Captured voices in primary school art education.

Eisner (1972) articulated a long-standing orientation in art education as he described the triadic relationship between socio-centric, child-centred and discipline-centred approaches in art education praxis. Hickman (2005) observed that teachers and students are now positioned to embrace a wider range of discourses as to what art might be. This impacts on why students make art and how it is taught. Wider arts discourse has resulted in influential paradigms and historically preferred arts pedagogies (Efland, 2002, 2004; Eisner, 1972; Kerlavage, 1992; Price, 2005). These discourses influence policy, curriculum, teacher beliefs about art and ultimately the ways in which these influences are played out in classrooms. Eisner (2002) argued the need for "empirically grounded examples of artistic thinking related to the nature of the tasks students engage in, the materials they work with, the context's norms and the cues the teacher provides to advance their students thinking" (p. 217). This paper draws on such theory and a two year action-research project, The Art of the Matter (Fraser et al., 2006) involving case studies and analysis. This paper focuses on a Year 4 to Year 6 'drawing into painting' context taught by experienced generalist teachers in New Zealand primary schools. The influence of school culture and programme structures is explored. I raise questions as to which socio-cultural and discipline-centred voices generalist teachers have been captured by, and consider to what extent it possible to still discern a student whisper under the clamour and control of adult proscribed activity

Negotiating the Spaces: Relational Pedagogy and Power in Drama Teaching

While there is a growing body of literature on relational pedagogy as a concept, less attention is given to the details of just how relational pedagogy manifests in classroom practice. Similarly, while issues of power, democracy and co-constructed learning feature in contemporary research, the details of how power relationships can be effectively altered between teachers and children warrants closer scrutiny. This paper explores how pedagogy is enhanced when spaces are negotiated between teachers and children in the real and fictional worlds of drama. The findings emerge from a two year collaborative research project between generalist elementary teachers and university researchers. Salient issues of trust, power sharing, and metaxis, which are part of relational pedagogy in the drama classroom, are explored. In particular, the paper discusses how traditional power and knowledge positions are 'disrupted' through the drama strategy of 'teacher-in-role' - a strategy with both political significance and pedagogical force

Paradox and promise in joint school/university arts research

Collaborative university and school research projects are inevitably labour intensive endeavours that require the careful negotiation of trust and the joint development of critique of current practice. While this raises tension it also builds generative communities of inquiry that can enhance both theory and practice. This paper reports on an Arts project undertaken in primary classrooms between university staff and generalist teacher co-researchers focusing on children’s idea development in dance, drama, music and art. This two year project is briefly outlined and some issues that arise in school research are explored. Project collaborators need to exercise caution in their examination of practice and strive to resist premature closure. All parties need to hold the tension of apparent contradictions, being both interested (in effective Arts pedagogy) and disinterested (in order to heighten perception) so that they might ‘surprise themselves in a landscape of practice with which many are very familiar indeed’ (McWilliam 2004:14). These issues and paradoxes in collaborative research are considered alongside some particular processes that build school and university partnerships

Exploring children's development of ideas in music and dance

Eisner maintains that the Arts education community needs ‘empirically grounded examples of artistic thinking related to the nature of the tasks students engage in, the material with which they work, the context’s norms and the cues the teacher provides to advance their students’ thinking’ (2000:217). This paper reflects on preliminary results of a collaborative research project between teachers and university researchers that is investigating how children develop and refine arts-making ideas and related skills in Dance and Music in a small sample of schools in New Zealand. Factors such as the place of repetition in the development of ideas, the relevance of offers, the place of verbal and non-verbal communication in arts idea generation, and group work as an accepted ritual of practice, are explored and discussed

An interview: Making art as a dialogue with materials, moments and motivations

Graham Price has worked extensively in primary, secondary and tertiary art education in Otago (1976–1997) and since 2000 in pre-service secondary and primary art education within the University of Waikato arts education team. He has experience in developing art education resources, Waikato professional development programmes, and the development of visual art assessment in primary schools through the National Education Monitoring Project 1995–2008. His research interests include arts integration, the history of art education in New Zealand and how students talk about art. His own artwork spans painting, jewellery and sculptural responses to calligraphy. He actively participates in a cappella choral performance. In this piece Graham shares his views and his approach to art making

Turbulence and Transport During Guide-Field Reconnection at the Magnetopause

We analyze the development and influence of turbulence in three-dimensional particle-in-cell simulations of guide-field magnetic reconnection at the magnetopause with parameters based on observations of an electron diffusion region by the Magnetospheric Multiscale (MMS) mission. Along the separatrices the turbulence is a variant of the lower hybrid drift instability (LHDI) that produces electric field fluctuations with amplitudes much greater than the reconnection electric field. The turbulence controls the scale length of the density and current profiles while enabling significant transport across the magnetopause despite the electrons remaining frozen-in to the magnetic field. Near the X-line the electrons are not frozen-in and the turbulence, which differs from the LHDI, makes a significant net contribution to the generalized Ohm's law through an anomalous viscosity. The characteristics of the turbulence and associated particle transport are consistent with fluctuation amplitudes in the MMS observations. However, for this event the simulations suggest that the MMS spacecraft were not close enough to the core of the electron diffusion region to identify the region where anomalous viscosity is important

A Population of Short-Period Variable Quasars from PTF as Supermassive Black Hole Binary Candidates

Supermassive black hole binaries (SMBHBs) at sub-parsec separations should be common in galactic nuclei, as a result of frequent galaxy mergers. Hydrodynamical simulations of circumbinary discs predict strong periodic modulation of the mass accretion rate on time-scales comparable to the orbital period of the binary. As a result, SMBHBs may be recognized by the periodic modulation of their brightness. We conducted a statistical search for periodic variability in a sample of 35,383 spectroscopically confirmed quasars in the photometric database of the Palomar Transient Factory (PTF). We analysed Lomb-Scargle periodograms and assessed the significance of our findings by modeling each individual quasar's variability as a damped random walk (DRW). We identified 50 quasars with significant periodicity beyond the DRW model, typically with short periods of a few hundred days. We find 33 of these to remain significant after a re-analysis of their periodograms including additional optical data from the intermediate-PTF and the Catalina Real-Time Transient Survey (CRTS). Assuming that the observed periods correspond to the redshifted orbital periods of SMBHBs, we conclude that our findings are consistent with a population of unequal-mass SMBHBs, with a typical mass ratio as low as q = M2/M1 ~ 0.01.Comment: MNRAS (accepted), new section 4.

Word Length Perturbations in Certain Symmetric Presentations of Dihedral Groups

Given a finite group with a generating subset there is a well-established notion of length for a group element given in terms of its minimal length expression as a product of elements from the generating set. Recently, certain quantities called $\lambda_{1}$ and $\lambda_{2}$ have been defined that allow for a precise measure of how stable a group is under certain types of small perturbations in the generating expressions for the elements of the group. These quantities provide a means to measure differences among all possible paths in a Cayley graph for a group, establish a group theoretic analog for the notion of stability in nonlinear dynamical systems, and play an important role in the application of groups to computational genomics. In this paper, we further expose the fundamental properties of $\lambda_{1}$ and $\lambda_{2}$ by establishing their bounds when the underlying group is a dihedral group. An essential step in our approach is to completely characterize so-called symmetric presentations of the dihedral groups, providing insight into the manner in which $\lambda_{1}$ and $\lambda_{2}$ interact with finite group presentations. This is of interest independent of the study of the quantities $\lambda_{1},\; \lambda_{2}$. Finally, we discuss several conjectures and open questions for future consideration

Folic acid induces cell type-specific changes in the transcriptome of breast cancer cell lines: a proof-of-concept study

The effect of folic acid (FA) on breast cancer (BC) risk is uncertain. We hypothesised that this uncertainty may be due, in part, to differential effects of FA between BC cells with different phenotypes. To test this we investigated the effect of treatment with FA concentrations within the range of unmetabolised FA reported in humans on the expression of the transcriptome of non-transformed (MCF10A) and cancerous (MCF7 and Hs578T) BC cells. The total number of transcripts altered was MCF10A 75 (70 up-regulated), MCF7 24 (14 up-regulated) and Hs578T 328 (156 up-regulated). Only the cancer-associated gene TAGLN was altered by FA in all three cell lines. In MCF10A and Hs578T cells, FA treatment decreased pathways associated with apoptosis, cell death and senescence, but increased those associated with cell proliferation. The folate transporters SLC19A1, SLC46A1 and FOLR1 were differentially expressed between cell lines tested. However, the level of expression was not altered by FA treatment. These findings suggest that physiological concentrations of FA can induce cell type-specific changes in gene regulation in a manner that is consistent with proliferative phenotype. This has implications for understanding the role of FA in BC risk. In addition, these findings support the suggestion the differences in gene expression induced by FA may involve differential activities of folate transporters. Together these findings indicate the need for further studies of the effect of FA on BC