Eighth-Graders as Role Models:<i>A Service-Learning Art Collaboration for Social and Emotional Learning</i>

Hutzel, Karen; Russell, Robert L.; Gross, Julia Christina

doi:10.1080/00043125.2010.11519074

Cited by 12 publications

(7 citation statements)

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“…Antecedents to this proposition may be found in a crossover between versions of social justice and service‐learning‐based art education (Buffington ; Hutzel et al . ; Taylor ), except while forms of service learning may focus more on sociality and ‘doing good’, social justice art education (Garber ) is based on critical theory that requires criticality. In the iteration under review in this article, social practice offers complicit, celebratory, aesthetic, economic, therapeutic and ameliorative rewards instead of critical or political impacts in return for its social praxis.…”

Section: Art Education At Your Servicementioning

confidence: 99%

NGO Art Education

Kalin¹

2017

Int J Art Design Ed

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How is art education being put to use today? To explore this provocation, I read between the lines of teaching for civic literacy through visual arts education in the United States as mandated by the Partnership for 21st Century Skills. I consider an art education of social practice's utility within this mandate. In order to accomplish this, I describe artist Rick Lowe's Trans.lation: Vickery Meadow social sculpture project and then analyse this through a service aesthetics’ lens and neoliberal motives. In the process of overlaying social practice within the Partnership for 21st Century Skills as a model for visual arts and citizenship education toward globally competent graduates, I articulate the possible limitations of such micro‐utopian ventures for art education that amount to NGO‐esque art, making the case that these efforts, while facilitating a feeling of civic engagement, only further intensify the depoliticisation of art education acting as a form of Rancière's better police in reasserting the neoliberal status quo. I sound a cautionary note about such a pragmatic turn risking the exacerbation of our collective interpassivity through aligning art education too closely to our apparent use value for late capitalism.

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Section: Art Education At Your Servicementioning

confidence: 99%

NGO Art Education

Kalin¹

2017

Int J Art Design Ed

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“…Throughout the life cycle, the individual develops the skills, attitudes and values necessary to acquire social and emotional competencies (SECs) [ 1 ]. Defined as the ability to understand, manage, and express social and emotional issues, SECs include skills such as self-awareness (capacity to pay attention and understand one’s own emotions, goals and values, and being able to recognize the relationship between thoughts, feelings and behaviors), self-management (ability to manage one’s own emotions and behaviors to facilitate motivation and achieve one’s goals), social awareness (capacity to understand other people, different social contexts and norms), relationship skills (making it possible to initiate and maintain prosocial interpersonal relationships, respect social norms and have good communication skills), and responsible decision-making (reflexive consideration of different choices, taking into account the wellbeing of the self and others) [ 2 , 3 ].…”

Section: Introductionmentioning

confidence: 99%

Association between Social and Emotional Competencies and Quality of Life in the Context of War, Pandemic and Climate Change

Gameiro

Ferreira

Faria

2023

Behavioral Sciences

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The present context, with an ongoing pandemic situation, war and climate change, seems to play a critical role in both the peoples’ perception of their quality of life, and the acquisition and development of social and emotional competencies. In this study, our goal was to assess the relationship between social and emotional competencies and peoples’ quality of life in a Portuguese sample. Participants were 1139 individuals living in Portugal, aged between 16 and 85 years old, who were mostly (73%) female. An online protocol for data acquisition was used, which included sociodemographic characterization, the Portuguese version of the scale of Social and Emotional Competencies (SEC-Q) and the World Health Organization Quality of Life (WHOQOL-BRIEF). Correlation analysis and a canonical correlation were performed, with results showing a high association between the dimensions of social and emotional competencies and peoples’ quality of life. Two significant canonical roots were extracted, and the results show that the first is characterized by internal factors, linking psychological health and self-management and motivation, and the second root evidences the external factors, linking social relations and environment with social awareness and pro-social behavior.

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“…Furthermore, relationship skills are socially valid, with about 95% of all teachers believing relationship skills benefit all students and improve student skills for working together and reducing conflict (Cooper, 2017). Hutzel and colleagues (2010) noted that strong relationship skills improve student productivity and the willingness to engage in difficult tasks, as well as increase students’ sense of personal responsibility.…”

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confidence: 99%

“…Conversely, students with poor relationship skills are more likely to be at risk for destructive behavior than students who have social support and strong peer relationships (Hutzel et al, 2010). The cooperation component of relationship skills is noted as absent for many students with emotional and behavioral disorders (EBD; Hoffman et al, 2015).…”

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confidence: 99%

Cooperative Learning Strategies for Building Relationship Skills in Students With Emotional and Behavioral Disorders

2021

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Cooperative group activities in classrooms provide an opportunity for children to learn and demonstrate relationship skills, particularly when clear expectations and explicit instruction are provided. Relationship skills are one of the five competency areas of social and emotional learning. This article provides directions and illustrations for using cooperative group activities to improve the relationship skills of students with or at risk for emotional and behavioral disorders.

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Eighth-Graders as Role Models:A Service-Learning Art Collaboration for Social and Emotional Learning

Cited by 12 publications

References 1 publication

NGO Art Education

NGO Art Education

Association between Social and Emotional Competencies and Quality of Life in the Context of War, Pandemic and Climate Change

Cooperative Learning Strategies for Building Relationship Skills in Students With Emotional and Behavioral Disorders

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