Reflecting on the value of arts intensive programing in Yukon territory 1993-1994
Bibliographic record
Abstract
The purpose of this study was to look at the importance and value of teaching art in schools. While there are published academic papers that discuss the value of teaching arts at the secondary school level, there has been no study conducted on the MAD (Music, Arts, and Drama) program that was piloted in Whitehorse, Yukon in 1993 – 1994. The researcher was interested in documenting the participants’ experiences in a secondary school immersive arts program that had no set curriculum. The methods of investigation used were questionnaires and interviews with former MAD students who attended the pilot program from 1993 – 1994. The questionnaires and interviews were conducted in the summer of 2017. Out of twelve possible participants contacted via encrypted email, only six of the alumni were available to reflect on their time in the MAD pilot program. The researcher collated the results of the interviews and questionnaires and analyzed them for emergent themes. The researcher found that these six participants had a positive experience in being exposed to an intensive arts program and they felt that by being exposed to arts in a secondary school setting helped them learn, or enhance, 21st century job skills such as creative thinking, problem-solving, collaborative skills, and empathy.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.004 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".