摘要：This article examines the origin of ArtsBridge America, a K-12 school/university arts education partnership. It also summarizes findings from a research study on the effect that ArtsBridge participation had on a sample of university arts students. The study indicated that the transition from student to teaching artist required transformation of abstract procedural knowledge into a more flexible and fully assimilated performance capacity that could be adapted to a wide variety of situations. In addition, ArtsBridge helped university students move from a focus on the individual (self) and domain (arts) to a larger social/cultural sphere (field). Findings indicated that important interdisciplinary connections could be made, mentor relationships developed, and a nurturing environment for the development of creativity built through ArtsBridge program activities.
关键词：arts education; arts integration; collaboration; creativity; drama; educational research; K-12 schools; music; post-secondary education; social development; visual arts; ArtsBridge America; interdisciplinary; mentor; multidimensional; systems perspective; cultural organism; developmental science
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