitted to the Ph.D. in Leadership & Change Program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy January, 2009 This is to certify that the dissertation entitled: PALPABLE PEDAGOGY: EXPRESSIVE ARTS, LEADERSHIP, AND CHANGE IN SOCIAL JUSTICE TEACHER EDUCATION (AN ETHNOGRAPHIC/AUTO- ETHNOGRAPHIC STUDY OF THE CLASSROOM CULTURE OF AN ARTS-BASED TEACHER EDUCATION COURSE) prepared by Lucy Elizabeth Barbera is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Leadership & Change.
    [Show full text]
  • Reinvesting in Arts Education
    President’s Committee on the Arts And the humAnities Reinvesting in Arts Education Winning America’s Future Through Creative Schools reated in 1982 under President Reagan, the President’s CCommittee on the Arts and the Humanities (PCAH) is an advisory committee to the White House on cultural issues. The PCAH works directly with the Administration and the three primary cultural agencies –– National Endowment for the Arts (NEA), National Endowment for the Humanities (NEH) and the Institute of Museum and Library Services (IMLS) –– as well as other federal partners and the private sector, to address policy questions in the arts and humanities, to initiate and support key programs in those disciplines and to recognize excellence in the field. Its core areas of focus are arts and humanities education, cultural exchange, and community revitalization. The First Lady serves as the Honorary Chairman of the Committee, which is composed of both private and public members. Through the efforts of its federal and private members, the PCAH has compiled an impressive legacy over its almost 30-year tenure, conducting major research and policy analysis, and catalyzing important federal cultural programs, both domestic and international. These achievements rely on the PCAH’s unique role in bringing together the White House, federal agencies, civic organizations, corporations, foundations and individuals to strengthen the United States’ national investment in its cultural life. Central to the PCAH’s mission is using the power of the arts and humanities to contribute to the vibrancy of our society, the education of our children, the creativity of our citizens and the strength of our democracy.
    [Show full text]
  • Reinvesting in Arts Education
    President’s Committee on the Arts And the humAnities Reinvesting in Arts Education Winning America’s Future Through Creative Schools reated in 1982 under President Reagan, the President’s CCommittee on the Arts and the Humanities (PCAH) is an advisory committee to the White House on cultural issues. The PCAH works directly with the Administration and the three primary cultural agencies –– National Endowment for the Arts (NEA), National Endowment for the Humanities (NEH) and the Institute of Museum and Library Services (IMLS) –– as well as other federal partners and the private sector, to address policy questions in the arts and humanities, to initiate and support key programs in those disciplines and to recognize excellence in the field. Its core areas of focus are arts and humanities education, cultural exchange, and community revitalization. The First Lady serves as the Honorary Chairman of the Committee, which is composed of both private and public members. Through the efforts of its federal and private members, the PCAH has compiled an impressive legacy over its almost 30-year tenure, conducting major research and policy analysis, and catalyzing important federal cultural programs, both domestic and international. These achievements rely on the PCAH’s unique role in bringing together the White House, federal agencies, civic organizations, corporations, foundations and individuals to strengthen the United States’ national investment in its cultural life. Central to the PCAH’s mission is using the power of the arts and humanities to contribute to the vibrancy of our society, the education of our children, the creativity of our citizens and the strength of our democracy.
    [Show full text]
  • The Arts and Education: New Opportunities for Research
    47243-CCSSO-AEP4.qxd 4/14/04 9:50 AM Page C1 THE ARTS AND EDUCATION: NEW OPPORTUNITIES FOR RESEARCH Arts Education Partnership 2004 47243-CCSSO-AEP4.qxd 4/14/04 9:50 AM Page C2 Arts Education Partnership Copyright © 2004 Arts Education Partnership The Arts Education Partnership is administered by the Council of Chief State School Officers and the National Assembly of State Arts Agencies, through a cooperative agreement with the National Endowment for the Arts and the U.S. Department of Education. The Arts Education Partnership can be contacted at: Arts Education Partnership One Massachusetts Avenue, NW, Suite 700 Washington, DC 20001-1431 http://www.aep-arts.org Permission to copy, disseminate, or to otherwise use information from this document is granted as long as appropriate acknowledgment is given. This document is published in electronic format on the World Wide Web at www.aep-arts.org. For information on ordering printed copies, please call 202.336.7016 or visit www.aep-arts.org. 47243-CCSSO-AEP4.qxd 4/14/04 9:50 AM Page i THE ARTS AND EDUCATION: NEW OPPORTUNITIES FOR RESEARCH Arts Education Partnership 2004 47243-CCSSO-AEP4.qxd 4/14/04 9:50 AM Page ii TASK FORCE CHAIR: Gerald E. Sroufe, American Educational Research Association John D. Bransford, University of Washington James S. Catterall, University of California at Los Angeles Richard J. Deasy, Arts Education Partnership Paul D. Goren, The Spencer Foundation Ann E. Harman, Harman & Associates, LLC Doug Herbert, National Endowment for the Arts Felice J. Levine, American Educational Research Association Steve Seidel, Harvard Project Zero PROJECT DIRECTOR: Lauren Stevenson, Arts Education Partnership RESEARCH ASSISTANT: Andrew Nelson, Arts Education Partnership 47243-CCSSO-AEP4.qxd 4/14/04 9:50 AM Page i FOREWORD Our explicit goal for this report is to spark new conversations about research on arts and education.
    [Show full text]
  • Integration of Art, Music and Drama in Education
    SPECIEL ISSUE ON MUSIC, DANCE, DRAMA & ARTS IN EDUCATION OF SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES ISSN 2278-8808, SJIF 5.403 INTEGRATION OF ART, MUSIC AND DRAMA IN EDUCATION SRJIS IMPACT FACTOR SJIF 2015: 5.401 Dr. Madhuri Isave (Page 150-154) Date of Issue Release: 04/03/2017, Associate Prof., Tilak College of Education, Pune-30 Volume: SRJIS, Jan-Feb, 2017, 4/30 Scholarly Research Journal's is licensed Based on a work at www.srjis.com Introduction The need of the integration of performing art in teacher education curriculum is a new focused toward learning without burden. The Kothari Commission Report of 1964- 66 emphasized that “in an age which values discovery and invention education for creative expression acquires added significance. Adequate facilities for the training of teachers in music and the visual arts do not exist. The neglect of the arts in education impoverishes the educational process and leads to a decline of aesthetic tastes and values”. The National Policy of Education 1986 emphasized that the important school education is to foster understanding of cultural and social system of different parts of the country. Follow up taken in 1986 and program of action prepared in 1992 and mentioned cultural perspective interlinking education promotes personality development and helps to enhance potentialities of the child. It is also supported in the three previous National Curriculum Framework(NCFs)of 1975,1988 And 2000 that to encourage and arouse students curiosity it is important to the principle of the teaching is focused on drama, music and drawing etc. Paradigm shift toward the art education integrate in school curriculum.
    [Show full text]
  • Arts Education in Public Elementary and Secondary Schools
    NATIONAL CENTER FOR EDUCATION STATISTICS Statistical Analysis Report October 1995 Arts Education in Public Elementary and Secondary Schools Nancy Carey Elizabeth Farris Westat, Inc. Michael Sikes National Endowment for the Arts Rita Foy National Institute on Student Achievement, Curriculum, and Assessment Judi Carpenter Project Officer National Center for Education Statistics U. S. Department of Education Office of Educational Research and Improvement NCES 95-082 U.S. Department of Education National Endowment for the Arts Richard W. Riley Jane Alexander Secretary Chairman OffIce of Educational Research and Improvement OffIce of Partnership Sharon P. Robinson Scott Sanders Assistant Secretary Deputy Chairman National Center for Education Statistics Arts in Education Program Jeanne E. Grifllth Doug Herbert Acting Commissioner Director Paul Planchon Associate Commissioner National Center for Education Statistics The purpose of the Center is to collect and report “statistics and information showing the condition and progress of education in the United States and other nations in order to promote and accelerate the improvement of American education. ” --Section 402(b) of the National Education Statistics Act of 1994 (20 U.S.C. 9001). October 1995 Contact: Judi Carpenter (202) 219-1333 This report was prepared by Westat, hc., under contract with the National Center for Education Statistics and under a cooperative agreement with the National Endowment for the Arts. For sale by the U.S. Government Printing Office Superintendent of Documents, Mail Stop SSOP, Washington, DC 20402-9328 ISBN 0-16 -048387-5 Highlights Arts Education in Public Elementary Schools Music is offered in 97 percent of public elementary schools in the United States (figure 1).
    [Show full text]
  • The Effect of Drama-Based Pedagogies on K-12 Literacy-Related Outcomes: a Meta-Analysis of 30 Years of Research
    The Effect of Drama-based Pedagogies on K-12 Literacy-Related Outcomes: A Meta-Analysis of 30 Years of Research (working paper) Bridget Kiger Lee, PhD Patricia Enciso, PhD Megan Brown Author Note Bridget Kiger Lee*, Department of Teaching and Learning, The Ohio State University; Megan Brown, Department of Teaching and Learning, The Ohio State University; Patricia Enciso, Department of Teaching and Learning, The Ohio State University. *All work for this manuscript was conducted while at The Ohio State University; however, Dr. Lee is now affiliated with the University of Pittsburgh. Correspondence concerning this article should be addressed to Bridget Kiger Lee; Email: [email protected] This project was supported in part or in whole by an award from the Research: Art Works program at the National Endowment for the Arts: Grant# 15-3800-7008. The opinions expressed in this paper are those of the author(s) and do not necessarily represent the views of the Office of Research & Analysis or the National Endowment for the Arts. The Arts Endowment does not guarantee the accuracy or completeness of the information included in this report and is not responsible for any consequence of its use. A recent national report heartily supported arts integration as an effective, innovative, and cost efficient way to address teachers’ and students’ needs; however, the report called for a better understanding of when, for whom, and what content areas are best served by arts integration methods. The effectiveness of drama-based pedagogy (DBP), a type of arts integration, has been assessed in previous meta-analyses; however, an updated meta-analysis is warranted.
    [Show full text]
  • Art As a Means to Teach English Language Vocabulary To
    ART AS A MEANS TO TEACH ENGLISH LANGUAGE VOCABULARY TO ELDERLY PEOPLE FROM THE RETIREMENT HOME: Hogar del Abuelo Divino Pastor CLAUDIA JULIETH CARDONA NARANJO LINA VANESSA GARCÍA QUINTERO SANTIAGO OSORIO GARCÍA M.A DOLLY RAMOS GALLEGOS CLASSROOM PROJECT’S ADVISOR 2018 UTP Teaching English through Arts to elderly TABLE OF CONTENTS ACKNOWLEDGMENT ................................................................................................................................... 4 ABSTRACT ................................................................................................................................................... 5 1. Justification ......................................................................................................................................... 7 2. Objectives ......................................................................................................................................... 10 2.1. Teaching Objectives .................................................................................................................. 10 2.1.1. General Aim ...................................................................................................................... 10 2.1.2. Specific Objectives............................................................................................................. 10 2.2. Learning Objectives ................................................................................................................... 10 2.2.1. General Aim .....................................................................................................................
    [Show full text]
  • Critical Links: Learning in the Arts and Student Academic and Social Development. INSTITUTION Arts Education Partnership, Washington, DC
    DOCUMENT RESUME ED 466 413 SO 033 941 AUTHOR Deasy, Richard J., Ed. TITLE Critical Links: Learning in the Arts and Student Academic and Social Development. INSTITUTION Arts Education Partnership, Washington, DC. SPONS AGENCY Department of Education, Washington, DC.; National Endowment for the Arts (NFAH), Washington, DC. ISBN ISBN-1-884037-78-X PUB DATE 2002-00-00 NOTE 171p.; Contains small print and some light print. Color print on color backgrounds may not reproduce adequately. CONTRACT DCA-97-16 AVAILABLE FROM Arts Education Partnership, One Massachusetts Ave., NW, Suite 700, Washington, DC 20001-1431. Web site: http://www.aep-arts.org/. PUB TYPE Collected Works - General (020) EDRS PRICE MFOl/PC07 Plus Postage. DESCRIPTORS Academic Achievement; *Art Activities; *Art Education; Classroom Techniques; *Educational Research; Elementary Secondary Education; *Fine Arts; Foreign Countries; *Social Development IDENTIFIERS *Academic Development Plans; *Research Summaries; South Korea (Seoul) ABSTRACT Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Danceu1(Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K.
    [Show full text]
  • Visual Arts Smpl Curriculum.Pdf
    Copyright © 2015 by the Virginia Department of Education P.O. Box 2120 Richmond, Virginia 23218-2120 www.doe.virginia.gov All rights reserved. Reproduction of these materials for instructional purposes in public school classrooms in Virginia is permitted. Superintendent of Public Instruction Dr. Steven R. Staples Assistant Superintendent for Instruction Dr. John William Haun Office of Humanities & Early Childhood Dr. Christine A. Harris, Director Cheryle C. Gardner, Principal Specialist of Fine Arts Edited, designed, and produced by the CTE Resource Center Kevin P. Reilly, Administrative Coordinator Taylor B. Mooney, Writer/Editor Richmond Business and Medical Center Phone: 804-673-3778 2002 Bremo Road, Lower Level Fax: 804-673-3798 Henrico, Virginia 23226 Web site: www.cteresource.org The CTE Resource Center is a Virginia Department of Education grant project administered by Henrico County Public Schools. NOTICE The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, sexual orientation, gender identity, age, political affiliation, or against otherwise qualified persons with disabilities. The policy permits appropriate employment preferences for veterans and specifically prohibits discrimination against veterans. The following position has been designated to handle inquiries regarding the Department’s non-discrimination policies: Deputy Superintendent – Finance and Operations Virginia Department of Education P. O. Box 2120 Richmond, Virginia 23218-2120 Telephone: 804-225-2025 For further information on Federal non-discrimination regulations, contact the Office for Civil Rights at [email protected] or call 1-800-421-3481. You may also view Governor Terry McAuliffe’s Executive Order 1 (EO-1, 2014) (PDF), which specifically prohibits discrimination on the basis of race, sex, color, national origin, religion, age, political affiliation, or against otherwise qualified persons with disabilities.
    [Show full text]
  • Voices in the Arts Perspectives on the Importance of the Arts in Education Voices in the Arts
    Perspectives on the Importance of the Arts in Education Voices in the Arts Perspectives on the Importance of the Arts in Education Voices in the Arts Dear Colleague: For more than a decade, intense interest in how the arts stimulate learning has engaged researchers. Their efforts show that the study of music, drama, writing, dance and the visual arts helps excite and reinforce learning in subjects beyond the arts, like math, English and science. Yet, as budgets shrink, the arts have been withdrawn from many of our schools and classrooms. We need to change this. Arts education is not a frill; it is beneficial to every student. The arts help teachers reach students across a broad spectrum of learning styles and raise achievement in at-risk students, young children, underserved populations and students with disabilities. The arts play a primary role in students’ development. They are the cornerstone of emotional, creative and expressive development in young people. I couldn’t agree more with Secretary of Education Arne Duncan when he said, “The arts can help students become tenacious, team-oriented problem solvers who are confident and able to think creatively.” Recent findings that link an arts education to brain development and improved memory hold out hope that introducing the arts early will benefit all children. If we also can use the arts to encourage students to stay in school through graduation and do well in their classes, we will have been truly successful. Of course, the exploration of any art form requires a knowledgeable teacher. Teachers create and maintain successful learning environments and raise student achievement.
    [Show full text]
  • Learning Through the Arts
    Learning Through The Arts I A Guide to the National Endowment for the Arts and Arts Education The National Endowment for the Arts provides nation- al recognition and support to significant projects of artistic excellence, thus preserving and enhancing our nation’s diverse cultural heritage. The Endowment was created by Congress and established in 1965 as an independent agency of the federal government. This public investment in the nation’s cultural life has resulted in both new and classic works of art reaching every corner of America. Learning Through The Arts I A Guide to the National Endowment for the Arts and Arts Education M A Y 2 0 0 2 acknowledgments Learning through the Arts was published by: National Endowment for the Arts Office of Communications Mark D. Weinberg, Director Katherine L. Wood, Media and Publications Manager Don Ball, Editor Designed by: Marti Betz Design, Annapolis, MD Thanks to Doug Herbert for his contributions to the text, design, and overall concept of the publication. Thanks also to Molly Gaston Johnson, Lee Kessler, and Patrice Walker Powell for their editorial contributions, Nikol Plass for ini- tial research, and Judith Zwolak for proofreading. Voice/TTY: 202/682-5496 For individuals who are deaf or hard-of-hearing. Individuals who do not use conventional print may contact the Arts Endowment’s Office for AccessAbility to obtain this publication in an alternate format. Telephone: 202/682-5532 National Endowment for the Arts 1100 Pennsylvania Avenue, NW Washington, DC 20506-0001 202/682-5400 This publication can be ordered and accessed electronically at the NEA Web site: www.arts.gov.
    [Show full text]