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Spring 2013

In this Issue:

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

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Feature Article

Universal Design for Learning and the Arts

Don Glass, Anne Meyer, and David H. Rose

In this article, Don Glass, Anne Meyer, and David H. Rose examine the intersection of arts education and Universal Design for Learning (UDL) to inform the design of better art, curricula, and UDL checkpoints. They build a case for the contribution of the arts to expert learning across the affective, recognition, and strategic neural networks and argue for making affective and reflective learning outcomes more explicit in the arts. Continue
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The Harvard Educational Review (print ISSN 0017-8055, online ISSN 1943-5045) is a scholarly journal of opinion and research in education. It provides an interdisciplinary forum for discussion and debate about the field's most vital issues.

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