Using the Arts in the Classroom to Promote Soft Skills
Professional Learning from Classroom-Based Inquiries, Page: 55-67
2023
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Book Chapter Description
Key competencies and twenty-first-century skills are considered soft skills that are essential for children to develop to become successful members of society. This inquiry focuses on how the arts can be used in the classroom to promote and develop soft skills creativity, communication, critical thinking, relating to others and expression. To support and scope the parameters for this inquiry, I researched soft skills in terms of their importance in the classroom, contribution to student emotional well-being as it relates to the Hauora model, and music and visual art use for relating to others and expression. In New Zealand, the Hauora model is based on the four pillars of Māori health and well-being. A focus group of learners who, through teacher observation and self-reflection, were considered less confident in demonstrating soft skills use were selected for this inquiry. Data was collected during the inquiry through overall teacher judgements (OTJs), feedback forms, and discussion sessions. I found that the arts, as an intervention, associated with my personal pedagogy promoted soft skills of creativity, communication, critical thinking, relating to others and expression.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85208890857&origin=inward; http://dx.doi.org/10.1007/978-981-99-5099-7_5; https://link.springer.com/10.1007/978-981-99-5099-7_5; https://dx.doi.org/10.1007/978-981-99-5099-7_5; https://link.springer.com/chapter/10.1007/978-981-99-5099-7_5
Springer Science and Business Media LLC
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