Harvard Educational Review
  1. Spring 2013 Issue »

    Expanding Our “Frames” of Mind for Education and the Arts

    JENNIFER S. GROFF
    In this article, Jennifer Groff explores the role of the arts in education through the lens of current research in cognitive neuroscience and the impact of technology in today’s digital world. She explains that although arts education has largely used multiple intelligences theory to substantiate its presence in classrooms and schools, this relationship has ultimately hindered the field of arts education’s understanding of the relationship between the arts, human development, and learning. Emerging research on the brain’s cognitive processing systems has led Groff to put forth a new theory of mind, whole-mindedness. Here she presents the evidence and construct for this frame of mind, how it sits in relation to multiple intelligences theory, and how it might redefine the justification for arts education in schools, particularly in our digitally and visually rich world.

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    Jennifer S. Groff is the vice president of learning and program development at the Learning Games Network, a nonprofit spin-off from the MIT Education Arcade, where she is leading the work on assessment in games and the development of a knowledge-base of learning games. She is also the cofounder of the Center for Curriculum Redesign, an international organization dedicated to redesigning the general curricula for the twenty-first century, as well as a subject matter expert adviser to the Organisation for Economic Co-operation and Development’s Innovative Learning Environments project. Her work focuses on the nature of innovation in systems of education and the redesign of learning environments and systems based on design principles from the learning sciences, as well as new technologies for mapping learning and development over time. Previously, Groff was a Fulbright Scholar at Futurelab in Bristol, England, where she continued her work on system innovation and researched the use of console games in Scotland’s schools. She is one of the authors in the book 20UNDER40: Reinventing the Arts and Arts Education for the 21st Century (AuthorHouse, 2010). 
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    Spring 2013 Issue

    Abstracts

    Foreword: Exploding Parameters and an Expanded Embrace
    A Proposal for the Arts in Education in the Twenty-First Century
    STEVE SEIDEL
    Editors’ Introduction
    Expanding Our Vision for the Arts in Education
    Edward P. Clapp and Laura A. Edwards
    Expanding Our “Frames” of Mind for Education and the Arts
    JENNIFER S. GROFF
    Expanding Our Vision of Museum Education and Perception
    An Analysis of Three Case Studies of Independent Blind Arts Learners
    SIMON HAYHOE
    Universal Design for Learning and the Arts
    Don Glass, Anne Meyer, and David H. Rose
    Graphica
    Comics Arts-Based Educational Research
    STEPHANIE JONES AND JAMES F. WOGLOM
    Why the Arts Don’t Do Anything
    Toward a New Vision for Cultural Production in Education
    RUBEN A. GAZTAMBIDE-FERNANDEZ
    Afterword: The Turning of the Leaves
    Expanding Our Vision for the Arts in Education
    MAXINE GREENE

    Book Notes

    The Learner-Directed Classroom
    Diane B. Jaquith and Nan E. Hathaway (Editors)

    Critical Aesthetic Pedagogy
    Yolanda Medina

    Hip Hop Genius
    Sam Seidel

    Design and Thinking
    Mu-Ming Tsai (Director)

    Changing Lives
    Tricia Tunstall

    Art Education Beyond the Classroom
    Alice Wexler (Editor)