Holochwost Steven J, Goldstein Thalia R, Wolf Dennie Palmer
WolfBrown, Cambridge, MA, United States.
Department of Psychology, Lehman College, City University of New York, Bronx, NY, United States.
Front Psychol. 2021 May 13;12:624712. doi: 10.3389/fpsyg.2021.624712. eCollection 2021.
In this paper, we argue that in order for the study of arts education to continue to advance, we must delineate the effects of particular forms of arts education, offered in certain contexts, on specific domains of children's socioemotional development. We explain why formulating precise hypotheses about the effects of arts education on children's socioemotional development requires a differentiated definition of each arts education program or activity in question, as well as a consideration of both the immediate and broader contexts in which that program or activity occurs. We then offer the New Victory Theater's Schools with Performing Arts Reach Kids (SPARK) program as an illustrative example of how these considerations allow for the refinement of hypotheses about the impact of arts education on children's socioemotional development.
在本文中，我们认为，为了使艺术教育研究能够持续推进，我们必须明确在特定背景下提供的特定形式的艺术教育对儿童社会情感发展特定领域的影响。我们解释了为什么要对艺术教育对儿童社会情感发展的影响提出精确的假设，就需要对每个相关的艺术教育项目或活动进行差异化定义，并考虑该项目或活动发生的直接和更广泛的背景。然后，我们以新胜利剧院的“演艺进校园”（SPARK）项目为例，说明这些考量如何有助于完善关于艺术教育对儿童社会情感发展影响的假设。
