WorldWideScience

Sample records for art education

  1. Art Education Is Violent

    Science.gov (United States)

    Tavin, Kevin

    2014-01-01

    In an era that is rife with aggression and hostility, most art educators hold close to their hearts the belief that they, and their students, can contribute to making the world a better place. Through their acts as teachers and the daily work of art education, they often strive toward creating a space of "non-violence." For K-12…

  2. Art Education with Attitude

    Science.gov (United States)

    Williams, Jere

    2016-01-01

    Purpose: This paper explores the way in which art education advances the goals of citizenship education. In the first section of this paper the similarities between ethical and aesthetic concepts will be outlined and the visual art symbol system will be carefully examined. Findings: It will be argued that the transference of a value-adaptive…

  3. Essays on Art and Education.

    Science.gov (United States)

    Geering, Adrian D.

    This document contains 10 essays which focus on various aspects of art education in the elementary, secondary, and postsecondary educational institutions of Australia. Titles are "Art Education in Australia," The Visual Arts and Society,""The Parallels Between Primitive Art and Child Art,""The Mildura Sculpture…

  4. Queering Art Teacher Education

    Science.gov (United States)

    Cosier, Kimberly; Sanders, James H., III

    2007-01-01

    This article sounds a call to action and addresses the challenges of creating inclusive, queer-affirming art teacher education curricula. We examine such challenges through case study vignettes of our varied US university settings and explore the perils of teaching in an increasingly queer-hostile culture. Strategies are given for avoiding attacks…

  5. Qualitative Assessment of Arts Education

    Science.gov (United States)

    Stake, Robert; Munson, April

    2008-01-01

    Exploring the complicated issues of assessment in the arts, the authors discuss assessment of arts education and arts programs from a qualitative perspective: experiential, naturalistic, and ethnographic interpretation. With special attention to the practices of teaching, learning, and administration of education in the arts, quality is sought…

  6. Arts Education Beyond Art : Teaching Art in Times of Change

    NARCIS (Netherlands)

    van Heusden, Bernard; Gielen, Pascal

    2015-01-01

    People and societies thrive on a versatile and imaginative awareness. Yet the critical debate on arts education is still too often about the qualities of artefacts and technical skills, and tends to neglect issues such as the critical function of the arts in society, artistic cognition and cognitive

  7. Disability Studies and Art Education

    Science.gov (United States)

    Derby, John

    2011-01-01

    This article promotes the field of disability studies as a valuable resource for expanding art education's concept of disability and as a promising venue for interdisciplinary dialogue. While art education has persistently supported special education since its inception, disability advocacy has advanced in the past two decades toward…

  8. Old Friends, Bookends: Art Educators and Art Therapists

    Science.gov (United States)

    Allison, Amanda

    2013-01-01

    This viewpoint presents a reflection on a meaningful relationship that developed between a university art education department and a local art therapy studio. Such partnerships are desirable and mutually beneficial because of the significant interest many art educators have in the field of art therapy. The author, an art educator, describes the…

  9. Art Education Technology: Digital Storytelling

    Science.gov (United States)

    Chung, Sheng Kuan

    2007-01-01

    The application of digital storytelling to art education is an interdisciplinary, inquiry-based, hands-on project that integrates the arts, education, local communities, technology, and storytelling. Through digital storytelling, students develop and apply multiliteracy skills, aesthetic sensitivities, and critical faculties to address greater…

  10. Art Education: Problems and Perspectives.

    Science.gov (United States)

    Dobbs, Stephen Mark

    1984-01-01

    Looks at reasons for the relatively low status of art education, and developments pointing to a hopeful trend for improving the prospects of art education (e.g., the evolution of a professional field, the creation of organizations with diverse interests, growth of curriculum research, private and public programming, and the utilization of new…

  11. Technology Education and the Arts

    Science.gov (United States)

    Roman, Harry T.

    2009-01-01

    One hears quite frequently how the arts continually suffer in the academic day. Many long-time technology education champions certainly know what this is all about; but there may be some ways to use technology education to bring the arts into the classroom. This article offers a series of activities and suggestions that will help students better…

  12. Arts and Education.

    Science.gov (United States)

    Berube, Maurice R.

    1999-01-01

    Describes the American public's growing interest in art after World War II. Discusses the problematic history of arts in the public school curricula, in which arts programs are seen as a last priority in school reform and are the first to be eliminated in school districts facing financial retrenchment. (SR)

  13. Support for Arts Education. State Arts Agency Fact Sheet

    Science.gov (United States)

    National Assembly of State Arts Agencies, 2011

    2011-01-01

    Supporting lifelong learning in the arts is a top priority for state arts agencies. By supporting arts education in the schools, state arts agencies foster young imaginations, address core academic standards, and promote the critical thinking and creativity skills essential to a 21st century work force. State arts agencies also support…

  14. Art Conquers All? Herbert Read's "Education through Art"

    Science.gov (United States)

    Barchana-Lorand, Dorit

    2015-01-01

    Herbert Read's "Education through Art" (henceforth ETA) is a pioneering attempt to provide empirical evidence for the need for art in the public school system. Rooting for art education, Read applies the conclusions of the newly evolving psychological research to his thesis on education, which he holds to be a contemporary revival of…

  15. Multicultural Resources for Arts Education.

    Science.gov (United States)

    Guyton, Soyini; And Others

    The chapters in this annotated bibliography list resources available to educators for an inclusive, multicultural approach to arts education. The first four chapters are limited to the four most-prevalent ethnic minority groups in Minnesota: (1) African American Resources; (2) Asian American Resources; (3) Hispanic American Resources; (4) Native…

  16. State Arts Agency Fact Sheet: Support for Arts Education

    Science.gov (United States)

    Online Submission, 2015

    2015-01-01

    This national overview of state arts agency grants and services for arts education includes summary statistics and geographic distribution. The fact sheet uses data from Final Descriptive Reports of state arts agency grant-making activities submitted annually to the National Assembly of State Arts Agencies (NASAA) and the National Endowment for…

  17. Art Education in Action on the Street

    Science.gov (United States)

    Chung, Sheng Kuan; Ortiz, Christy

    2011-01-01

    Showcasing the many forms and functions of art helps to articulate the fundamental importance of art education, whether it is to enhance the child or to support society. In illuminating the importance of art education, educators can eloquently argue about its value and contributions through an institutional tunnel, or they can take art education…

  18. The art of medical education.

    Science.gov (United States)

    Scheele, F

    2012-01-01

    Is the art of medical education just making sure to provide sufficient up to date medical knowledge and a lot of clinical experience? It is much more. The art of medical education is about a teaching program that is designed to serve the community of the near future. The program is the result of a thorough evaluation of societal needs and is capable of influencing the properties of future care. New care professionals who are trained in the program will -become instrumental in solving complex problems in health systems. The art of medical education is about the change of traditional ideas of how to cope with these health systems. This change will raise anger and resistance. Effective change management is essential to survive attacks from laggards and to maintain enthusiasm to invest in the health care of the future. Educationalist science provides several important insights that help us find the optimal shape of the program. Good role models and a learning environment that is an example of the intended professional and organisational behaviour, learning by doing, simulation programs, educational tools like e-learning systems, a good assessment and feedback system, and a portfolio to prove and discuss professional progress are all pivotal components of the ideal program. To achieve mastery within the art of medical education, a quality improvement program will be the crown of the process. Medical education is a multifaceted process and so the quality improvement should be. The art of medical education is a great challenge. The health care of your future deserves it.

  19. Art as Alterity in Education

    Science.gov (United States)

    Zhao, Guoping

    2014-01-01

    In education, art has often been perceived as entertainment and decoration and is the first subject to go when there are budget cuts or test-score pressures. Drawing on Emmanuel Lévinas's idea of the primacy of radical alterity that breaks the totality of our being, enables self-transformation and ethics, and ensures community as a totality…

  20. Watching the Art Education Pendulum Swing.

    Science.gov (United States)

    Hausman, Jerome J.

    A literature review of material from 1965 to the present that influenced the art education field, including publications outside of art education, is identified. "The Process of Education" by Jerome Bruner (1965) is discussed initially. An analysis of how the Pennsylvania State Seminar (1965) called for art educators to make an effort to…

  1. Arts Education Policy in Latin America.

    Science.gov (United States)

    Cristina De Couve, Alicia; Dal Pino, Claudia; Calvo, Diana Fernandez; Frega, Ana Lucia; Souza, Jusamara

    1998-01-01

    Highlights the various educational trends and policies in relation to arts education in the Latin American countries from the 16th to the 19th centuries. Summarizes the arts education policies in Latin American throughout the 20th century focusing on teaching in the arts and the role of educational research. (CMK)

  2. Nowhere, Somewhere, Everywhere: The Arts in Education.

    Science.gov (United States)

    Davis, Jessica Hoffman

    1999-01-01

    Summarizes eight roles that the arts can play in education, focusing on the "arts cultura" model. Describes the Harvard University Graduate School of Education program that explores the arts from a variety of perspectives. Discusses the arts' place in the curriculum. (CMK)

  3. Coaxial Connections: Art Education in Canada.

    Science.gov (United States)

    Gray, James V.

    1984-01-01

    Several avenues of communication that bind art education in the United States and Canada are described. Developments of mutual understanding have tightened the art education relationship between the two countries. (RM)

  4. Why Art Education? Academic Implications of Art in Elementary School.

    Science.gov (United States)

    Lopez, David F.; Takiff, Hilary; Kernan, Thomas; Stone, Renee

    A study investigated the relationship between arts education and academic achievement. Of specific interest was whether teaching the arts for their own sake influenced academic achievement in language arts and mathematics. It was hypothesized that it would influence children's self-efficacy. The sample consisted of 328 children from grades 2-5.…

  5. Humanities and Arts in Management Education

    DEFF Research Database (Denmark)

    Statler, Matt; Monthoux, Pierre Guillet de

    2015-01-01

    An introduction is presented in which the editors discuss various reports within the issue on topics including business management education in Great Britain, liberal arts education, and business studios.......An introduction is presented in which the editors discuss various reports within the issue on topics including business management education in Great Britain, liberal arts education, and business studios....

  6. What Education Can Learn from the Arts

    Science.gov (United States)

    Eisner, Elliot

    2009-01-01

    This article presents the author's lecture presented at the 2008 National Art Education Association (NAEA) convention. This lecture examines not what educators can learn from science but what educators can learn from the arts. The author's thesis is that the improvement of education is made possible not only by understandings promoted through…

  7. Arts Education Grants, Fiscal Year 2009

    Science.gov (United States)

    National Assembly of State Arts Agencies, 2011

    2011-01-01

    National Assembly of State Arts Agencies (NASAA) is the authority on state arts agency funding and grant making. NASAA publications provide extensive information on strategic planning, needs assessment and program evaluation methods specifically adapted to public arts agencies. This document presents the total number of arts education grant awards…

  8. Intercultural and Media Education on Art Classes

    Science.gov (United States)

    Borges, Maria José; Chaves, Anabela; Costa, Manuela; Pereira, Emília Sá

    2009-01-01

    Visual art, music and literature, are part of the culture. Thus Art shows the interactions between different cultures. The aim of the article is to present some activities to include intercultural issues in Art and Mother Language classes. Art classes also give the opportunity to do Media Education.

  9. Introducing Dramatic Inquiry as Visual Art Education

    Science.gov (United States)

    Rhoades, Mindi; Daiello, Vittoria S.

    2016-01-01

    This article defines dramatic inquiry, exploring its possible contributions to discourses on subjectivity, embodied pedagogy, and relational knowing in art education. As a communal, ensemble endeavor emerging from the discipline of drama education, dramatic inquiry offers strategies for enhancing arts education's critical inquiries by facilitating…

  10. Should Science and Arts Education Be Separated?

    Institute of Scientific and Technical Information of China (English)

    2009-01-01

    China’s practice of separating science and arts education has a long and complicated history. Back in the early 1950s, China decided to adopt the Soviet Union’s practice of separating science and arts education into two systems, the upshot of which was many universities finding themselves divided into

  11. Histochemical Seeing: Scientific Visualization and Art Education

    Science.gov (United States)

    Knochel, Aaron

    2013-01-01

    What are the capacities of visual arts curricula to engage learning within narrow frameworks of overly "scientistic" standards (Lather, 2007)? With growing emphasis in schools under STEM initiatives and evidence-based standards, the possible cross-pollination of effects that art education may have on a science-centric education may be a…

  12. U.S. Arts Education Requirements

    Science.gov (United States)

    Tutt, Kevin

    2014-01-01

    Federal education legislation over the past ten years has increasingly focused on high-stakes testing in the areas of science, technology, English, and math. The resultant decrease in time and funding for the arts has caused administrators to reconsider the role of the arts in education. Although a great deal of literature has been written about…

  13. Art Education and a Democratic Citizenry

    Science.gov (United States)

    Siegesmund, Richard

    2013-01-01

    The first purpose of Art Education in public schools, articulated in the eighteenth century, was the ability to shape an imaginatively responsible, empathetic, democratic citizenry; this remains an aim for today, which is hard to achieve. This article explores the continuing tension between this original goal and other versions of Art Education,…

  14. The Arts in Turkish Preschool Education

    Science.gov (United States)

    Acer, Dilek

    2015-01-01

    One of the most important factors determining a nation's level of development in the modern world is preschool education. When preschool education is perceived as an entity that affects every aspect of childhood development, this fact is undeniable. Several aspects of preschool education, including art education, play a significant role in a…

  15. Examining the Intersection of Arts Education and Special Education

    Science.gov (United States)

    Malley, Sharon M.; Silverstein, Lynne B.

    2014-01-01

    A variety of stakeholders work to ensure opportunities for students with disabilities to learn in and through the arts. Because they work in various disciplines in the fields of arts education and special education, these stakeholders lack opportunities to share resources and information. The John F. Kennedy Center for the Performing Arts, and its…

  16. An Artistic Approach to Fine Arts Interpretation in Higher Education

    Science.gov (United States)

    Selan, Jurij

    2013-01-01

    Art criticism was introduced into art education to help students understand works of art. However, art interpretation methods differ according to the educational goals specified for various types of art students. The fine arts interpretation procedures established in education are usually purely theoretical and exclusively verbal, and are thus…

  17. The Condition of Art Education: Critical Visual Art Education [CVAE] Club, Winter 2010

    Science.gov (United States)

    Hausman, Jerome; Ploof, John; Duignan, James; Brown, W. Keith; Hostert, Nicholas

    2010-01-01

    Artist Ad Reinhardt's 1991 prediction of the "Future of Art" can be interpreted as the condition of art education in 2010. He writes, "The next revolution will see the emancipation of the university academy of art from its market-place fantasies and its emergence as a center of consciousness and conscience." The focus in the fields of art and art…

  18. State Arts Agency: Arts in Education Profiles. 2nd Edition.

    Science.gov (United States)

    La Farge, Louisa, Ed.

    This handbook is a directory of residency programs for artists and Arts in Education (AIE) programs. It is arranged on a state by state basis, listed alphabetically by state. The catalog includes 52 states and territories. The residency program for 1991-92 is discussed for each state and territory. The application and panel review process is…

  19. Some Lessons from Art History for Art-Educational Research.

    Science.gov (United States)

    Feldman, Edmund Burke

    1980-01-01

    At present, art-educational research seems locked into a number of unexamined assumptions--largely derived from European Romantic ideology--about artistic productiveness as a desirable psychological trait. We need to know more about other cultural patterns of artistic behavior and the historic and social factors that influence them. (Author/SJL)

  20. Every Student Succeeds Act and Arts Education

    Science.gov (United States)

    Kohn Bradley, Karen

    2016-01-01

    Dance educators will be pleased to know that there is new legislation at the federal level that supports arts education. Seven years after Congress was due to reauthorize the Elementary and Secondary Education Act (also known for eight + seven years as No Child Left Behind [NCLB]), the lawmakers, suddenly and surprisingly, came through with a new…

  1. Implications for Art Education in the Third Millennium: Art Technology Integration

    Science.gov (United States)

    Mayo, Sherry

    2007-01-01

    Most would agree that today's art education is far more complex than art activities such as making pumpkin paintings in October. For one, art education continually evolves in response to arts technology integration. What exactly are the implications for art education in the new millennium? In this article, the author presents and shows some of the…

  2. Arts Education Is Not a Frill!

    Science.gov (United States)

    Spillane, Robert R.

    1987-01-01

    The arts, rather than being just a "frill," are essential to a public school curriculum, because music, painting, poetry, dance, drama, architecture, and the other arts are media of human communication, conceptualization, and innovation. This argument is developed through affirmative responses to five questions: (1) Should education provide the…

  3. Thoughts on Art Education. Occasional Paper 2.

    Science.gov (United States)

    Arnheim, Rudolf

    The relationship between psychology and the arts, and the role of the arts in the educational process are explored. The proposition put forth argues that the sensory system is a primary resource in cognitive life. The relationship of intuition to intellect, of how the whole and its constituent qualities relate, also is explored. The forms of…

  4. The Bauhaus and Studio Art Education.

    Science.gov (United States)

    Phelan, Andrew

    1981-01-01

    The author describes the history, theories, and methods of the German institution called the Bauhaus, which he considers to be the basic influence on American studio art education in the last 50 years. (Author/SJL)

  5. EDUCATION, ART AND THERAPY USING PUPPETS

    Directory of Open Access Journals (Sweden)

    Josinobu SOI

    1999-11-01

    Full Text Available This article was presented by three Japanese professionalists in special education. Based upon their own long experience in using puppets in practice they explored in a scientific way the influence of art in the education of disabled persons and in diving support to the process of "giving sense" to the surrounding. They explained the concept of art-therapy and put an accent on the role of the puppet as a mediator in the educational process. There were few case-studies of their clinical practice given, which conferred the usefulness of puppet therapy method in the education of handicapped children.

  6. The Business of Art Education: Friend or Foe?

    Science.gov (United States)

    Shin, Ryan

    2012-01-01

    Franchised art instruction businesses are not necessarily the enemy of the art educator, and can even provide a mutually beneficial way to enrich school art education programs. This article explores the status of art education businesses as creative enterprises that offer art curricula for children as clients, beyond the traditional school and…

  7. Educating for Cultural Citizenship: Reframing the Goals of Arts Education

    Science.gov (United States)

    Kuttner, Paul J.

    2015-01-01

    Arts education does more than transfer the skills and knowledge needed to create artistic works. It also helps to shape young people's orientations towards participation in the cultural life of their communities. In this article, Paul Kuttner argues for reframing arts education as a process of developing cultural citizenship. Cultural citizenship,…

  8. Working With Arts in Danish Nurse Education

    DEFF Research Database (Denmark)

    Jensen, Julie Borup

    2011-01-01

    The article outlines ideas and a number of results of a design-for-learning experiment, involving nurse students working with arts in the nurse education in Denmark. The findings show that learning in practice in nurse education can involve creativity as a dimension of building personal knowledge...

  9. Four Approaches to New Media Art Education

    Science.gov (United States)

    Freire, Manuelle; McCarthy, Erin

    2014-01-01

    Educators are concerned about what their students are learning in their interaction and participation in the digital culture. For art educators specifically, the digital and new media practices youth engage in raise other important questions: When contributing to the digital culture, what are they creating? What are the aesthetic qualities of the…

  10. Art education: teaching dilemmas explained via History

    Directory of Open Access Journals (Sweden)

    Maria José Dozza Subtil

    2009-12-01

    Full Text Available This paper reflects on the situation of arts teaching in the 5th to 8th grades in mainstream elementary education. The study was carried out in public schools in a city in the state of Paraná in 2004. The data was collected by means of questionnaires. Among the problems identified, primary is; the lack of specific teacher training and the lack of a conception about artistic work and, as a result, a visible constraint in their educational practice. The paper presents a historical retrospective of the teaching of arts in Brazilian education in order to understand how the educational policies are implemented. The understanding of art as an activity, polyvalence and free expression demonstrate remains of the 5.692/71 Law in the context investigated.

  11. Enhancing Science Education through Art

    Science.gov (United States)

    Merten, Susan

    2011-01-01

    Augmenting science with the arts is a natural combination when one considers that both scientists and artists rely on similar attitudes and values. For example, creativity is often associated with artists, but scientists also use creativity when seeking a solution to a problem or creating a new product. Curiosity is another common trait shared…

  12. Art and the Educated Audience

    Science.gov (United States)

    Young, James O.

    2010-01-01

    The important role audiences play in the workings of a well-ordered art world is seldom recognized. Aestheticians have little to say about audiences, and artists sometimes express disdain or even contempt for the judgment of audiences. I argue that valuable artworks are unlikely to be produced unless artists are responsive to a broad educated…

  13. Creative Grammar and Art Education

    Science.gov (United States)

    Cunliffe, Leslie

    2011-01-01

    The grammar of creative practices is described by George Steiner as the "articulate organisation of perception, reflection and experience, the nerve structure of consciousness when it communicates with itself and with others." Steiner's description of creative grammar is consistent with Lev Vygotsky's comment that "art is the social within us, and…

  14. Being Both: An Integrated Model of Art Therapy and Alternative Art Education

    Science.gov (United States)

    Albert, Rachel

    2010-01-01

    This viewpoint proposes a model of art therapy integrated into an alternative art education program. Because of the pressure to meet educational standards, school systems may be less likely to support clinical programs that take students out of their classes. A blended model of art therapy and art education that utilizes effective strategies from…

  15. Perceptions of Discipline-Based Art Education and the Getty Center for Education in the Arts.

    Science.gov (United States)

    Dobbs, Stephen Mark

    This position paper clarifies the goals of the Getty Center for Education in the Arts and its views on discipline-based art education (DBAE). The paper addresses and refutes misconceptions inherent in the following perceptions: (1) The Getty Center invented DBAE; (2) DBAE is a Specific Curriculum; (3) DBAE requires equal time and attention for…

  16. Arts Education Advocacy: The Relative Effects of School-Level Influences on Resources for Arts Education

    Science.gov (United States)

    Miksza, Peter

    2013-01-01

    The purpose of this study was to investigate advocacy influences that may impact school arts programs using data from the 2009-10 National Center for Education Statistics elementary and secondary school surveys on arts education. Regression models were employed to assess the relative effectiveness of variables representing community support,…

  17. Inclusive Education and the Arts

    Science.gov (United States)

    Allan, Julie

    2014-01-01

    This paper addresses the troubled, problematic and contested field of inclusive education, characterised by antagonisms between so-called inclusionists and special educationists; frustration, particularly among disability activists caused by the abstraction of the social model of disability and the expansion of the special educational needs…

  18. Encouraging creativity in art education

    OpenAIRE

    Tavčar, Mirjam

    2011-01-01

    Graduate work in the theoretical part describes in detail various aspects of creativity. I applied philosophical view of Claude Levi-Strauss, renowned designer Bruno Munari, pedagogical Barica Marentič Požarnik, psychological Edward De Bono, all the way to the art teacher Bogomil Karlavaris, who defined some distinctive factors of creativity: originality, flexibility, fluency or sensitivity, elaboration and redefinition. Based on the two activities from the field of flat and spatial design, w...

  19. Transferring ART research into education in Brazil

    Directory of Open Access Journals (Sweden)

    Maria Fidela de Lima Navarro

    2009-01-01

    Full Text Available The aim of this study was to evaluate the teaching of the Atraumatic Restorative Treatment (ART approach in Brazilian dental schools. MATERIALS AND METHODS: A questionnaire on this subject was sent to Pediatric Dentistry, Operative Dentistry and Public Health Dentistry professors. The questions approached the followig subjects: the method used to teach ART, the time spent on its teaching, under which discipline it is taught, for how many years ART has been taught and its effect on the DMFT index. RESULTS: A total of 70 out of 202 dental schools returned the questionnaire. The ART approach is taught in the majority of the Brazilian dental schools (96.3%, and in most of these schools it is taught both in theory and in clinical practice (62.9%. The majority (35.3% of professors teach ART for 8 hours, and most often as part of the Pediatric Dentistry discipline (67.6%. It has been taught for the last 7 to 10 years in 34.3% of dental schools. Most professors did not observe a change in the DMFT index with this approach. There is a diversity in the teaching of ART in Brazil in terms of the number of hours spent, the teaching method (theory and practice, and the disciplines involved in its teaching. CONCLUSIONS: It is necessary to address the training of professors in the ART approach for the whole country. An educational model is proposed whereby a standard ART module features as part of other preventive and restorative caries care educational modules. This will facilitate and standardize the introduction and adoption of the ART approach in undergraduate education in Brazil.

  20. The 'art' of successful breastfeeding education.

    Science.gov (United States)

    Healer, Eleanor

    2015-09-01

    Breastfeeding education must motivate a complete workforce in such a way that they are equipped with the fundamentals and extended skills to carry out their role as infant feeding gurus, throughout their career. To achieve this with any success, there is an intrinsic need to establish a total understanding of both the physiology and emotional importance which underlies the art of breastfeeding. Only when this is attained will passion and longevity for the 'art' be fully embraced and respected.

  1. Education for Art in Sancti Spiritus.

    Directory of Open Access Journals (Sweden)

    Ilianet Castilla Fernández

    2013-09-01

    Full Text Available The article refers the experience of the Art Instructors in Sancti Spiritus who have got the goal to bring the people to their art, culture and traditions. These professionals have improved the pedagogical essence of their work in integration with the artistic branch and have met alternatives to get this purpose in this city which has great artistic and cultural potentialities. We present a set of communitarian workshops to refine the process of integration of social actor in the education for art. These actions have contributed to the preservation of cultural identity and are based on activity and communication.

  2. Interactive Technologies in Musical and Arts Education

    Directory of Open Access Journals (Sweden)

    Y. Y. Glazyrina

    2013-01-01

    Full Text Available The paper substantiates the introduction of interactive techniques in music and arts education, and analyzes the definitions of interactivity – a key term of the modern educational paradigm. Various interpretationsof interactivity and its components – interaction, communication, dia logue, polylogue, interpretation, reinterpretation, intonation, feelings, comprehension, generalization (reflection, and experience – are given. In the methodology context, the author traces out the similarity of interactive concepts in general didactics and the humanities knowledge (M. M. Bakhtin, V. S. Bibler, and maintains that the main components of interactive teaching include the basic categories of culture, art, music, and psychology of artistic perception and creativity. Therefore, similarity of the content and approach to interpreting the conceptual terminological apparatus of interactive education makes it possible to implement the interactive techniques in teaching the cycle of music and arts disciplines.

  3. Profession Dilemmas in the art educational field

    Directory of Open Access Journals (Sweden)

    Eva Lutnæs

    2015-10-01

    Full Text Available The anthology Kunstner eller lærer? Profesjonsdilemmaer i musikk- og kunst­­pedagogisk utdanning (Artist or teacher? Profession Dilemmas in the music and art educational fields is edited by Elin Angelo and Signe Kalsnes. The reviewer concludes there is a label identity construction through the use of terms, including how you choose to position yourself and how you are categorised by others, which makes the book a very valuable contribution to the discussion of the professional dilemma and professional identity of students, teachers and researchers in the art educational fields.

  4. Encouraging the Arts through Higher Education Institutions: Arts Policy Implementation in Virginia

    OpenAIRE

    Keeney, Katherine Preston

    2014-01-01

    This dissertation investigates the role of public higher education institutions in state-level arts policy in the state of Virginia. The strength of public support for the arts historically has been measured by per capita arts spending, as determined by appropriations to state arts agencies. However, this is a very thin measure that misses an increasingly important contributor to the arts policy landscape - higher education institutions. As direct sources of funding for the arts decline, univ...

  5. Body art education: the earlier, the better.

    Science.gov (United States)

    Armstrong, Myrna L; Tustin, Jane; Owen, Donna C; Koch, Jerome R; Roberts, Alden E

    2014-02-01

    Using the major format identified for successful prevention and intervention work, five "W" questions: what, why, whom, where, and who, plus one: how, this article first summarizes the current body art literature. Then, educational strategies specifically regarding the topic of tattoos and body piercing are presented for school nurses. These strategies can be used to create applicable, realistic information for young students before they are faced with decisions related to body art. The school nurse might be the first and only credible source of information the students receive related to body art in an education/health environment. Curriculum emphasis is on the decision making leading up to the action, and the major purposes, rather than on the markings or jewelry associated with procurement. Reducing decisional conflict while promoting positive development in the areas of empowerment, self-esteem, and maturing can help achieve stronger informed decision making.

  6. On the Spiritual Element in Arts Education.

    Science.gov (United States)

    Abbs, Peter

    1995-01-01

    Attempts a redefinition of spirituality and an incorporation of this into art education. Argues that symbolic and spiritual consciousness plays a crucial role in the works of artists as disparate as William Blake and Frida Kahlo. Criticizes the preeminence of scientific theory as a modern belief system. (MJP)

  7. Body Art Education: The Earlier, the Better

    Science.gov (United States)

    Armstrong, Myrna L.; Tustin, Jane; Owen, Donna C.; Koch, Jerome R.; Roberts, Alden E.

    2014-01-01

    Using the major format identified for successful prevention and intervention work, five "W" questions: what, why, whom, where, and who, plus one: how, this article first summarizes the current body art literature. Then, educational strategies specifically regarding the topic of tattoos and body piercing are presented for school nurses.…

  8. Equity, the Arts, and Urban Education: A Review

    Science.gov (United States)

    Kraehe, Amelia M.; Acuff, Joni B.; Travis, Sarah

    2016-01-01

    This review examines empirical studies of educational equity in and through the arts with broad implications for urban education. It extends the literature by (a) describing the interrelated spaces of urban education and the arts, (b) integrating knowledge of arts education across formal and informal learning environments, and (c) examining the…

  9. Performing Art-Based Research: Innovation in Graduate Art Therapy Education

    Science.gov (United States)

    Moon, Bruce L.; Hoffman, Nadia

    2014-01-01

    This article presents an innovation in art therapy research and education in which art-based performance is used to generate, embody, and creatively synthesize knowledge. An art therapy graduate student's art-based process of inquiry serves to demonstrate how art and performance may be used to identify the research question, to conduct a…

  10. Performing Art-Based Research: Innovation in Graduate Art Therapy Education

    Science.gov (United States)

    Moon, Bruce L.; Hoffman, Nadia

    2014-01-01

    This article presents an innovation in art therapy research and education in which art-based performance is used to generate, embody, and creatively synthesize knowledge. An art therapy graduate student's art-based process of inquiry serves to demonstrate how art and performance may be used to identify the research question, to conduct a process…

  11. Integrating Art Education Models: Contemporary Controversies in Spain

    Science.gov (United States)

    Belver, Manuel; Ulln, Ana; Acaso, Mara

    2005-01-01

    In this article, a basic controversy for art education in Spain is analysed, and its antecedents in thought and social and artistic practices are reviewed. The controversy refers to the question whether school art education should be oriented towards the fine arts or towards the manual arts. Consequently, which should be the cultural model of…

  12. Final Report of Curriculum and Development in Arts Education.

    Science.gov (United States)

    Shigley, Forrest

    The document describes and evaluates an arts education project at an elementary school in Belmont, California. Developed by nine arts educators under a grant from the California Arts Council, the project presented units in dance, drama, music, and visual arts to pupils in grades 4-6. Objectives include demonstration by students of basic competency…

  13. Benefits of Art and Music Education. ERIC/EECE Report.

    Science.gov (United States)

    Cesarone, Bernard

    1999-01-01

    Annotates 13 recent documents and journals from the ERIC database that discuss the benefits of art and music education to children's development and academic achievement. Includes art and music education Internet sites. (LBT)

  14. Advancing "Media Arts" Education in "Visual Arts" Classrooms: Addressing Policy Ambiguities and Gaps in Art Teacher Preparation

    Science.gov (United States)

    Bequette, James W.; Brennan, Colleen

    2008-01-01

    Since the mid-1980s, arts policymakers in Minnesota have positioned "media arts"--defined as the "study and practice of examining human communication through photography, film or video, audio, computer or digital arts, and interactive media"--within the realm of aesthetic education and considered it one of six arts areas. This…

  15. Advancing "Media Arts" Education in "Visual Arts" Classrooms: Addressing Policy Ambiguities and Gaps in Art Teacher Preparation

    Science.gov (United States)

    Bequette, James W.; Brennan, Colleen

    2008-01-01

    Since the mid-1980s, arts policymakers in Minnesota have positioned "media arts"--defined as the "study and practice of examining human communication through photography, film or video, audio, computer or digital arts, and interactive media"--within the realm of aesthetic education and considered it one of six arts areas. This article explores the…

  16. Shifting the Role of the Arts in Education.

    Science.gov (United States)

    Goldberg, Merryl; Bossenmeyer, Melinda

    1998-01-01

    SUAVE (Socios Unidos para Artes Via Educacion--United Community for Arts in Education) is an arts-integrated approach to teaching in multicultural and multilingual settings. A unique professional development project for San Diego-area teachers, SUAVE helps teachers develop ways to integrate the arts into mathematics, science, language arts, and…

  17. Toward a Democratic (Art) Education: A Response to Michelle Kamhi

    Science.gov (United States)

    Stewart, Edward O.

    2012-01-01

    For the last decade Michelle Kamhi has been prominent in her critique of contemporary art education. In her philosophy she positions herself as an essentialist who believes there are essential masterworks that define fine art, and the curriculum in art should teach fine art only. Her definition of fine art focuses on representation in painting and…

  18. Three Approaches to Teaching Art Methods Courses: Child Art, Visual Culture, and Issues-Based Art Education

    Science.gov (United States)

    Chang, EunJung; Lim, Maria; Kim, Minam

    2012-01-01

    In this article, three art educators reflect on their ideas and experiences in developing and implementing innovative projects for their courses focusing on art for elementary education majors. They explore three different approaches. The three areas that are discussed in depth include: (1) understanding child art; (2) visual culture; and (3)…

  19. Arts Analysis in the Danish Nurse Education

    DEFF Research Database (Denmark)

    Jensen, Julie Borup

    2010-01-01

    This article outlines ideas and results of a design-for-learning experiment, involving arts analysis in the nurse education in Denmark. The original purpose of the experiment was to investigate new ways of supporting personal knowledge building and building of professional judgement skills...... for nurse students, according to a phenomenological approach to learning. The results and learning outcome for the students however surprisingly showed that arts analysis had a very clear impact on the nurse students being creative in their building of personal and professional knowledge. The experiment...... suggests that arts can be seen as a medium for training what could be termed ‘relational creativity’ as a basis for professional judgement. Relational creativity is not an established theoretical concept, but the article argues that the term might have significance not only to nurse students, but also...

  20. Content in Context: Community Building through Arts Education

    Science.gov (United States)

    Shimshon-Santo, Amy R.

    2007-01-01

    This article shares critical reflections on cultivating community partnerships through arts education and provides an analytical framework for community building. It is argued that increasing access to arts education requires attention be paid not only to content issues in arts education, but, also, to holistic approaches that address the contexts…

  1. Circumventing the Imposed Ceiling: Art Education as Resistance Narrative

    Science.gov (United States)

    Rolling, James Haywood, Jr.

    2011-01-01

    This article stems from a story of arts education advocacy in the midst of a bureaucracy that misunderstood the purpose of art education at the launch of a new elementary school. Contemporary visual arts education practices overlap a unique period of change in neighboring social science disciplines, a turn of the tide that involves the embrace of…

  2. Policy and Practice within Arts Education: Rhetoric and Reality

    Science.gov (United States)

    Snook, Barbara Helen; Buck, Ralph

    2014-01-01

    This paper reflects upon international arts education action and relative local in-action. The first half of the paper provides a brief narrative of the World Alliance for Arts Education's advocacy work and the development of the UNESCO Seoul Agenda: Goals for the development of arts education. The second half of the paper highlights a dance…

  3. Policy and Practice within Arts Education: Rhetoric and Reality

    Science.gov (United States)

    Snook, Barbara Helen; Buck, Ralph

    2014-01-01

    This paper reflects upon international arts education action and relative local in-action. The first half of the paper provides a brief narrative of the World Alliance for Arts Education's advocacy work and the development of the UNESCO Seoul Agenda: Goals for the development of arts education. The second half of the paper highlights a dance…

  4. The art and science of interprofessional education.

    Science.gov (United States)

    Graybeal, Clay; Long, Richard; Scalise-Smith, Dale; Zeibig, Elizabeth

    2010-01-01

    Interprofessional education (IPE) is increasingly accepted as a core element of health professions education. Its primary function is to prepare health professions students to engage in and deliver interprofessional, team-based healthcare, with the ultimate goal of improving the health and well-being of patients and clients. This paper summarizes findings from 10 interviews with institutional leaders in the field. The goal was to discover core themes than contribute to the art and science of IPE. Thematic challenges and successes are reviewed, and recommendations are provided for further research and for those interested in developing or improving IPE in their own institutions.

  5. Art Practice as Research in the Classroom: A New Paradigm in Art Education

    Science.gov (United States)

    Marshall, Julia; D'Adamo, Kimberley

    2011-01-01

    The artmaking process is increasingly accepted in experimental forms of qualitative ethnographic, narrative, and phenomenological research in the social sciences, psychology, and education. Some artists and art educators are taking idea of using art practice in research a step further and claiming that art practice is research. That is to say,…

  6. AP Studio Art as an Enabling Constraint for Secondary Art Education

    Science.gov (United States)

    Graham, Mark A.

    2009-01-01

    Advanced Placement (AP) Studio Art is an influential force in secondary art education as is evident in the 31,800 portfolios submitted for review in 2008. From the perspectives of a high school educator and AP Reader, this author has observed how the constraints of the AP program can be used to generate support for high school art programs and…

  7. Taiwanese Parents' Beliefs Regarding Young Children's Art Education and the Actual Art Achievements of Children

    Science.gov (United States)

    Hsiao, Ching-Yuan; Pai, Tzu-Chi

    2014-01-01

    The research goal is to ascertain the current beliefs of the parents of preschool children regarding art education in Taiwan. Background factors on the parents were tested to show the differences between the parents' beliefs regarding art education and the actual art achievements of the children. From there, relationships between the beliefs and…

  8. Artist-Driven Initiatives for Art Education: What We Can Learn from Street Art

    Science.gov (United States)

    Daichendt, G. James

    2013-01-01

    The economic state of California is representative of the larger financial health of the United States. The budget cuts and the faltering status of art education in public schools has contrasted much of the rhetoric and statistics for art education and employment in the visual arts. Yet, contemporaneously, California has also witnessed the largest…

  9. A Glorious Century of Art Education: San Francisco's Art Institute

    Science.gov (United States)

    Dobbs, Stephen Mark

    1976-01-01

    Author described the life and times of the San Francisco Art Institute and reviewed the forces that made San Francisco a city of more than ordinary awareness of the arts in its civic and civil existence. (Editor/RK)

  10. Mapping Arts, Health and Higher Education Collaborative Projects in London

    OpenAIRE

    Sheridan, Jill; Pring, Linda

    2007-01-01

    This publication is based on a report commissioned by The London Centre for Arts and Cultural Enterprise (LCACE) and Arts Council England (ACE) who are committed, along with other partners to building and analysing evidence of the impact of arts activity in the health arena. It seeks to map collaborative projects which have taken place in London since 2002 between the arts, health and higher education institutions. The remit for the research defines arts and health as arts-based activities th...

  11. Discipline-Based Art Education: Some Questions and Answers.

    Science.gov (United States)

    Dobbs, Stephen Mark

    1989-01-01

    Explains the rationale for including art in the general education curriculum and expanding the studio orientation to include art criticism, art history, and aesthetics. Advocates a balanced, integrated curriculum that resembles artists' ways of confronting, experiencing, and producing art and meets students' multicultural needs. (MLH)

  12. Seeking Coalitions between Certified and Non-Certified Art Educators

    Science.gov (United States)

    Lackey, Lara M.; Chou, Chun-Ming; Hsu, Pei-Lan

    2010-01-01

    This article explores the following question, posed in the call for submissions to this special issue, dealing with significant 21st-century debates for art education: "How can art educators embrace non-certified individuals who teach art in various settings such as craft stores, after-school programs, and community centers?" While the question…

  13. ARTEMIS: Reinvigorating History and Theory in Art and Design Education

    Science.gov (United States)

    Janet, Jeff; Miles, Melissa

    2009-01-01

    ARTEMIS (Art Educational Multiplayer Interactive Space) is an online multi-user virtual environment that is designed around the objects, artefacts, philosophies, personalities and critical discourses of the histories and theories of art and design. Conceived as a means of reinvigorating art history and theory education in the digital age, ARTEMIS…

  14. Japan Trail '83: American Art Education Odyssey to the Orient.

    Science.gov (United States)

    Dobbs, Stephen Mark

    1983-01-01

    Five American middle school students went to Japan for two weeks in 1983 as ambassadors for American art education. Art education in Japan is much more centralized than in America. In addition to school study, children are exposed to traditional arts like the tea ceremony, calligraphy, and ikebana. (CS)

  15. The Second UNESCO World Conference on Arts Education

    Science.gov (United States)

    Buck, Ralph

    2010-01-01

    This article reports on the second UNESCO World Conference on Arts and Education held on May 25-28, 2010 in Seoul, Korea, which brought together approximately 650 arts educators from 95 UNESCO member states (countries) for a four-day summit of international diplomacy, cross-arts networking, global and regional strategic planning and professional…

  16. Crossroads of Public Art, Nature and Environmental Education

    Science.gov (United States)

    Song, Young Imm Kang

    2012-01-01

    This paper explores how environmental education through ecological art can help students develop creativity, critical thinking, and an arts-informed notion of being a citizen of the world. In illustrating the importance of uncovering the relationship between environmental education and ecological art, the paper examines how this may be used to…

  17. Three Initiatives for Community-Based Art Education Practices

    Science.gov (United States)

    Lim, Maria; Chang, EunJung; Song, Borim

    2013-01-01

    Art educators should be concerned with teaching their students to make critical connections between the classroom and the outside world. One effective way to make these critical connections is to provide students with the opportunity to engage in community-based art endeavors. In this article, three university art educators discuss engaging…

  18. Visual Art and Education: Engaged Visions of History and Community

    Science.gov (United States)

    Bailey, Chelsea; Desai, Dipti

    2005-01-01

    The visual arts, like multicultural education, play a vital role in our understanding of diverse human experiences. In this article we explore the role of community-based contemporary art in education. We consider the ways that art practices speak to issues of history and culture as a site of investigation and a method of investigation in…

  19. Terra e Arte Project: Soils connecting Art and Education

    Science.gov (United States)

    Muggler, Cristine Carole; Rozenberg, Bianca; de Cássia Francisco, Talita; Gramacho de Oliveira, Elisa

    2015-04-01

    The "Terra e Arte" project was designed to combine science and art by approaching soil contents in basic education schools in Viçosa, Minas Gerais, Brazil. The project was developed to awake, sensitize and create awareness about soils and their importance to life and environment within school communities. It was proposed and realized by the Earth Sciences Museum Alexis Dorofeef (MCTAD) of the Federal University of Viçosa (UFV), as part of the celebrations of its 20th anniversary. Since all the schools of the town visit the museum at least once a year and most of them have received and carried out pedagogic projects on soil themes in the last 20 years, it was proposed to them to develop a soil subject with any of their groups and combine it with painting using soil materials. Each group interested in joining the project received a basic set of material to produce soil paints. They were expected to develop a soil theme and its contents for a few weeks and to finalize it with a figurative and textual collective creation that synthetized their learning. 16 of the 24 visited schools joined the project and realized it for an average of two months. During this time, the school groups visited the museum and/or borrowed the itinerant exposition on soils from the museum to work with in in the school community. At the end of the projects, the productions were presented at the Knowledge Market (Feira do Conhecimento) that happens every year in the central square of the town, as part of the National Week of Science and Technology. At the event, 58 works were presented by 14 schools, involving directly 700 pupils and their teachers. They approached themes from soil formation and properties to agroecology and urban occupation and impacts on the soils. 30 of the works were selected for a commemorative exposition and 12 were chosen for a table calendar 2014. The movement created around the project mobilized many people and had strong impact on the school communities, especially

  20. Art Education, The Art of Education and the Art of Life: Considering the Implications of Dewey's Later Philosophy to Art and Music Education

    Science.gov (United States)

    Vakeva, Lauri

    2007-01-01

    This article offers a clarification and application of aspects of John Dewey's philosophy of art and music that have often been misunderstood, even by philosophers (such as Susanne Langer) and, in particular, by philosophers of music education who quote Dewey in support of neo-Kantian aesthetic conceptions that Dewey was in fact at pains to…

  1. Straddling the Borderlands of Art Education Discourse: Professional Teacher Identity Development of Preservice and Novice Art Education Teachers

    Science.gov (United States)

    Berwager, Kelly C.

    2013-01-01

    There has been a plethora of research done on all kinds of beginning teachers, but little has focused on art education teachers, and even less has focused on how beginning art education teachers make sense of their early teaching experiences. It is, however, known that teachers of art come to the profession with multiple skills that can be…

  2. The DBAE Handbook: An Overview of Discipline-Based Art Education.

    Science.gov (United States)

    Dobbs, Stephen Mark

    Discipline-based art education (DBAE) is an approach to art education that draws upon four art disciplines: art production, art history, art criticism, and aesthetics. This handbook is designed to help art specialists and supervisors, classroom teachers, teacher educators, museum educators, and school administrators to understand and implement…

  3. Revolutionizing Arts Education in K-12 Classrooms through Technological Integration

    Science.gov (United States)

    Lemon, Narelle, Ed.

    2015-01-01

    Educational technologies are becoming more commonplace across the K-12 curriculum. In particular, the use of innovative digital technology is expanding the potential of arts education, presenting new opportunities--and challenges--to both curricular design and pedagogical practice. "Revolutionizing Arts Education in K-12 Classrooms through…

  4. Art, Anatomy, and Medicine: Is There a Place for Art in Medical Education?

    Science.gov (United States)

    Bell, Lawrence T. O.; Evans, Darrell J. R.

    2014-01-01

    For many years art, anatomy and medicine have shared a close relationship, as demonstrated by Leonardo da Vinci's anatomical drawings and Andreas Vesalius' groundbreaking illustrated anatomical textbook from the 16th century. However, in the modern day, can art truly play an important role in medical education? Studies have suggested that art can…

  5. Art Museums: an emergence stage for the art education research and innovation

    OpenAIRE

    Olaia Fontal Merillas

    2009-01-01

    Art Education is finding in Art Museums a stage for research and educational innovation which has held a great emergency in the last decade. We propose a tour that departs from the rethinking of the contents of a museum (collections, objects, ideas, facts, events, experiences), to approach the contents of education in the museums, analyzing some examples in which different didactic strategies are used for the education of conceptual, procedural and attitudinal contents. Finally, we think abo...

  6. Art Education, Literacy, and English Language Learners: Visual Arts Curriculum to Aid Literacy Development

    Science.gov (United States)

    Renish, Angela J.

    2016-01-01

    Nineteen students whose first language is not English (English Language Learners, ELL) participated in an action research study that focused on the marriage of an art education curriculum and literacy practice. The study introduced students to the consistent use of language in art education as a means to discuss, inform, explain, and demonstrate…

  7. The Challenges of Art Education in Designer Capitalism: Collaborative Practices in the (New Media) Arts

    Science.gov (United States)

    jagodzinski, jan

    2015-01-01

    This article explores the challenges to art education in the twenty-first century as art curricula around the world begin to change so as to meet the new emergent technological realities. It is argued that within a "control" society like ours, where the economic system of capitalism dictates the direction of education along with its…

  8. For the Arts To Have Meaning...A Model of Adult Education in Performing Arts Organizations.

    Science.gov (United States)

    Kitinoja, L.; Heimlich, J. E.

    A model of adult education appears to function in the outreach programs of three Columbus (Ohio) performing arts organizations. The first tier represents the arts organization's board of trustees, and the second represents the internal administration of the company. Two administrative bodies are arbitrarily labelled as education and marketing,…

  9. On the Problems Existed in Chinese Art Education and the Way Out

    Science.gov (United States)

    Yue, Youxi

    2009-01-01

    Nowadays Chinese art education has mostly four problems: The first one is to make art education skilling; The second is to make art education moralization; The third is to make art education mechanization; The fourth is to make art education marginalization. The root of the problems has two aspects: First, the actuality of education system affects…

  10. Consumption Culture and Art Education: Cultural Compounds of Traditional Resistances and Futuristic Strategies in Postmodern(ist Art Education

    Directory of Open Access Journals (Sweden)

    Metin EKER

    2011-03-01

    Full Text Available Consumption Culture and Art Education: Cultural Compounds of Traditional Resistances and Futuristic Strategies In Postmodern(ist Art Education New cultural fields and definitions have begun to develop through the globalization of cultural policies. It is inevitable that pedagogical debates in reference to the culture contact with art education in a great level. While a cultural study is to have a connection with other fields, art education is thought to be fed by a dynamic forming a common ground between conditions of cultural fields and those of itself. It is likely to express plenty of contents to be referred to art education by regarding culture of consumption of culture and art as an axis. These contents consist of the following titles such as traditional, actual and futuristic assessments of culture, experience of consumption, aesthetic of consumption, contents of visual and social consumption, concepts of consumption in art and consumption motivations of postmodern individual. Therefore, it is required to consider that connection between consumption culture and art education is a content belonging to postmodern art education and will become a notable scope in prospective art education in view of strategic facts

  11. Art, anatomy, and medicine: Is there a place for art in medical education?

    Science.gov (United States)

    Bell, Lawrence T O; Evans, Darrell J R

    2014-01-01

    For many years art, anatomy and medicine have shared a close relationship, as demonstrated by Leonardo da Vinci's anatomical drawings and Andreas Vesalius' groundbreaking illustrated anatomical textbook from the 16th century. However, in the modern day, can art truly play an important role in medical education? Studies have suggested that art can be utilized to teach observational skills in medical students, a skill that is integral to patient examination but seldom taught directly within medical curricula. This article is a subjective survey that evaluates a student selected component (SSC) that explored the uses of art in medicine and investigates student perception on the relationship between the two. It also investigates whether these medical students believe that art can play a role in medical education, and more specifically whether analyzing art can play a role in developing observational skills in clinicians. An "Art in Medicine" 8-week course was delivered to first year medical students at Brighton and Sussex Medical School. The use of art to improve observational skills was a core theme throughout. Feedback from the students suggests that they believe a strong association between art and medicine exists. It also showed a strong perception that art could play a role in medical education, and more specifically through analyzing art to positively develop clinical observational skills. The results of this subjective study, together with those from research from elsewhere, suggest that an art-based approach to teaching observational skills may be worth serious consideration for inclusion in medical and other healthcare curricula.

  12. Art education through movement: the corporal expression in physical education

    Directory of Open Access Journals (Sweden)

    Javier COTERÓN LÓPEZ

    2010-11-01

    Full Text Available Art Education in school provides values of creativity and aesthetic understanding to the training and development of the individual, linked intimately to the culture in which the educational act is framed. In this paper, we set out to extend the understanding of the artistic phenomenon through an approach to the movement education or physical education at school. In doing so, we will put forward the elements of the expressive dimension of movement and the contributions that Corporal Expression offers as a discipline with a strong relevance for the aesthetic and training experience of each student. This approach emphasizes the creative potential of motor activities and their value of implementation in the construction of collective scenic projects with expressive and communicative nature.

  13. Museum Education and Art Therapy: Exploring an Innovative Partnership

    Science.gov (United States)

    Peacock, Karen

    2012-01-01

    This report describes collaborations between the disciplines of museum education and art therapy, which inspired the implementation of a pilot art therapy program at the Memphis Brooks Museum of Art in Tennessee (USA). Because relatively limited research has been conducted on this trend, the author reviewed museum exhibits and programming, as well…

  14. The Art Teacher and Environmental Education--A Scottish Viewpoint

    Science.gov (United States)

    Thomson, Russell

    1978-01-01

    Discusses the role of the art teacher with relation to environmental education and the nature of the art specialist's training including the part played by past artists in influencing the art curriculum as well as that of William Morris and Walter Gropius, two noted architects. Concludes with a case study of the town in which the author was…

  15. The Changing Perspective of Art Education in Pakistan

    Science.gov (United States)

    Khan, Muhammad Sher Ali

    2014-01-01

    The development of art education in Pakistan over the last five decades is explored through three major phases: Arts as traditional crafts together with proficiency in painting and calligraphy. Such skills; somewhat existed in academies but, were then transferred through apprenticeship system. Arts in the academies; the first turning point, that…

  16. Liberal Arts: Leadership Education in the 21st Century

    Science.gov (United States)

    Guthrie, Kathy L.; Callahan, Kathleen

    2016-01-01

    This chapter focuses on strategies and processes that integrate leadership learning across institutions. It discusses how leadership education fits a liberal education in various institutional types and operationalizes leadership and liberal arts curricula with five competencies.

  17. Engaging Scottish Young Offenders in Education through Music and Art

    Science.gov (United States)

    Anderson, Kirstin; Overy, Katie

    2010-01-01

    This study examined music and art classes as a way to engage young offenders in education, and to see if such engagement had an effect on their further participation in education, self-esteem, self-control, behaviour and literacy skills. The arts are often discussed as being an inviting and safe method of entry for young offenders who may have had…

  18. The Arts in Education Program: A State's Perspective.

    Science.gov (United States)

    Bither, Eve M.; Kestenbaum, Stuart J.

    1989-01-01

    Describes Maine's new initiative to make art education a part of each student's school day through the Arts in Schools Basic Education Grants. Indicates a change in emphasis from artists in school to the development of curriculum. Urges acceptance of this program as a broadening of focus, not a replacement for artists' residencies. (KO)

  19. Shades of Green: Growing Environmentalism through Art Education

    Science.gov (United States)

    Inwood, Hilary

    2010-01-01

    As a university-based art educator inspired by the efforts of environmental artists, the author has been working to share their achievements with students and teachers through eco-art education. She aims to continue this work through this article by sharing recent developments in this emerging field of inquiry. In hopes of encouraging art…

  20. Working Relationships: The Arts, Education and Community Development.

    Science.gov (United States)

    Welch, Nancy; Fisher, Paul

    This document profiles 11 examples of arts and education institutions across the country that are working to solve community problems. Programs, which reflect a number of purposes, are organized by category. Large Urban Profiles, include: (1) "Bridgemaking" in Chicago: Chicago Arts Partnership in Education; (2) Learning by Working: Young Artists…

  1. Expanding Our "Frames" of Mind for Education and the Arts

    Science.gov (United States)

    Groff, Jennifer S.

    2013-01-01

    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…

  2. State of the States, 2012: Arts Education State Policy Summary

    Science.gov (United States)

    Arts Education Partnership (NJ1), 2012

    2012-01-01

    The "State of the States 2012" summarizes state policies for arts education identified in statute or code for all 50 states and the District of Columbia. Information is based primarily on results from the AEP Arts Education State Policy Survey conducted in 2010-11, and updated in April 2012.

  3. Six Acts of Miscognition: Implications for Art Education

    Science.gov (United States)

    Tavin, Kevin M.

    2010-01-01

    Employing Lacanian theory as a necessary supplement to contemporary approaches in art education, this article provides a critique and response to art education discourse around "cognition." This response unfolds in six acts: (1) Unknown knowledge, (2) Unmeant knowledge, (3) Missing metaphors, (4) Stupidity, (5) Symptoms and sinthomes, and (6)…

  4. Art Education in Colonial India: Implementation and Imposition

    Science.gov (United States)

    Kantawala, Ami

    2012-01-01

    Historical inquiry in art education forms the basis of any research undertaken in the field. It is on this path that we discover ignored moments and personalities and clarify challenging ideas, thus approaching history from multiple perspectives. This historical study attempts to reframe the past of colonial Indian art education within the broader…

  5. Art Therapy From the Perspective of Experiential Education

    OpenAIRE

    KNEIFLOVÁ, Anna

    2007-01-01

    The thensis consists of theoretical part and of practical part. Firstly, the art therapy is defined in the theoretical part. Moreover, the experiential education - its history and present is presented. The last chapter of the theoretical part comprises a reflection about the relation between the art therapy and experiential education.

  6. Social responsibility through art-education

    Energy Technology Data Exchange (ETDEWEB)

    D' Oliveira, Celso A.; Teixeira, Sandra R.C.; Teixeira, Karla B. [PETROBRAS, Rio de Janeiro, RJ (Brazil)

    2009-07-01

    Curiosity about the job site of a pipeline is a strong characteristic among the residents in the area of influence of the PETROBRAS Engineering works, especially because of their proximity and direct interference in people's daily lives. In this context, children demand special attention concerning aspects such as Health, Safety and Environment (HSE). The opening of trenches and the movements of pipes, machines, and heavy equipment creates a fantastic, toy filled world in a child's imagination, which demands the disclosure of possible hazards caused by the job. To mitigate such risks and to extol the positive impacts brought to these communities, PETROBRAS created the Program 'Smart Kids Play Safe' aimed at the public in the 5-12-year-old range in order to encourage safe behavior and the development of a sense of citizenship and respect for the environment by means of playful educational activities including tricks, games, theaters, and workshops, and so on. The program seeks to link the content worked and the terms used to the reality of the target audience in order to maximize the assimilation of the concepts. These events could take place out in the open as well as inside a school. If in school, the role of the teacher becomes fundamental to the suitability of the contents, in addition to his or her experience and active participation during the events. During the construction of the GNL Pipeline main in 2008, in the Rio de Janeiro metropolitan area, PETROBRAS felt the necessity of creating a program that could attract and at the same time sensitize children to the hazards of playing near a pipeline construction site. And to that end, the company decided to involve educators in this process and created the Social Responsibility through Art-Education Program. A culture of environmental protection, and the concepts of socialization, safety, health and citizenship must all be self-sustaining. This contributes to the improvement of Basic

  7. Arts Education: Teaching What Technology Cannot

    Science.gov (United States)

    Taylor, Bruce

    2012-01-01

    Recently, Paul Sznewajs and Nick Rabkin made an introductory case for restoring the arts into Chicago Public Schools. They noted that past research has shown the positive benefits of arts instruction, especially for low-income students. Over the last several decades, research has validated the role of the arts, while in the same time span people…

  8. Science Education and the Work of Art

    Science.gov (United States)

    Toscano, Maurizio

    2012-01-01

    Martin Heidegger's seminal essay, "The Origin of the Work of Art", captures much of what is original and enduring in his philosophical offering. Although his essay takes as its subject the relationship between art, the work of art and the artist; Heidegger's inquiry covers conceptual ground that is particularly pertinent to…

  9. Creating Zines in Preservice Art Teacher Education

    Science.gov (United States)

    Klein, Sheri

    2010-01-01

    Preservice art teachers often reflect about their classroom observations and art teaching experiences through papers, journaling, and blogging. Zines, or "Do It Yourself" (DIY) magazines offer preservice teachers a unique and unconventional format to reflect on issues relevant to teaching art. This article discusses the definition of zines, their…

  10. Education through Art after the Second World War: A Critical Review of Art Education in South Korea

    Science.gov (United States)

    Kim, Hyungsook

    2014-01-01

    This article examines how progressive education was introduced to South Korea after the Second World War and takes a closer look at critical studies of this history. It argues that the America-led progressive education policies, which focused on art education, were an uncritical adaptation of the superpower's educational ideology and did not…

  11. Education through Art after the Second World War: A Critical Review of Art Education in South Korea

    Science.gov (United States)

    Kim, Hyungsook

    2014-01-01

    This article examines how progressive education was introduced to South Korea after the Second World War and takes a closer look at critical studies of this history. It argues that the America-led progressive education policies, which focused on art education, were an uncritical adaptation of the superpower's educational ideology and did not…

  12. Astronomy, Visual Literacy, and Liberal Arts Education

    Science.gov (United States)

    Crider, Anthony

    2016-01-01

    With the exponentially growing amount of visual content that twenty-first century students will face throughout their lives, teaching them to respond to it with visual and information literacy skills should be a clear priority for liberal arts education. While visual literacy is more commonly covered within humanities curricula, I will argue that because astronomy is inherently a visual science, it is a fertile academic discipline for the teaching and learning of visual literacy. Astronomers, like many scientists, rely on three basic types of visuals to convey information: images, qualitative diagrams, and quantitative plots. In this talk, I will highlight classroom methods that can be used to teach students to "read" and "write" these three separate visuals. Examples of "reading" exercises include questioning the authorship and veracity of images, confronting the distorted scales of many diagrams published in astronomy textbooks, and extracting quantitative information from published plots. Examples of "writing" exercises include capturing astronomical images with smartphones, re-sketching textbook diagrams on whiteboards, and plotting data with Google Motion Charts or iPython notebooks. Students can be further pushed to synthesize these skills with end-of-semester slide presentations that incorporate relevant images, diagrams, and plots rather than relying solely on bulleted lists.

  13. Visual Culture, Art Education and the everyday: hybridisms and paradoxes

    Directory of Open Access Journals (Sweden)

    Mirela Ribeiro Meira

    2013-12-01

    Full Text Available Art education in school faces instigating and provocative challenges, for instance, the teacher confronts: how to work with everyday issues and images. In the art field, Visual Culture can point to approximations between life, its paradoxes, the everyday, its hybridism and school, with its challenges. In considering the possibilities of teaching art, we discuss the contributions of authors such as: Merleau-Ponty, Nicolas Bourriaud, Michel Maffesoli, and also, Edgar Morin, who calls for the necessity for complex thinking when thinking about a complex reality of crossed borders, hybridisms, uncertainty and contradictions that, for this very reason, permit rich dialogues between art, education and culture.

  14. Community and Art: Creative Education Fostering Resilience through Art

    Science.gov (United States)

    Kim, Hyungsook

    2015-01-01

    While creativity is discussed as a core competence for talented people around the world in the twenty-first century, its exhibition is determined by one's character. Creativity and character education, therefore, should not be considered as separate matters, but the systematically related matters, and exhibition of creativity, can be carried away…

  15. Teaching 21st-Century Art Education in a "Virtual" Age: Art Cafe at Second Life

    Science.gov (United States)

    Lu, Lilly

    2010-01-01

    The emerging three-dimensional (3D) virtual world (VW) technology offers great potential for teaching contemporary digital art and growing digital visual culture in 21st-century art education. Such online virtual worlds are built and conceptualized based on information visualization and visual metaphors. Recently, an increasing number of…

  16. Making art matter-ings: Engaging (with art in early childhood education, in Aotearoa New Zealand

    Directory of Open Access Journals (Sweden)

    Craw Janita

    2015-12-01

    Full Text Available This article examines the special nature of Te Whāriki, Aotearoa New Zealand’s early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with Te Whāriki retains the potential to ignite thinking post-developmentally about art, pedagogy and practice in teacher education, and in the field. It offers examples of how creating spaces for engaging (with art as pedagogy acts as a catalyst for change, art offers a dynamic way of knowing, and being-with the different life-worlds we inhabit. While new paradigms for thinking and practicing art in education continue to push the boundaries of developmentally and individually responsive child-centred pedagogies, an emphasis on multiple literacies often gets in the way. This prohibits opportunities for engaging in other more complex approaches to pedagogy and art as subject-content knowledge, something essential for developing a rich curriculum framework. The article draws on research that emphasises the importance of teacher education in opening up spaces for thinking about (the history of art in/and of education as more than a communication/language tool. It considers an inclusive and broad knowledge-building-communities approach that values the contribution that art, artists, and others offer the 21st early learning environments we find ourselves in.

  17. Financing Adequate Education in Art: A Study of Art Supply Expenditures on the Secondary Level.

    Science.gov (United States)

    Wessel, Helen

    1979-01-01

    This article reports secondary school results from a national survey questioning art educators on supply expenditures per student by grade, supplementary financial arrangements, access to materials, actual and ideal financial support for art, and program quality. Elementary school survey results were reported in the October, 1978 issue of this…

  18. The Turn to Experience in Contemporary Art: A Potentiality for Thinking Art Education Differently

    Science.gov (United States)

    O'Donoghue, Dónal

    2015-01-01

    This article considers the turn to experience in contemporary art and examines its potentiality for thinking art education differently. This project should not be mistaken for what Hannah Arendt (1968) identified as "the extraordinary enthusiasm for what is new" (p. 176). Rather, its purpose is to pursue another possibility for art…

  19. Art, Anatomy, and Medicine: Is There a Place for Art in Medical Education?

    Science.gov (United States)

    Bell, Lawrence T. O.; Evans, Darrell J. R.

    2014-01-01

    For many years art, anatomy and medicine have shared a close relationship, as demonstrated by Leonardo da Vinci's anatomical drawings and Andreas Vesalius' groundbreaking illustrated anatomical textbook from the 16th century. However, in the modern day, can art truly play an important role in medical education? Studies have suggested…

  20. Pre-Professional Arts Based Service-Learning in Music Education and Art Therapy

    Science.gov (United States)

    Feen-Calligan, Holly; Matthews, Wendy K.

    2016-01-01

    This article describes a study of art therapy and music education students at a Midwestern university in the United States, who participated in single-semester service-learning assignments prior to their clinical internship or student teaching experience. Undergraduate music teacher-candidates taught music to homeschool students; art therapy…

  1. The influence of art education on jewelry design

    Directory of Open Access Journals (Sweden)

    Bayburtlu Çimen

    2016-01-01

    Full Text Available Principally, theory and practice should be in harmony. In Jewelry Design Programmes, the knowledge of light, colour and design should be thought on basis of theories and causations besides visuality and practice. The education of design provides the students an independent aspect and encourages researching and questioning when supported by theoretical knowledge as art history, aesthetics, sociology of art, arts policy and analyzation of works of arts. The fundamental thing in art education is an accurate definition of art and a correct specification of coordinates of art education in accordance with this definition. If universal art coordinates are not included in Jewelry Design Education’s scope, it is possible to train craftsmen but not artists. It is a recognized truth that if a work of art has gained a universal value and protected it in time, then it is likely to talk about an artist and artistic values. Unique art works have their own creation laws and prove themselves in time.

  2. Ways of seeing: using the visual arts in nursing education.

    Science.gov (United States)

    Frei, Judith; Alvarez, Sarah E; Alexander, Michelle B

    2010-12-01

    Professional nursing defines its foundation of practice as embedded in the sciences and humanities of a liberal education. This liberal education is commonly alluded to with the phrase "the art and science of nursing." Yet how do we as nursing educators integrate these two concepts? This article describes a method of integrating the humanities as part of an innovative clinical experience. A defined visual art experience was used to improve professional nursing students' observational and communication skills, narrative sequencing abilities, and empathy. The nursing and medical literature describing the use of visual art encounters in health care education is reviewed. The incorporation of an art education program into the curriculum of a cohort of accelerated baccalaureate nursing students is described. Qualitative evaluation measures from the students suggest this was an experience that broadened their understanding of patient encounters.

  3. Developing Inner Peace and Joy through Art Education

    Directory of Open Access Journals (Sweden)

    Susmita Lakhyani

    2012-01-01

    Full Text Available Problem statement: Art Education has been given place in the curriculum yet there is a general misconception that the subject Art is of lesser importance and treated as a mere entertaining fringe. The present study looks into this matter. The basic key question, therefore, is-Does process of art education that is art instruction, promotes creative aspects of students and develops inner peace? It is with reference to Teacher education course. Approach: For the study, a workshop on art was organised and 400 B.Ed. students (pre-service teachers were taken. Most of these students had studied art only till 8th standard while few of them had no experience of any art class in school. They were hesitant to paint and had lot of misconceptions about art. The workshop included slide show, discussion and interpretation, meditation, listening music, painting on the spot and writing the experience of going through the workshop. Data was analysed qualitatively. Results: It was concluded that art education promotes: unique perception, feelings, sensitivity, symbolic association, imagination, originality, unique idea, imagination, self-realization and observation which are the aspects of creativity. It was also analysed from the data that art education made subjects feel relaxed; satisfied; fresh; feeling of other worldliness; contented; inner peace; joy; happy; self-realization; inspired, motivated and confident to create; sense of freedom; no limitations, no boundaries and no hesitations; emergence of new ideas and imagination; and awareness of inner potentials. Conclusion: Art education promotes peace and joy in an individual and it’s important in one’s growth.

  4. Do Human Arts Really Offer a Lower Return to Education?

    DEFF Research Database (Denmark)

    Dalgaard, Carl-Johan Lars; Sørensen, Anders; Schultz, Esben

    Is the wage gap between majors in human arts and other fields caused by the education?  If the educational choice is endogenous, the wage gap may instead be caused by selection. We  document that individuals' educational choice is correlated with that of older students and by  the concentration...

  5. Do Human Arts Really Offer a Lower Return to Education?

    DEFF Research Database (Denmark)

    Dalgaard, Carl-Johan; Schultz, Esben Anton; Sørensen, Anders

    Is the wage gap between majors in human arts and other fields caused by their education per se? If the educational choice is endogenous, the gap may instead be caused by selection. We document that individuals’ educational choice is correlated with that of older students, and argue that it should...

  6. Artes Illiberales? The Four Myths of Liberal Education

    Science.gov (United States)

    O'Sullivan, Maurice

    2009-01-01

    The phrase "liberal education" has begun obliterating more precise and meaningful terms. At first the author assumed that in using it, those public intellectuals who regularly gather to redefine higher education or set benchmarks for it had merely found an abbreviated way of describing a liberal-arts education. After Jeffrey Nesteruk took the…

  7. Arts Education in Swedish Teacher Training--What's at Stake?

    Science.gov (United States)

    Lindgren, Monica; Ericsson, Claes

    2011-01-01

    Swedish teacher education has undergone several reforms in recent decades aimed at incorporating teacher education into the university setting and strengthening the teaching profession. In view of earlier research that has shown how arts education in schools is ruled by dominant knowledge ideologies, the purpose of the project is to critically…

  8. A Snapshot of State Policies for Arts Education

    Science.gov (United States)

    Arts Education Partnership, 2014

    2014-01-01

    It has been said that while history shapes the hand a state is dealt, public policy determines how the hand is played. State policy for K-12 education--and, by extension, for arts education--is shaped through the actions of various state governmental entities--governors, legislatures, courts, and commissioners and boards of education--in response…

  9. Key Dimensions of a Multicultural Art Education Curriculum

    Science.gov (United States)

    Chin, Christina

    2013-01-01

    In an effort to encourage further integration of multicultural curricula, this article aims to detail several key dimensions of multicultural education, particularly as they apply to art education. Drawing on Banks's (1994b, 1995b, 1996e, 2004) dimensions for multicultural education, these dimensions include content integration, equity…

  10. Spare-time Art Education in Shanghai

    Institute of Scientific and Technical Information of China (English)

    2012-01-01

    Tens of thousands of children is Shanghai are receiving art training in their spare time. More than 450 spare-time schools are helping the children in music, dancing, painting and calligraphy. Shanghai Children's Art School, which has 16 branches and over 6,000 pupils, is the biggest of all. Parents send their children to different schools to their different interests.

  11. Developing Academic Games and Simulations for Art Education.

    Science.gov (United States)

    Susi, Frank D.

    1988-01-01

    Discusses the advantages of academic games and simulations in art education. Provides information on developing academic games and simulations and includes an example. Concludes that these strategies not only broaden the range of instructional approaches, but enhance the learning that results from the study of art. (GEA)

  12. Imagining Postnationalism: Arts, Citizenship Education, and Arab American Youth

    Science.gov (United States)

    El-Haj, Thea Renda Abu

    2009-01-01

    This article explores an Arab American community arts organization as a site for promoting youth civic participation and social activism. Studying a citizenship education project outside the school walls, and focusing on the arts as a medium for this work, foregrounds the role of the symbolic for engaging youth as active participants in democratic…

  13. Museum Education and Art Therapy: Promoting Wellness in Older Adults

    Science.gov (United States)

    Rosenblatt, Brooke

    2014-01-01

    By combining museum education with art therapy, museums can make significant contributions to healthcare. The Creative Aging program at The Phillips Collection in Washington, D.C., unites these fields, using artworks and art-making as catalysts to explore feelings, invite self-exploration, and build community. The program fosters an interest in…

  14. Ceramics Art Education and Contemporary Challenges in Nigeria

    Science.gov (United States)

    Kashim, Isah Bolaji; Adelabu, Oluwafemi Samuel

    2013-01-01

    Formal ceramics art education is becoming a fundamental requirement for professional practice in ceramics in Nigeria. Considering the ample resources available for ceramic practices in the country with a teeming population of over 140 million people, there is a promising future for the art, in spite of the effects of globalization and…

  15. Art Education and the Development of Self-Concept.

    Science.gov (United States)

    Hausman, Jerome J.

    References are often made in art education literature about how art can enhance individuals' self-concepts. This document discusses the work of authors, Manuel Barkan, George Herbert Mead, and Sigmund Freud, who support this concept. Barkan's theory concerning how an individual's personality develops and changes by interacting socially is…

  16. A Liberal Arts Education: Global Trends and Challenges

    Science.gov (United States)

    Logan, Jerry; Curry, Janel

    2015-01-01

    The debate about the effectiveness of the liberal arts curriculum is centuries old, but recent financial and social pressures have placed the survival of the liberal arts in the United States at even greater risk. Using Kimball's (1995) notion of the oratorical and philosophical traditions of liberal education, this article first identifies the…

  17. Video Games as Reconstructionist Sites of Learning in Art Education

    Science.gov (United States)

    Parks, Nancy S.

    2008-01-01

    Art education has been in the midst of a transformation shaped by several factors, including changes in contemporary art theories, political and economic factors, and technological developments. Film, music videos, advertisements, video games and other forms of popular culture are shaping how students learn today. Discussions about video gaming…

  18. Re-Imagining Classrooms: Educational Environments in Contemporary Art

    Science.gov (United States)

    Vella, Raphael

    2015-01-01

    Overlaps between contemporary artistic and pedagogical practices have become commonplace in debates and publications in various fields: from curating and museum studies to art education. Often, such overlaps--particularly pedagogical projects initiated by artists--have been studied from curatorial or art historical perspectives. This paper…

  19. Art Museums: an emergence stage for the art education research and innovation

    Directory of Open Access Journals (Sweden)

    Olaia Fontal Merillas

    2009-12-01

    Full Text Available Art Education is finding in Art Museums a stage for research and educational innovation which has held a great emergency in the last decade. We propose a tour that departs from the rethinking of the contents of a museum (collections, objects, ideas, facts, events, experiences, to approach the contents of education in the museums, analyzing some examples in which different didactic strategies are used for the education of conceptual, procedural and attitudinal contents. Finally, we think about the work of the museum educator, approaching the concept of "author's didactics" and the need of a conscience and premeditation on the part of the educator of museum with regard to the educational designs, their applications, results and processes.

  20. Art as Symbolic Form: Cassirer on the Educational Value of Art

    Science.gov (United States)

    Bayer, Thora Ilin

    2006-01-01

    Among the papers that Ernst Cassirer left at his death in 1945 is a fully written out lecture labeled "Seminar of Education, March 10th, 1943," which also bears the title "The Educational Value of Art." It may have been prepared for a session of Cassirer's seminar at Yale for that spring on Aesthetics: Symbolic Forms, the second half of a yearlong…

  1. Letter from Vancouver: Practice-Based Arts Education Policies October 2006

    Science.gov (United States)

    Aprill, Arnold

    2008-01-01

    This article presents a keynote speech given by Arnold Aprill at the ArtsSmarts/GenieArts Canadian national annual meeting of arts education partnerships, addressing the development of practice-based arts education policies. ArtsSmarts/GenieArts is a Canadian initiative, launched in 1998 and supported by the J.W. McConnell Family Foundation, that…

  2. Educating the public, defending the art: language use and medical education in Hippocrates' The Art.

    Science.gov (United States)

    Rademaker, Adriaan

    2010-01-01

    The Hippocratic treatise The Art is an epideictic speech in defence of medicine against certain unnamed detractors. The author of The Art is fully aware of the fact that for him, language (as opposed to, say, a live demonstration) is the medium of education. Accordingly, the author shows full command of the main issues of the late fifth century 'sophistic' debate on the nature and the correct and effective use of language. In his views on language, the author seems to adopt a quite positivistic stance. For him, words reflect our perception and interpretation of the visual appearances or eidea of the things that are, and these appearances prove the existence of things in nature. To this extent, language reflects reality, provided that we language users have the expertise to form correct interpretations of what we observe. At the same time, language remains a secondary phenomenon: it is not a 'growth' of nature, but a set of conventional signs that have a basis in reality only if they are applied correctly. There is always the possibility of incorrect interpretation of our perceptions, which will lead to an incorrect use of language that does not reflect real phenomena. Words remain conventional expressions, and not all words can be expected to reflect the truth. In fact, the unnamed detractors of the art are victim to many such incorrect interpretations. Consistent with his view of language as secondary to visual phenomena, the author claims in his peroration that as a medium for the defence of medicine, the spoken word is generally considered less effective than live demonstrations. This modesty, while undoubtedly effective as a means to catch the sympathy of his public, still seems slightly overstated. Our author is fully aware of the powers and limitations of his medium, and shows great sophistication in its use.

  3. Nordic contemporary art education and the environment: Constructing an epistemological platform for Art Education for Sustainable Development (AESD

    Directory of Open Access Journals (Sweden)

    Helene Illeris

    2012-10-01

    Full Text Available How can art educators address questions of environmental sustainability, accepting to be ethically normative but avoiding becoming dogmatic? How can the complex ‘pool’ of knowledge generated in and through art education research become useful in working with these questions, which many of us find overwhelmingly difficult? AESD – Art Education for Sustainable Development – is a concept coined for this article with the intention of bringing environmental problems onto the agenda. In an attempt to provoke the necessary discussion about environmental sustainability in art education, the article examines selected texts from recent Nordic research in order to build an ‘epistemological platform’ that might function as a research-based ‘tool’ for discussing environmental issues. The article is organized in four sections, which refer to the four ’cornerstones’ of the platform, where each cornerstone corresponds to a recent current in art education. These currents, as defined by the author, are: critical art education, poststructuralist strategies, visual culture pedagogy, and community oriented visual practices. Using selected Nordic texts as material for the analysis, the epistemological perspective of each current is briefly presented and its relationship to evironmental questions is discussed. In the final discussion, eight keywords are presented: praxis, change, performance, reflexivity, visuality, event, situatedness and collaboration. When put together, these concepts offer a dynamic picture of the ‘pool’ of ideas offered by contemporary Nordic and international research, which will be useful for  ‘performing’ AESD both as teaching practices and as research.

  4. Hybridization between Media Education and Visual Arts Education. Miyazaki's Cinema as a Revulsive

    Science.gov (United States)

    Huerta, Ricard

    2011-01-01

    In this article we suggest an approximation between media education and visual arts education. Teachers of Primary School interpret the media as a visual artefacts. But these visual artifacts can be analyzed from the education in visual arts. We can offer a suitable formation in the moment on training teachers (Clarembeaux, 2010; Huerta, 2005),…

  5. Generalist Pre-Service Teacher Education, Self-Efficacy and Arts Education: An Impossible Expectation?

    Science.gov (United States)

    Collins, Anita

    2016-01-01

    Generalist teacher educators in Australia are struggling with an impossible expectation in the area of arts education. This is due to a cascading trio of systemic issues. Firstly generalist teachers are entering their teacher education courses with variable and often minimal personal arts training. Secondly they are ill supported to improve their…

  6. When Magic Becomes Art: Educating Teachers

    Science.gov (United States)

    Sowder, Mary; Leavitt, Teresa; Smith, Thomas B.; Tanase, Madalina

    2013-01-01

    Metaphors representing the practice of teacher educators were the data for this collaborative self-study by a small group of teacher educators from across the USA. Seventy-five pre-service teachers and practicing teachers enrolled in teacher education courses were asked to create metaphors to represent the teaching practices of the authors, who…

  7. Reconceptualizing the Role of Creativity in Art Education Theory and Practice

    Science.gov (United States)

    Zimmerman, Enid

    2009-01-01

    Reconceptualizing contemporary notions about creativity in visual arts education should be an important issue in art education today. Currently, creativity may not be a primary focus at National Art Education Association conferences or in its publications. There are recent indications that art education is a site where creativity can be developed…

  8. Arts-Informed Inquiry in Teacher Education: Contesting the Myths

    Science.gov (United States)

    Ewing, Robyn; Hughes, John

    2008-01-01

    Arts-informed inquiry has attracted a great deal of controversy in recent times as it has gained popularity as an educational research methodology in teacher education. As with other innovative approaches and methodologies, there have been lively debates about its rigour, authenticity and appropriateness. This article suggests principles for its…

  9. Festival of Pacific Arts: Education in Multi-Cultural Encounters

    Science.gov (United States)

    d'Hauteserre, Anne-Marie

    2011-01-01

    Can acts of support and/or revival of Pacific cultures serve to educate international tourists about Indigenous cultures? This paper examines, from a postcolonial perspective and using a qualitative methodology, whether the Festivals of Pacific Arts, to which all nations send delegations, can educate visitors about Indigenous cultures of the…

  10. State of the States 2016: Arts Education State Policy Summary

    Science.gov (United States)

    Aragon, Stephanie

    2016-01-01

    The "State of the States 2016" summarizes state policies for arts education identified in statute or administrative code for all 50 states and the District of Columbia. Information is based on a comprehensive search of state education statute and codes on each state's relevant websites. Complete results from this review are available in…

  11. Art Museum Education in Transition: Moderna Galerija in Slovenia

    Science.gov (United States)

    Zeleznik, Adela

    2012-01-01

    This essay examines the educational practices at the Moderna galerija, a national museum of modern and contemporary art in Ljubljana, Slovenia, in the last twenty years. Its aim is to reflect on the museum education in relation to broader historical context, of the former Yugoslavia (the country Slovenia was a part of until 1991) and discuss how…

  12. Teaching Art a Greener Path: Integrating Sustainability Concepts of Interior Design Curriculum into the Art Education Curriculum

    Science.gov (United States)

    Hasio, Cindy; Crane, Tommy J.

    2014-01-01

    Interior design is seldom integrated within the general art education curriculum because the subject matter is generally segregated as a commercial art. However, the importance of interior design concepts of sustainability in art education can really help a student understand the scale and proportion of space and mass, and how sustainability is…

  13. Learning Partnerships: Improving Learning in Schools with Arts Partners in the Community. A Guide to Arts and Education Collaboration.

    Science.gov (United States)

    Dreeszen, Craig; Aprill, Arnold; Deasy, Richard

    The purpose of this guide is to offer guidance to community leaders from the arts, education, business, civic, and government sectors who seek to combine their talents and resources in partnerships to address the arts and arts education needs of the young people of their community. The guide draws on and summarizes the knowledge and experience of…

  14. Betting for Integral Formation through the Models of Arts Education

    Directory of Open Access Journals (Sweden)

    Julia Margarita Barco Rodríguez

    2016-06-01

    Full Text Available For a long time integral formation has been a main purpose of educational curricula. But even though it proves necessary on the ground of the benefits education may bring to human development, its outcomes are not always visible and many times it actually does not exist beyond the speech. In the field of arts teaching, the wholeness of human expressions seems to be one of the main goals in the formative purposes for young people and children. Such a commitment demands serious reflection on how and what artistic practices may bring to the formation of integral citizens, be it from the perspective of free expression or from a cognitivist or cultural one. Tracking the curricula in art education will allow us to understand the movement and whereabouts of such a high view, bringing together the conceptual and methodological arguments for it to match contemporaneity, so underlining the pertinence of art practices in education.

  15. Embracing a Critical Pedagogy in Art Education.

    Science.gov (United States)

    Yokley, Shirley Hayes

    1999-01-01

    Describes a "critical pedagogy" that encourages reflective self-examination of attitudes, values, and beliefs within historical and cultural critique. Highlights an art lesson for preservice teachers that illustrates the use of a critical pedagogy of representation, focusing on self-portraits by Frida Kahlo and Leonora Carrington. Discusses the…

  16. Using Art to Assess Environmental Education Outcomes

    Science.gov (United States)

    Flowers, Ami A.; Carroll, John P.; Green, Gary T.; Larson, Lincoln R.

    2015-01-01

    Construction of developmentally appropriate tools for assessing the environmental attitudes and awareness of young learners has proven to be challenging. Art-based assessments that encourage creativity and accommodate different modes of expression may be a particularly useful complement to conventional tools (e.g. surveys), but their efficacy and…

  17. Art-Based Evaluation in Research Education.

    Science.gov (United States)

    Julliard, Kell N.; Gujral, Jeetinder Kaur; Hamil, Sarah W.; Oswald, Elaine; Smyk, Amy; Testa, Nicole

    2000-01-01

    Study uses art to evaluate an all day seminar for graduate students on research methods, to explore students' feelings about research concepts, and to foster understanding of these concepts. Results suggest that the seminar was able to reduce most participants' anxiety about research without a loss of creativity and energy. (Author/GCP)

  18. Off Limits: Cultural Participation and Art Education

    Science.gov (United States)

    Edge, Nina

    2014-01-01

    Written from the direct experience of a practitioner, this is an autobiographic paper by a contemporary artist that recounts and explores creative and political activism through contemporary art. This article examines the tensions around status: the status of objects, materials and production methods, and the status of people and their drive to…

  19. Creative Approaches to Environmental Learning: Two perspectives on Teaching Environmental Art Education

    OpenAIRE

    Hilary Inwood; Taylor, Ryan W.

    2012-01-01

    Environmental art education is growing in popularity in college and university programs as the arts begin to play a more prominent role in environmental and sustainability education. As this emerging field of study is an interdisciplinary endeavor that draws from the more established fields of visual art education and environmental education, environmental art education offers a means to increase the pool of potential learners to those in the arts and sciences, as well as diversify learning ...

  20. Art as a scaffolding teaching strategy in baccalaureate nursing education.

    Science.gov (United States)

    Hydo, Sharon K; Marcyjanik, Diane L; Zorn, CeCelia R; Hooper, Nicole M

    2007-01-01

    Although the use of art in nursing education is well highlighted, most of the literature is anecdotal or focuses on development of a reflective nursing practice with clients. In this study, art was used as a scaffold to infuse liberal nursing education by helping baccalaureate nursing students (n = 91) create a personal expression of nursing and move toward greater self-awareness. Scaffolding is a metaphor for supporting learners as they develop higher levels of thinking. Using naturalistic inquiry to analyze students' written responses in a course activity, four themes emerged from the data: art and creativity, teamwork, boundaries and horizons within self, and boundaries and horizons in the profession. Student's individual expressions of art served as the "calling forth" of processes that opened the door to each student's personal expression.

  1. Office of Education Guide to Graphic Art Software

    Science.gov (United States)

    Davis, Angela M.

    1995-01-01

    During the summer experience in the LARSS program, the author created a performance support system showing the techniques of creating text in Quark XPress, placed the text into Adobe Illustrator along with scanned images, signatures and art work partially created in Adobe Photoshop. The purpose of the project was to familiarize the Office of Education Staff with Graphic Arts and the computer skills utilized to typeset and design certificates, brochures, cover pages, manuals, etc.

  2. Aesthetics, the Arts, and Education: The Painter as a Model in Aesthetic Education.

    Science.gov (United States)

    Munski, Marilyn L.

    Arguing that the visual arts serve as the focus for potential aesthetic experience in the discipline of art education, this paper describes the influence of the sensory elements of aesthetic experience in nature and other art forms on the work of three artists--Kandinsky, Van Gogh, and Picasso--and suggests that teachers can enrich students'…

  3. The cancer journey: bridging art therapy and museum education.

    Science.gov (United States)

    Deane, K; Carman, M; Fitch, M

    2000-01-01

    This paper describes the application of art therapy in assisting cancer patients to visually express their cancer experience on several levels--physically, psychosocially, and spiritually. The art therapy/museum education program was developed in 1996 at the McMichael Canadian Art Collection in partnership with Toronto-Sunnybrook Regional Cancer Centre-Bayview Support Network. To date, the program has run for three rounds with 16 sessions in each round. The facilitator for all three rounds was a trained art therapist. The program provided an unique opportunity for an arts institution to serve the community at large by offering an artistic outlet in a peaceful, rural setting in contrast to a sterile hospital environment. The specific goals of the program and the general therapeutic benefits of art therapy are described. In addition, the effectiveness of an existential/phenomenological approach in not only serving the cancer population, but also bridging the two diverse disciplines--art therapy and museum education--is explored. It is suggested that an existential therapeutic approach promotes the confrontation and acceptance of death that is necessary in order to lead a more meaningful life. Moreover, a phenomenological approach promotes the act of "seeing" as an essential ingredient in gaining objectivity and bringing unconscious thoughts into consciousness. The importance of social and emotional support in the way of art therapy in addition to medical care is emphasized. Through art therapy, cancer patients are encouraged to discover ways to face pain and misfortune and be creative in their "art of living."

  4. Art education and contemporary practices: producing the relationship with art, science and technology

    Directory of Open Access Journals (Sweden)

    Fernando Miranda

    2013-12-01

    Full Text Available This paper reflects on a project of production, development and understanding of educational mediation forms, targeted to teenagers, through a program based on the relationship between Arts, Science and Technology. These are actions that "parasitize" the contents of contemporary art proposals developed in a contemporary art space in the city of Montevideo. Relationships are established with such content, produced by "others”, in this case, artists and visual creators, to generate creative alternatives regarding new possibilities of meaning and representation. Analysis is proposed on the basis of a teaching laboratory condition and public mediation associated to contemporary artistic production, with a format linked to an educational curatorship of the exhibition under a visual culture perspective.

  5. The Art of Culture War: (Un)Popular Culture, Freedom of Expression, and Art Education

    Science.gov (United States)

    Darts, David

    2008-01-01

    This article examines the culture wars in the United States and considers their impact on the field of art education. Stretching across virtually ever facet of contemporary culture, these ideologically charged battles over opposing moral values and fundamental belief systems are an intrinsic part of the ongoing struggle to define and control U.S.…

  6. Photo art creativity in the education: Light drawing

    Directory of Open Access Journals (Sweden)

    Acar Haci Mehmet

    2016-01-01

    Full Text Available Since the early ages, people live together with art, and create various branches of art. Painting, as one of the most important branches of art, occurs on the walls of the caves of prehistoric ages. By the nineteenth century, photography shows itself and come as a branch of art until today. Photographers have created new methods and techniques throughout history. Among these, we can say that “painting with light” is one of the techniques by which the artist can create original works of art and reflects his/her creativity freely. This study aims to cite the importance of creativity in art education by the applications of “painting with light”. First the history of art is touched briefly, and then the invention of photography is mentioned and the relationships of photography and painting is studied. In the final section by informing about the technique of “painting with light”, it is discoursed how to get a work of art with this technique.

  7. Critical Examination of a Revision of Bloom's Taxonomy for the Development of Art Education Curriculum

    OpenAIRE

    中村, 和世; 大和, 浩子; 中島, 敦夫; 吉川, 和生

    2011-01-01

    This paper is aimed at developing Art Education Taxonomy Table through critically examining a revision of Bloom's Taxonomy of Educational Objectives contrived by Anderson and Krathwohl. First, the overview of the history of Bloom's Taxonomy is provided in relation to art education. Second, the influence of Bloom's theory of educational evaluation and Taxonomy on the classroom practice of art education in Japan is discussed. Third, aiming at using for the development of art education curriculu...

  8. Arts and Cultural Education at School in Europe. Lithuania 2007/08

    Science.gov (United States)

    Siaulytiene, Dalia

    2008-01-01

    Artistic education at general education schools in Lithuania is organised by teaching separate art subjects. Art education based on the integrated approach or project method may be organized at primary school, in grades one to four, according to the individual curriculum prepared by the teacher. Arts subjects included in Lithuanian arts curriculum…

  9. National Dance Education Organization: Building a Future for Dance Education in the Arts

    Science.gov (United States)

    Bonbright, Jane; McGreevy-Nichols, Susan

    2012-01-01

    The field of dance arts education in the United States is in an entirely different place today than it was at the turn of the century. Much of this change is due to a convergence of events that involved: federal and state legislation, policy, and funding that supported dance in arts education; a forty-year transition of dance out of departments of…

  10. Water: Social Issues and Contemporary Art Education

    Science.gov (United States)

    Cornelius, Angela; Sherow, Ernie; Carpenter, B. Stephen, II

    2010-01-01

    This Instructional Resource is based on the authors' current efforts as part of an interdisciplinary project where artists, community members, engineers, social activists, and educators are working together to make positive change in people's lives. Water, as a subject, symbol, and life-sustaining substance, is the focus of their work and the…

  11. A Distinctive Vision for the Liberal Arts: General Education and the Flourishing of Christian Higher Education

    Science.gov (United States)

    Wells, Cynthia A.

    2016-01-01

    This article argues that a coherent and inspired general education program, infused with a deliberate vision of the liberal arts, is crucial to the flourishing of Christian higher education. This article begins by describing the context and status of general education, emphasizing how this element of the educational program falls short in…

  12. A CRITICAL REVIEW OF STATUS AND FUNCTIONS OF ART EDUCATION IN MODERN EDUCATION AND SOLUTIONAL PROPOPALS

    Directory of Open Access Journals (Sweden)

    M. Ertuğ YAVUZ

    2010-04-01

    Full Text Available In this article, it is stressed that modern art education should be approached by determining planned, programmed, logical, and completely scientific methods. The functions and the status of art education is also examined in details in this essay. It is emphasized that education has a significant influence on individual behavioral variations and on society with its all components for forming national agreement, mutual support, sympathy, cooperation and unity. Art education’s responsibility of creating modern, dynamic, complete, rationalistic and new ideas in addition to its contemporary existence as an education of pleasure and impression is also stressed.

  13. Putting Disability Studies to Work in Art Education

    Science.gov (United States)

    Penketh, Claire

    2014-01-01

    Putting disability studies to work in art education suggests a form of action or industry, a creative opportunity for something to be done, recognising the relationship between theory and practice. Drawing on discourse analysis, this article offers an initial theoretical discussion of some of the ways in which disability is revealed and created…

  14. An Equitable Balance: Designing Quality Thinking Systems in Art Education

    Science.gov (United States)

    Ingalls Vanada, Delane

    2016-01-01

    Dynamic learning environments in the arts that nurture all students' capacities for deep meaning, synthesis and connection-making have the best chance of standing in the gap toward educational justice. New paradigms for teaching and learning are needed that elevate all students' capacities--not just the select few who excel in narrow subsets of…

  15. Engaging Public Space: Art Education Pedagogies for Social Justice

    Science.gov (United States)

    Duncum, Paul

    2011-01-01

    Considering social justice to be founded on human rights, which, in turn, are grounded in freedom of thought, expression, and assembly, this essay reviews efforts by art educators to engage with public space as a form of social justice pedagogy. Public space, whether actual or virtual, is understood to be inherently devoted to contestation in the…

  16. Serigraphs (Tentative Course Outline). Art Education: 6693.05

    Science.gov (United States)

    Romeo, Richard

    An introduction to the Quinmester Visual Arts Education Curriculum, of which this is one course of study, can be found in SO 007 721. Serigraphy, the process of silk screening, involves a variety of techniques for the student to use as a medium of expression. Use of stencil, tusche, film, and the construction of equipment are included in this…

  17. Preparing White Preservice Art Educators to Teach in Urban Classrooms

    Science.gov (United States)

    Briggs, Judith

    2012-01-01

    Within a two-year mixed method action research study, two cohorts of White senior preservice Art Educators reflected on anti-racist and anti-classist course materials and attended field experiences within urban schools. A majority of both cohorts identified systemic racism within social systems and language after engaging in course materials.…

  18. Advanced Jewelry Design. Art Education: 6684.02.

    Science.gov (United States)

    Marinaccio, Louis M.

    See SO 007 721 for an introduction to the Visual Arts Education Curriculum of which this course in jewelry design is a part. In the course students further skills in forming complex objects through experience with casting, bezeling stones, and welding. Course content includes an historical perspective on jewelry production and advanced methods in…

  19. Desktop Simulation: Towards a New Strategy for Arts Technology Education

    Science.gov (United States)

    Eidsheim, Nina Sun

    2009-01-01

    For arts departments in many institutions, technology education entails prohibitive equipment costs, maintenance requirements and administrative demands. There are also inherent pedagogical challenges: for example, recording studio classes where, due to space and time constraints, only a few students in what might be a large class can properly…

  20. Why Art Education Lacks Social Relevance: A Contextual Analysis.

    Science.gov (United States)

    Bersson, Robert

    1987-01-01

    This article examines why both the individual-centered and discipline-centered approaches to art education lack social relevance. Maintains that the lack of a social orientation in these two approaches is due to our social context and our capitalistic system. Proposes that democratic principles serve as the basis of a socially relevant,…

  1. Unframing Immigration: Looking through the Educational Space of Contemporary Art

    Science.gov (United States)

    Desai, Dipti

    2010-01-01

    This article uses the lens of contemporary visual art as a counternarrative to explore the racialization of immigration in the United States and its relationship to education. Drawing on critical race theory, I argue that today several artists use their artistic practice to intervene strategically in the immigration debates. These artistic…

  2. Dyslexia in Higher Education: The Decision to Study Art

    Science.gov (United States)

    Bacon, Alison M.; Bennett, Samantha

    2013-01-01

    Increasing numbers of students in Higher Education (HE) have dyslexia and are particularly over represented in the visual and creative arts. While dyslexia has been associated with artistic talent, some applicants may perceive their academic opportunities as limited because of negative learning experiences associated with their dyslexia. This…

  3. Critical Arts-Based Research in Education: Performing Undocumented Historias

    Science.gov (United States)

    Bagley, Carl; Castro-Salazar, Ricardo

    2012-01-01

    The article seeks to elucidate and academically position the genre of critical arts-based research in education. The article fuses Critical Race Theory (CRT), life history and performance, alongside work with undocumented American students of Mexican origin, to show how a politicised qualitative paradigmatic re envisioning can occur in which…

  4. Envisioning the Future: Working toward Sustainability in Fine Art Education

    Science.gov (United States)

    Clarke, Angela; Hulbert, Shane

    2016-01-01

    Fine art education provides students with opportunities to acquire knowledge and skills to respond creatively to their experience of society and culture. Fostering creative ways of knowing, thinking and doing requires studio learning conditions that promote the exploration of embodied perceptions, material sensibilities and conceptual ideas that…

  5. The Nostalgia of Art Education: Reinscribing the Master's Narrative.

    Science.gov (United States)

    jagodzinski, jan

    1997-01-01

    Presents a psychoanalytic critique of an advertisement for the Getty Center for Education in the Arts multicultural program. Applying principles derived from Lacan, Foucault, and Derrida, reveals basic racist, sexist, and elitist assumptions embedded in the advertisement. Includes a reproduction of the advertisement and extensive footnotes. (MJP)

  6. Martial Arts and Critical Thinking in the Gifted Education Curriculum.

    Science.gov (United States)

    Choo, Lay Hiok; Jewell, Paul D.

    This paper examines similarities between the goals of Aikido, a martial art, and critical thinking and argues that Aikido promotes the development of thinking in its training and practice. It applies these ideas to the gifted education curriculum. First the paper introduces characteristics of Aikido, Aikido movement and techniques. It equates…

  7. Art Education and Disability Studies Perspectives on Mental Illness Discourses

    Science.gov (United States)

    Derby, John K.

    2009-01-01

    This dissertation critically examines mental illness discourses through the intersecting disciplinary lenses of art education and disability studies. Research from multiple disciplines is compared and theorized to uncover the ways in which discourses, or language systems, have oppressively constructed and represented "mental illness." To establish…

  8. Interior Design Supports Art Education: A Case Study

    Science.gov (United States)

    Clemons, Stephanie A.

    2006-01-01

    Interior design, as a field of study, is a rapidly growing area of interest--particularly for teenagers in the United States. Part of this interest stems from the proliferation of design-related reality shows available through television media. Some art educators and curriculum specialists in the nation perceive the study of interior spaces as a…

  9. Four Learning Environments for the Contemporary Art Education Classroom: Studio, Information, Planning, and Electronic

    Science.gov (United States)

    Marschalek, Douglas G.

    2004-01-01

    This article provides an overview of a secondary art education methods course developed in response to a variety of educational directives and movements in the fields of art, education, art education, and design. Within each unit of study in this course, students engage in four learning environments--studio, information design, planning, and…

  10. Cultivating Artistic Approaches to Environmental Learning: Exploring Eco-Art Education in Elementary Classrooms

    Science.gov (United States)

    Inwood, Hilary J.

    2013-01-01

    This article explores curriculum development in eco-art education, an integration of art education and environmental education, as a means of increasing awareness of and engagement with the environment. It reports on a qualitative research study that tracked teachers' experiments with the design and implementation of eco-art education in…

  11. Creative Approaches to Environmental Learning: Two Perspectives on Teaching Environmental Art Education

    Science.gov (United States)

    Inwood, Hilary J.; Taylor, Ryan W.

    2012-01-01

    Environmental art education is growing in popularity in college and university programs as the arts begin to play a more prominent role in environmental and sustainability education. As this emerging field of study is an interdisciplinary endeavor that draws from the more established fields of visual art education and environmental education,…

  12. The Sociological Dimension of the System of Art Education in Belarus

    Science.gov (United States)

    Skorokhodov, V. P.

    2006-01-01

    Art education in Belarus is based on two fundamental state documents, the "Law on Education in the Republic of Belarus" and the "Law on Culture in the Republic of Belarus," which spell out the prospects of the development of art education in a unity of goals, tasks, and paths of implementation. The system of art education in the Republic includes…

  13. The East Bay Center for the Performing Arts: A Model for Community-Based Multicultural Arts Education

    Science.gov (United States)

    Engdahl, Eric

    2012-01-01

    This article highlights the East Bay Center for the Performing Arts in Richmond, California, which is one successful model of a community-based arts education organization whose central mission is to provide these deep art-rich experiences for students from low socio-economic status (SES) communities, who in this instance are predominately African…

  14. Martial Arts Anthropology for Sport Pedagogy and Physical Education

    Directory of Open Access Journals (Sweden)

    Wojciech J. CYNARSKI

    2012-08-01

    Full Text Available The aim of this paper is to discuss the subject as well as the problem of corporeality and spirituality in the anthropology of martial arts. The authors attempt to show the vision of a new psychophysical education on the way of martial arts and the taking of personal patterns here. Analysies are made in the perspective of the holistic pedagogy and humanistic theory of martial arts.Qualitative methods, such as studying literature, direct interview and long-term participant observation were used. The authors wish to begin with the concept of corporeality as it is found in the available literature on the subject.The first author has been active in an environment of martial arts for over 30 years. Interviews and discussions were conducted with 9 martial arts masters of the highest rank.Results and conclusions. Psychophysical system of self-realization is an educational programme – a way which relates to spiritual development through physical and mental exercise, according to teaching by a particular master-teacher. Within the context of martial arts being used as a psycho-educational form of education, the body fulfills, above all, the role of a tool to be used on the way towards enlightenment and wisdom. It is utilized specifically in spiritual progress. Improving one’s physical abilities is therefore an ascetic journey of physical perfectionism and technical accomplishment all towards achieving spiritual mastery. In some cases, spiritual development is described in terms of energy (qi, ki and connected with the capacity of one’s health.Traditional understanding of martial arts is often mixed with combat sports or systems of meditation are numbered among movement forms. The opportunity to avoid similar mistakes is to adopt a theoretical perspective of the anthropology of psychophysical progress. Paradigm of systematic approach and integral outlook on the human allow for understanding of the sense of being involved in ascetic and

  15. Creating links between art and environmental education

    Directory of Open Access Journals (Sweden)

    Robert W. Turner

    2008-09-01

    Full Text Available Artists have used the environment as a subject forever and there is a long history of artists whose works affect peoples’ awareness of and perceptions of their natural environments. But only relatively recently have other artists become part of the modern environmental movement and of efforts to educate college students and the population at large about environmental issues. Environmental studies programs need to take advantage of this increased interest on the part of artists, and global warming provides a perfect vehicle.

  16. STEAM Education and Communication with Art at ATLAS and CMS

    CERN Document Server

    Paolucci, Pierluigi; Hoch, Michael; Adam-Bourdarios, Claire

    2016-01-01

    Recent developments in science education policy and practice suggest that successful learning in the 21st century requires the horizontal connectedness across areas of knowledge by linking the arts and humanities with science, technology, engineering and mathematics (STEM) subjects. The rapidly increasing STEAM movement calls for arts integration into science teaching and learning to help school students develop skills that are necessary to thrive in an innovation economy. Education and outreach in high-energy physics are not an exception to these developments. In this talk, I will describe specific education and outreach initiatives by the ATLAS and CMS collaborations that use a cross-disciplinary approach to engaging the public and especially young people not only with the excitement of scientific research in particle physics but also with its positive technological and social externalities.

  17. The Art of Empathy: A Mixed Methods Case Study of a Critical Place-Based Art Education Program

    Science.gov (United States)

    Bertling, Joy Gaulden

    2012-01-01

    This mixed methods case study examined middle school students' empathy with the environment within a critical place-based art classroom. The curriculum was informed by the ecological imagination, which calls for a new mode of education: education that embraces the arts as a way to conceive of pro-ecological perspectives, other ways of being…

  18. Arts and Aesthetics: An Agenda for the Future. First Yearbook on Research in Arts and Aesthetic Education.

    Science.gov (United States)

    Madeja, Stanley S., Ed.

    The book contains 30 speeches from a conference held in 1976 to develop a national agenda for research and development in the arts and education. The conference was sponsored jointly by CEMREL, Inc., and the Aspen Institute for Humanistic Studies. Participants included educators, administrators, and researchers involved in philosophy, art, music,…

  19. Art and Informatics: Creating Interdisciplinarity for a Complex Technological Education

    Directory of Open Access Journals (Sweden)

    Adriano Fiad Farias

    2016-06-01

    Full Text Available The paper presents some reflections on a teaching practice shared between the disciplines of Art and Informatics in a professional school of education in Brazil. It addresses the initial concerns of teachers regarding comprehensive education, aroused while carrying out an activity common to both areas: teaching contemporary art by means of video-art. Then the methodology of the work done is addressed, as the shared lessons were given simultaneously by the two teachers, and a discussion on the issues addressed by the students -namely violence, consumerism and integration into the school environment- is done. Authors like Ana Mae Barbosa and Viviane Mosé, who argue and reflect on the challenges of contemporary education concerning the interests of pupils today, are then studied. The analysis of the videos produced by the students from the perspective of their technical, aesthetic and artistic quality allows us to problematize significant learning opportunities that integration between the two areas of Art and Informatics brings for teaching young people, an age group whose interest in new media and technologies is highly relevant.

  20. Advocacy for Art Education: Beyond Tee-Shirts and Bumper Stickers

    Science.gov (United States)

    Bobick, Bryna; DiCindio, Carissa

    2012-01-01

    Advocacy is not new to art education. Over the years, Goldfarb (1979), Hodsoll (1985), and Erickson and Young (1996) have written about the importance of arts advocacy, but the concept of advocacy has evolved with the times. For example, in the 1970s, arts advocacy was described as a "movement" and brought together art educators,…

  1. Arts Education and Creativity Enhancement in Young Children in Hong Kong

    Science.gov (United States)

    Hui, Anna N. N.; He, Mavis W. J.; Ye, Shengquan Sam

    2015-01-01

    The present study aimed at assessing Hong Kong young children's gains in creativity and their teachers' application of arts education after a one-year artists-teachers collaborative arts education project that involves various art forms (i.e. drama, visual arts and integrated). Participants included 790 young children, 217 parents and 65 teachers…

  2. Collaborative Creativity in STEAM: Narratives of Art Education Students' Experiences in Transdisciplinary Spaces

    Science.gov (United States)

    Guyotte, Kelly W.; Sochacka, Nicola W.; Costantino, Tracie E.; Kellam, Nadia N.; Walther, Joachim

    2015-01-01

    Current efforts to promote STEAM (STEM + Arts) education focus predominantly on how partnering with the arts provides a range of benefits to STEM students. Here we take a different approach and focus on what art and art education students stand to gain from collaborating with STEM students. Drawing on a variety of student field texts, we present…

  3. Arts and Cultural Education at School in Europe: Austria 2007/08

    Science.gov (United States)

    Wimmer, Michael; Schad, Anke; Nagel, Tanja

    2008-01-01

    This paper focuses on Austria's arts and cultural education. The Austrian arts curriculum is organised as separate subjects. It includes music, visual arts and crafts (divided into two separate subjects: technical crafts and textile arts). The Austrian curriculum refers to "Bildungs- und Lehraufgaben", i.e. educational and teaching tasks. This…

  4. Implications of Gregory Bateson's Ideas for a Semiotic of Art Education.

    Science.gov (United States)

    Bowers, C. A.

    1990-01-01

    Points out the limitations of the Cartesian epistemology underlying most art education textbooks. Explores the ideas of Gregory Bateson and Ellen Dissanayake who express a semiotic view of artistic creation that is multidimensional. Suggest implications for art education. (KM)

  5. Making Art Pedagogy in the System of Education in the Republic of Kazakhstan

    Science.gov (United States)

    Almukhambetov, Berikzhan A.; Nebessayeva, Zhanar O.; Smanova, Akmaral S.; Kakimova, Laura S.; Musakulov, Kusan T.; Sydykova, Roza S.

    2016-01-01

    The article reveals the importance of art pedagogy, art pedagogy through understanding the history of Kazakh art. The paper provides definitions of potential art of Kazakhstan and its role in the educational system of the university. It describes the main purpose of art teaching through the formation of ethnic and cultural identity of the student…

  6. The Arts and Australian Education: Realising Potential. Australian Education Review No. 58

    Science.gov (United States)

    Ewing, Robyn

    2011-01-01

    Australian Education Review (AER) 58 surveys the international and national research on the role and effect of arts-rich programming in schools and in the broader community, and examines the policies and practices that inhibit or support these initiatives. It puts the case that embedding the Arts in learning would be a powerful catalyst for…

  7. The Paradox of Art Education in the Public Schools: A Brief History of Influences.

    Science.gov (United States)

    Dobbs, Stephen Mark

    Art education has been a part of the curriculum of American public schools for more than a century, since the first programs for drawing instruction were organized in Massachusetts in the 1870's. Since that time, a theme has emerged which continues to characterize art education into the present: the paradox that art education has consistently…

  8. Educating for Creativity: Bringing the Arts and Culture into Asian Education. Report of the Asian Regional Symposia on Arts Education: Measuring the Impact of Arts in Education (Hong Kong SAR, China, January 9-11, 2004) and Transmissions and Transformations: Learning through the Arts in Asia (New Delhi, India, March 21-24, 2005)

    Science.gov (United States)

    Meleisea, Ellie, Comp.

    2005-01-01

    The publication recounts two symposiums on Arts Education that took place in Hong Kong and New Delhi, India in January 2004 and March 2005 respectively. Two sections include papers covering the current situation of arts education in Asia and plans for the future. The first part has an introduction to culture and arts education in Asia, the vision…

  9. Social Studies Education and Public Art: The Detroit Billboard Project

    Directory of Open Access Journals (Sweden)

    Julie Anne TAYLOR

    2015-05-01

    Full Text Available The aim of this action-research project was to evaluate the impact of high school students’ involvement in community-oriented, art-based work in the social studies. In Detroit, high school students engaged in persuasive writing and design while exploring community issues. The project culminated in the installation of student artwork on a billboard in the city’s cultural center. Mixed methods were employed to evaluate the project; forty-seven students completed surveys at its conclusion. The findings suggest that creative projects with real-world applications are motivational, and they promote civic education. The majority of the students reported that their awareness of community issues had increased. This study has implications for the implementation of projects for democratic education and service learning, arts integration in the social studies, and the use of authentic assessments in contextual, culturally responsive teaching

  10. Photography and interpretations of the word: art and education

    Directory of Open Access Journals (Sweden)

    Lucinea Aparecida de Rezende

    2013-04-01

    Full Text Available This paper analyzes images made and broadcasted by Foto Clube de Londrina (Londrina’s Photo Club in 2011. We aim to think over the imagery reading, specially photograph, at education scope. To achieve this target, we understood photography as something possible to be interpretated and also as a work of art. This way, we show that readers can be benefited by reading and rereading photographs, when they are seen along with the words reading.

  11. Woman Artist Engages in Children’s Fine Art Education

    Institute of Scientific and Technical Information of China (English)

    1996-01-01

    XIE Lifang was born into a physics professor’s family in Changsha, Hunan Province in 1949 when New China was founded. Living in a place surrounded by beautiful landscape of the Yuelu Mountain, she was fond of painting from her childhood. After she graduated from a junior high school, she was admitted to the Hunan Theatrical School to study stage arts. During the ten years’ chaos of the "cultural revolution," (from 1966 to 1976) the school’s regular education

  12. HYBRIDIZATION BETWEEN MEDIA EDUCATION AND VISUAL ARTS EDUCATION. MIYAZAKI'S CINEMA AS A REVULSIVE

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    Ricard Huerta

    2011-12-01

    Full Text Available In this article we suggest an approximation between media education and visual arts education. Teachers of Primary School interpret the media as a visual artefacts. But this visual artifacts can be analyzed from the education in visual arts. We can offer a suitable formation in the moment on training teachers (Clarembeaux, 2010; Huerta, 2005, but is also necessary move a notion of visual arts. Now, in Spain, visual arts education is far from the media images. We would incorporate the media education in the Primary School curriculum from the visual arts education (Hernández, 2000; Huerta, 2009. We focuses this research in a case of student’s group. They are university training teachers, and we verify their knowledge about cinema and media as a visual culture texts, promoting a major presence of media in visual arts, extending the field of action, and promoting the use of the cinema as useful tool in the Primary School classes. We encourage teachers and students towards the critical and personal readings in media, reforcing knowledge and analysis more than entertainment (Ambrós & Breu, 2007; Fedorov, 2010. For analyze this situation we have chosen the movie Ponyo on the Cliff by the Sea, a film by Hayao Miyazaki.

  13. Cultivating artistic approaches to environmental learning: Exploring eco-art education in elementary classrooms

    Directory of Open Access Journals (Sweden)

    Hilary J. Inwood

    2013-06-01

    Full Text Available This article explores curriculum development in eco-art education, an integration of art education and environmental education, as a means of increasing awareness of and engagement with the environment. It reports on a qualitative research study that tracked teachers’ experiments with the design and implementationof eco-art education in elementary classrooms. Guided by the framework of collaborative action research, a team of educators generated practical and theoretical knowledge to plan, implement, observe and reflect on eco-art curricula and pedagogy. As the first inquiry to examine eco-art education in a sustained way across multiple school sites, it makes a significant contribution to the emerging knowledge and growing discourse of eco-art education by demonstrating how arts-based learning at the elementary level can align with and support environmental education concepts and pedagogy.

  14. Possibilities and limits of Art teacher education and school artistic education from the humanizing perspective

    Directory of Open Access Journals (Sweden)

    Maria José Dozza Subtil

    2016-09-01

    Full Text Available This paper presents reflections on initial education of Art teachers, prioritized knowledge in the curriculum and demands of school artistic practice, resulting from research performed with teachers from Parana State Public Network (Brazil, especially graduates with Music Teaching Degrees. Questions on education in Teaching Degrees are addressed - musical practice, pedagogical studies, training and relationship with the school, strengths and weaknesses of the curriculum and school artistic practice - planning, content and methodologies, demands of students and managers for Art classes. The purpose of this analysis was to collate education by teachers whilst adhering to school‟s demands, to discuss the challenges of teaching work in Art/Music in relation to different determinants that constitute it. Among other problems, data shows the difficulties for teachers in planning from the determinations of the Diretrizes Curriculares Estaduais - DCE (2009 (State Curricular Guidelines, which proposes actions within all artistic fields Music, Theater, Dance and Visual Arts and the effective practice with a view to the specific education in Music and Visual Arts Teaching Degrees. The resulting answers enabled problematization of the relationship between theory and practice of education/work of these teachers and pointed to the contradiction between artistic education as a pragmatic activity and the potentiality of aesthetic and humanizing education proclaimed by the Marxist perspective.

  15. Games That Art Educators Play: Games in the Historical and Cultural Context of Art Education

    Science.gov (United States)

    Patton, Ryan M.

    2014-01-01

    Games have played an important role in modern educational methodologies. Beginning with the work of luminaries like Froebel, Montessori, and Dewey and continuing through the Cold War, the counter-culture movement of the 1960s and '70s, and into the present day, shifts in educational practice can be traced historically using the lens of games,…

  16. The Basics of Art Education (Based on I. A. Ilyin’s Works

    Directory of Open Access Journals (Sweden)

    S. Z. Goncharov

    2012-01-01

    Full Text Available The paper is dedicated to the art perception of various genres based on the comparative analysis method. The authors emphasize the esthetic heritage of Ivan Ilyin and his spiritual actology – the reliable guidelines for those following in the footsteps of Alexander Pushkin in the Russian art. The research was designed to spec- ify the basic esthetic and art study categories, introduced by Ivan Ilyin and including the basic content of the modern art education; the concepts of the creative artistic act, levels of work of art, artistry and art education being defined. On the basis of the clas- sical works on esthetics by the eminent Russian thinker, the authors analyze the es- sence of artistic perception; different levels of art work being discussed, as well as the artistic act of creating an art object and requirements for art education. The art education problem is getting even more relevant because of the culture degradation, technocratic civilization of triviality, displacement of genuine art by com- mercial shows, etc. However, only due to the genuine art, the productive perception can be developed as the basic quality of creativity in any sphere. The art teachers, art- ists and art critics working together can promote the general spiritual level by teaching people to strive for artistic perfection, rather then senseless entertainment. The research findings can be implemented both in the theoretical spheres of es- thetics and art studies, and in the system of teaching the disciplines of cultural, esthe- tic and art profiles. 

  17. Learner Engagement: A Review of Approaches in the Psychology of Education and Art Education

    Science.gov (United States)

    Kinsella, Claire; Putwain, David W.; Kaye, Linda K.

    2016-01-01

    This article critically examines the concept of "engagement" as it has emerged within two distinct bodies of literature in the fields of art education and the psychology of education. In order to grapple with the heterogeneous nature of this literature, a meta-narrative review was conducted whereby recurring narratives from various…

  18. No Child Left Behind in Art Education Policy: A Review of Key Recommendations for Arts Language Revisions

    Science.gov (United States)

    Grey, Anne C.

    2010-01-01

    From bipartisan origins and a laudable intent, the No Child Left Behind (Act) of 2001 has profoundly altered the condition of art education. A historical vantage point and review of literature reveals the current status of pending arts language revisions to the NCLB Act, as well as a pressing need to examine the key recommendations and to consider…

  19. The Effect of Creative Drama on Pre-Service Elementary Teachers' Achievement in Art Education Course and Interest in Art

    Science.gov (United States)

    Oguz, Aysegul; Sahin, Ali E.

    2014-01-01

    The purpose of this study was to determine the impact of the creative drama method on pre-service elementary teachers' achievement in art education courses and interest in art. The study made use of the experimental pattern with pre- and post-test control groups. Data were collected, analyzed, and interpreted according to the mixed method…

  20. Educating artists in management – An analysis of art education programmes in DACH region

    Directory of Open Access Journals (Sweden)

    Christine Bauer

    2015-12-01

    Full Text Available Labour force in the art sector is characterised by high qualification, but low income for those people who perform the core contribution in art, i.e. the artists. As artists are typically self-dependent in managing their business, they should have managerial skills besides those skills necessary to perform their artistic core activities. If the lack of managerial skills is a reason why artists fail to make a living from their talent, then this chain of cause and effect could be ruptured by adequate educational opportunities. This paper analyses the curricula of a wide range of institutions offering art education programmes and identifies their managerial learning content. In doing so, we focused on German-speaking countries, the so-called DACH region (i.e. Germany, Austria and Switzerland, whereas D, A and CH are country codes. We identified and analysed 159 course syllabi of 81 art universities, schools and academies. The results of our study indicate a lack of managerial learning contents: a vast majority of institutions follow a rather traditional approach to art education, focusing solely on artistic competences. We suggest the implementation of managerial learning contents to better prepare art students for successful careers in the arts.

  1. Arts Education Partnerships: Informing Policy through the Development of Culture and Creativity within a Collaborative Project Approach

    Science.gov (United States)

    Carlisle, Katie

    2011-01-01

    Arts education partnerships have become an important means for developing and sustaining school arts programs that engage students, teachers, and communities. Tapping into additional perspectives, resources, and support from arts agencies and postsecondary institutions, arts education partnerships strengthen arts education infrastructure within…

  2. Arts-Based Teaching: A Pedagogy of Imagination and a Conduit to a Socially Just Education

    Science.gov (United States)

    Mardirosian, Gail Humphries; Belson, Sarah Irvine; Lewis, Yvonne Pelletier

    2009-01-01

    This article describes a study in which 53 teachers participating in arts-based professional development courses and workshops gained a profound understanding of the role of the arts in education and an appreciation for the powerful role the arts can play in pedagogy and social justice. The findings of study demonstrate how arts-based…

  3. Questioning the Role of "21st-Century Skills" in Arts Education Advocacy Discourse

    Science.gov (United States)

    Logsdon, Leann F.

    2013-01-01

    The revised Core Arts Standards offer music educators the chance to examine the contradictions that currently permeate the arts advocacy discourse. This article examines the emphasis on 21st-century workplace skills in claims made by arts advocacy proponents. An alternative approach focuses instead on lifelong learning in the arts and the array of…

  4. Arts and Cultural Education at School in Europe. Hungary 2007/08

    Science.gov (United States)

    Bodoczky, Istvan

    2008-01-01

    This paper focuses on Hungary's arts and cultural education. The cultural area "arts" has the following sub-areas: music, dance and drama, visual culture, film and media. In accordance with the contemporary approach to art, these are all independent branches of art. Although they have a number of common features, they are very different…

  5. A Paradigm Analysis of Arts-Based Research and Implications for Education

    Science.gov (United States)

    Rolling, James Haywood, Jr.

    2010-01-01

    This article represents a paradigm analysis of the characteristics of arts-based research (ABR) in an effort to reconceptualize the potential of arts-based practices in generating new curriculum approaches for general education practice and the development of the learner. Arts-based theoretical models--or art for scholarship's sake--are…

  6. "I'm So Offended!": Curriculum Flashpoints and Critical Arts Education

    Science.gov (United States)

    Kraehe, Amelia M.; Hood, Emily Jean; Travis, Sarah

    2015-01-01

    Inspired by critical race and feminist perspectives, this paper complicates the conversation on preparing arts educators for diversity and equity. The authors ground their research on the premise that arts educators committed to challenging social inequalities must understand sociocultural influences on art, curriculum, teaching, and learning. The…

  7. Promoting the Aesthetic Experience: The Rise of Receptive Art Education in the Netherlands

    NARCIS (Netherlands)

    Dieleman, C.

    2014-01-01

    In 1999, a mandatory and interdisciplinary art course, Cultural and Artistic Education (Culturele en Kunstzinnige Vorming, or CKV), was introduced in the Dutch secondary school system. The course focuses on receptive, rather than active, art education. Cultural activities, such as visiting an art ex

  8. Promoting the Aesthetic Experience: The Rise of Receptive Art Education in the Netherlands

    Science.gov (United States)

    Dieleman, Cock

    2014-01-01

    In 1999, a mandatory and interdisciplinary art course, Cultural and Artistic Education (Culturele en Kunstzinnige Vorming, or CKV), was introduced in the Dutch secondary school system. The course focuses on receptive, rather than active, art education. Cultural activities, such as visiting an art exhibition or a theatre performance, form the core…

  9. Access to High School Arts Education: Why Student Participation Matters as Much as Course Availability

    Science.gov (United States)

    Thomas, M. Kathleen; Singh, Priyanka; Klopfenstein, Kristin; Henry, Thomas

    2013-01-01

    There is renewed interest in the role of arts education in the curriculum of U.S. public schools not only because of the intrinsic value of the arts and its believed impact on achievement, but because cultivating creativity is thought to promote innovation and fuel economic growth. Still, we know little about basic access to arts education. Using…

  10. Whither (Whether) Medical Humanities? The Future of Humanities and Arts in Medical Education

    Science.gov (United States)

    Shapiro, Johanna

    2012-01-01

    This special issue of "Journal for Learning through the Arts" focuses on the uses of literature and arts in medical education. The introductory article addresses current debate in the field of medical humanities (MH), namely the existential question of what is the purpose of integrating humanities/arts in medical education; and then examines how…

  11. The Role of the Arts in Professional Education: Surveying the Field

    Science.gov (United States)

    Jarvis, Christine; Gouthro, Patricia

    2015-01-01

    Many educators of professionals use arts-based approaches, but often explore this within the confines of their own professional disciplines. This paper consists of a thematic review of the literature on arts and professional education, which cuts across professional disciplines in an attempt to identify the specific contribution the arts can make…

  12. 77 FR 5243 - Proposed Priority, Requirements, Definitions, and Selection Criteria-Arts in Education National...

    Science.gov (United States)

    2012-02-02

    ... Proposed Priority, Requirements, Definitions, and Selection Criteria--Arts in Education National Program... priority, requirements, definitions, and selection criteria under the Arts in Education National Program... or more of these definitions in any year in which we award grants for the AENP. Arts means...

  13. Art Therapy and its Application in the Field of Education

    OpenAIRE

    Korbut, Anna

    2016-01-01

    The article broaches the subject of art therapy, which is also known as therapy through art. The activities carried out within it are based on the use of the therapeutic properties of the art practice. Art therapy is an extremely large concept and contains in itself many therapies based on its actions in art. Art therapy includes: therapy, which is based on plastic arts, music therapy, bibliotherapy, dramatherapy, dancetherapy and others. Writing about the properties of art therapy should als...

  14. Artfulness

    DEFF Research Database (Denmark)

    Chemi, Tatiana

    2011-01-01

    a collage of previously published materials on Artfulness, in this journal targeted teachers for dysfunctional behaviour children.......a collage of previously published materials on Artfulness, in this journal targeted teachers for dysfunctional behaviour children....

  15. Art Education Avatars in Action: Preparing Art Teachers for Learning and Teaching in a Virtual Age (for Special issue Digital Games and Simulations in Teacher Preparation)

    Science.gov (United States)

    Lu, Lilly

    2011-01-01

    Three-dimensional (3D) virtual worlds (VW) have great potential for contemporary art education. This article introduces the key characteristics of 3D VWs and reviews the research literature and application of VWs in education and art education. After explaining how 3D VWs provide unique possibilities as a contemporary art medium, learning tool,…

  16. Build a Creative Leadership Team: Take a Unified Approach to Fostering Arts Education in Your School

    Science.gov (United States)

    Principal, 2012

    2012-01-01

    Becoming a champion of arts education means establishing a culture that embraces a team approach toward integrating the arts. This article offers some practical guidance for developing a creative leadership team--and cultivating creativity in the whole school.

  17. The Art of Deception and the Role of Intelligence Education

    DEFF Research Database (Denmark)

    Mitchell, Dr. William L.

    2016-01-01

    Is deception an art? And if so, what role might it have in military intelligence education? To offer some answers to the these questions, the paper draws upon the discovery phase of efforts to synchronize deception theory, research, practice, in order to develop a post-graduate military deception...... course for a military intelligence studies. In doing so, it reflects upon the recognition afforded from discovery to creativity, innovation, science, doctrine, and ethics, within the studies of deception and the construct of military deception itself. It follows with bridge building between theory...... and practice through the adaptive use of Boyds Observe-Orient-Decide-Act (OODA) and a target centric intelligence approach to explain the dynamics concerning military intelligence in warfighting. These initial findings suggest that deception, as part of a post-graduate military intelligence education, not only...

  18. The Arts-Based Research’ approach: hints for educational research

    Directory of Open Access Journals (Sweden)

    Monica Pentassuglia

    2017-01-01

    Full Text Available The last two decades have seen a growing interest on the different ways of knowing in all the fields. Although some research has highlights the importance of this topic, there is still very little scientific understanding about this process. The first serious discussions and analyses of the construction of knowledge emerged during the 1900s. In Humanities field, questions have been raised about the use of traditional research paradigm considered unable for the understanding of these complex subjects. In this perspective, this article provided an important opportunity to advance the understanding of new research paths that not only overturn the classical perspective of research, but also allow us to reformulate and reinvent strategies, tools, and forms of representations of research findings. This article considers the implications of the approach of Arts-Based Research (ABR and deeply of dance-based methods for educational research.L’approccio dell’Arts-Based Research: quali spunti per la ricerca educativa?Tra i temi che più si sono imposti, negli ultimi anni, all’attenzione dei ricercatori, è il problema dei processi di costruzione della conoscenza ad aver catalizzato su di sé la maggior parte degli studi; è soprattutto in ambito umanistico che cresce l’idea secondo cui i classici paradigmi di ricerca non siano in grado di comprendere ed indagare la complessità dei fenomeni esplorati. Sulla scia di tali necessità, il presente contributo intende approfondire l’approccio dell’Arts-Based Research (ABR ed in particolare dei dance-based methods nel campo della ricerca educativa che negli ultimi anni sta contribuendo a capovolgere l’impostazione classica del processo di ricerca a favore di nuovi percorsi in grado di utilizzare le potenzialità dell’Arte secondo nuove prospettive.

  19. Bauhaus Pedagogy in Exile: Ludwig Hirschfeld-Mack and Art Education.

    Science.gov (United States)

    Stasny, Peter

    The educational side of art education seems to be experiencing a revival with respect to the socio-political, environmental, and economic problems and disasters of a multinational and multicultural society today. A concept such as education through art seems to be worth reassessment. In that context, this paper considers Ludwig Hirschfeld-Mack…

  20. Theoretical Considerations for Art Education Research with and about "Underserved Populations"

    Science.gov (United States)

    Kraehe, Amelia M.; Acuff, Joni B.

    2013-01-01

    Though it is widely used, the concept of "underserved" is sorely undertheorized in art education. Before the field of art education can effectively address the persistent educational disparities across different sociocultural and economic groups, we need deeper understandings of entangled sociocultural and political processes that create…

  1. Reconstructing Imagined Finnishness: The Case of Art Education through the Concept of Place

    Science.gov (United States)

    Paatela-Nieminen, Martina; Itkonen, Tuija; Talib, Mirja-Tytti

    2016-01-01

    This multidisciplinary article presents a methodology, a research project and selected outcomes from an environmental art education course for teacher students. The course is part of an art education minor at the University of Helsinki, Department of Teacher Education. The students were asked to construct their place through an intertextual art…

  2. Art Education for Citizenship: Augusto Boal's Theater of the Oppressed as a Method for Democratic Empowerment

    Science.gov (United States)

    Silva, José Eduardo; Menezes, Isabel

    2016-01-01

    Purpose: To contribute for the ongoing discussion about associations between art education and citizenship education, presenting Augusto Boal's Theatre of the Oppressed, as a theatre method that exercises active democracy by means of promoting epistemological development merging Art, Citizenship and Education. Design: Drawing form a selected set…

  3. Career Education Infusion with Language Arts/Science Project. Final Report.

    Science.gov (United States)

    Oregon State Dept. of Education, Salem. Career and Vocational Education Section.

    To infuse career education with language arts and science, a task force of Oregon educators developed, evaluated, and finalized a set of seven career education competencies for secondary language arts and science teachers, 7-12. These competencies cover the following areas: attitudes toward life and careers; job search method and job adjustment;…

  4. Beyond Traditional Art Education: Transformative Lifelong Learning in Community-Based Settings with Older Adults

    Science.gov (United States)

    Lawton, Pamela Harris; La Porte, Angela M.

    2013-01-01

    Quality community-based art education programs for older adults over the age of 50 should exploit the broad range of interests and cognitive abilities of participants by utilizing adult education theory, brain research, and the best practices of adult art education programs. We consider a developing paradigm on the cognitive abilities of the…

  5. 3D Virtual Worlds as Art Media and Exhibition Arenas: Students' Responses and Challenges in Contemporary Art Education

    Science.gov (United States)

    Lu, Lilly

    2013-01-01

    3D virtual worlds (3D VWs) are considered one of the emerging learning spaces of the 21st century; however, few empirical studies have investigated educational applications and student learning aspects in art education. This study focused on students' responses to and challenges with 3D VWs in both aspects. The findings show that most…

  6. 3D Virtual Worlds as Art Media and Exhibition Arenas: Students' Responses and Challenges in Contemporary Art Education

    Science.gov (United States)

    Lu, Lilly

    2013-01-01

    3D virtual worlds (3D VWs) are considered one of the emerging learning spaces of the 21st century; however, few empirical studies have investigated educational applications and student learning aspects in art education. This study focused on students' responses to and challenges with 3D VWs in both aspects. The findings show that most participants…

  7. Educating Sentiment: Hume's Contribution to the Philosophy of the Curriculum Regarding the Teaching of Art

    Science.gov (United States)

    Barchana-Lorand, Dorit

    2015-01-01

    From the perspective of art education, the worst-case philosophical scenario is the hedonist-subjectivist account of art. If we measure art by the pleasure we gain from it, it may seem senseless to attempt teaching the reception of art. David Hume's "Of the Standard of Taste" provides an argument for the art-education enthusiast,…

  8. Infusing Arts-Integrated Learning into Preservice Teacher Education

    Science.gov (United States)

    Lorimer, Maureen Reilly

    2012-01-01

    Although strong arguments espousing the accolades of arts involvement are evident, the visual and performing arts continue to be underfunded and underused in K-12 schooling and teacher preparation. Valiant efforts from arts advocates have made inroads to reverse this negative trend, yet policies and practices that reflect a commitment to "arts for…

  9. Using Form+Theme+Context (FTC) for Rebalancing 21st-Century Art Education

    Science.gov (United States)

    Sandell, Renee

    2009-01-01

    This article addresses the need to rebalance 21st-century art education for inclusion and integration leading to fuller art engagement in an increasingly visual world. I expand upon the form versus content canon in art and offset the typically predominant use of sensory, formal, or technical qualities in comprehending meaning from, as well as in…

  10. Trends in Vocational Education in the Arts 1980. Fast Response Survey System.

    Science.gov (United States)

    Wright, Douglas A.; Farris, Elizabeth

    A study examined the nature and extent of vocational arts education programs throughout the 50 states. During the study, data were sought concerning those programs designed to prepare students for occupations in 14 arts areas: dance; vocal music; instrumental music; theater; radio, television, and video; cinematography; photography; graphic arts;…

  11. Connecting Social Work and Activism in the Arts through Continuing Professional Education

    Science.gov (United States)

    Rawdon, Kathryn; Moxley, David

    2016-01-01

    The authors place a continuing education conference devoted to linking the arts, social practice, and social work within the context of a movement to advance arts activism. They illustrate how social workers, artists, and community arts activists can collaborate in building public awareness about serious social issues, creating alternative…

  12. An Interdisciplinary Approach for Understanding Artworks: The Role of Music in Visual Arts Education

    Science.gov (United States)

    Pavlou, Victoria; Athansiou, Georgina

    2014-01-01

    In a world that is becoming increasingly more visual, there is a greater need to educate children to better understand images. A school subject that deals directly with image understanding is visual arts. This article discusses an interdisciplinary approach to promote art understanding, within a multimodal environment that combines art and music.…

  13. Keeping up with Our Students: The Evolution of Technology and Standards in Art Education

    Science.gov (United States)

    Patton, Ryan M.; Buffington, Melanie L.

    2016-01-01

    This article addresses the standards of technology in the visual arts, arguing the standards function as de facto policy, the guidelines that shape what teachers teach. In this study, we investigate how art education standards approach technology as a teaching tool and artmaking medium, analyzing the current National Visual Arts Standards, the…

  14. Public Art Education in Brunei Darussalam: The Cultural Language of Community Murals

    Science.gov (United States)

    Ho, Kong

    2014-01-01

    Two mural projects in Brunei offer insight into the specific and universal aspects of public art education and community art making. This article describes how the author used his initiative and experience as a muralist to plan and implement two community art research projects in Bandar Seri Begwan, the capital of Brunei Darussalam. A premise of…

  15. Doing Arts-Based Educational Research for the Public Good: An Impossible Possibility?

    Science.gov (United States)

    O'Donoghue, Donal

    2014-01-01

    In this special issue, each author addresses how arts-based educational research (ABER) work connects with and/or directly addresses society's need/s and the public good as perceived by the researcher. As there are many construals of the "public good" and the relation to art-making and the arts to this "public good," each…

  16. ARTS

    DEFF Research Database (Denmark)

    Mahadevan, Shankar; Virk, Kashif M.; Madsen, Jan

    2007-01-01

    . We present an abstract system-level modelling and simulation framework (ARTS) which allows for cross-layer modelling and analysis covering the application layer, middleware layer, and hardware layer. ARTS allows MPSoC designers to explore and analyze the network performance under different traffic...... and load conditions, consequences of different task mappings to processors (software or hardware) including memory and power usage, and effects of RTOS selection, including scheduling, synchronization and resource allocation policies. We present the application and platform models of ARTS as well...... as their implementation in SystemC. We present the usage of the ARTS framework as seen from platform developers’ point of view, where new components may be created and integrated into the framework, and from application designers’ point of view, where existing components are used to explore possible implementations...

  17. The Classroom Practice of Creative Arts Education in NSW Primary Schools: A Descriptive Account

    Science.gov (United States)

    Power, Bianca; Klopper, Christopher

    2011-01-01

    This article documents the current classroom practice of creative arts education of respondent classroom teachers in the New South Wales Greater Western Region, Australia. The study provides a descriptive account of classroom practice in creative arts education through the employment of a quantitative methodology. A questionnaire was designed and…

  18. Rehabilitation through the Arts: Impact on Participants' Engagement in Educational Programs

    Science.gov (United States)

    Halperin, Ronnie; Kessler, Suzanne; Braunschweiger, Dana

    2012-01-01

    Educational achievement has been shown to be negatively correlated with recidivism among those released from prison (Nuttall, Hollmen, and Staley, 2003). The purpose of this study was to examine the impact of a prison art rehabilitation program, Rehabilitation Through the Arts (RTA), on inmate participation in voluntary educational programs. RTA…

  19. The Magical Quality of Aesthetics: Art Education's "objet a" (and the New Math)

    Science.gov (United States)

    Tavin, Kevin

    2008-01-01

    Why is there so much anxiety around the possible loss or the "striking through of aesthetics" in art education (Kamhi, 2007; Lankford, 2007)? And, why have some scholars (Duncum, 2008) gone to great lengths to argue that there is no concept of more import to the field of art education than aesthetics? While precise answers to these questions are…

  20. Art and Science Education Collaboration in a Secondary Teacher Preparation Programme

    Science.gov (United States)

    Medina-Jerez, William; Dambekalns, Lydia; Middleton, Kyndra V.

    2012-01-01

    Background and purpose: The purpose of this study was to record and measure the level of involvement and appreciation that prospective teachers in art and science education programmes demonstrated during a four-session integrated activity. Art and science education prospective teachers from a Rocky Mountain region university in the US worked in…

  1. Engaging the Pink Elephant in the Room: Investigating Race and Racism through Art Education

    Science.gov (United States)

    Lee, Najuana P.

    2013-01-01

    This mixed-methods practitioner inquiry aimed to facilitate transformative learning of individuals' racial attitudes. The focus of this research was to investigate what influence participating in a semester-long social justice art education studio course may have on preservice and practicing art educators' implicit (unconscious) and explicit…

  2. Connecting Creativity Research and Practice in Art Education: Foundations, Pedagogies, and Contemporary Issues

    Science.gov (United States)

    Bastos, Flávia, Ed.; Zimmerman, Enid, Ed.

    2015-01-01

    In three broad sections--Foundations, Pedagogies, and Contemporary Issues--the editors and chapter authors of "Connecting Creativity Research and Practice in Art Education" articulate the significance of reconsidering creativity as a crucial dimension of art education research and practice today. This book represents a groundbreaking…

  3. Research Readings for Discipline-Based Art Education: A Journey beyond Creating.

    Science.gov (United States)

    Dobbs, Stephen Mark, Ed.

    This anthology is designed to be used by art education instructors who are involved in teacher training. The readings focus upon issues related to discipline-based art education (DBAE) rather than addressing it directly, because their purpose is to increase the awareness of future teachers about the sources of materials on DBAE. The articles are…

  4. Investigating Kindergarten Parents' Selection of After-School Art Education Settings in Taiwan

    Science.gov (United States)

    Hsiao, Ching-Yuan; Kuo, Ting-Yin

    2013-01-01

    The research purpose was to investigate kindergarten parents' selection of after-school art education settings in Taiwan. A review of the literature and interviews with parents were conducted to identify several possible factors that would impact on parents' selection of after-school art education settings for their children. Then, the researcher…

  5. Drawing (Past, Present, and Future) Together: A (Graphic) Look at the Reconceptualization of Art Education

    Science.gov (United States)

    Carpenter, B. Stephen, II; Tavin, Kevin M.

    2010-01-01

    In this graphic representation, two characters/caricatures discuss, contemplate, and fantasize the history of the field of art education, its current state, and future manifestations. The conversation is illustrated around the possible reconceptualization of art education. Through text and visual metaphors, the philosophical beliefs, theoretical…

  6. Seeing the Bigger Picture: Investigating the State of the Arts in Teacher Education Programs in Australia

    Science.gov (United States)

    Barton, Georgina; Baguley, Margaret; MacDonald, Abbey

    2013-01-01

    There is extensive research that shows how the arts provide many benefits for all students yet there is evidence that arts education offerings and experiences are decreasing across both university and school sectors. It is important that we recognize the essential role of teacher educators in preparing pre-service teachers to be aware of the…

  7. History Matters: Children's Art Education inside the Japanese American Internment Camp

    Science.gov (United States)

    Wenger, Gina Mumma

    2012-01-01

    What did art education look like within the confines of the Japanese American Internment Camp classrooms? Did the art education in the camps reflect the same curriculum that was being taught outside the camps and what other factors may have played a part in the students' experience? I propose that there were at least three significant…

  8. ReMapping the City: Palimpsest, Place, and Identity in Art Education Research

    Science.gov (United States)

    Powell, Kimberly A.

    2008-01-01

    The built environment has a long history of study within the field of art education as the site of material and visual culture that is reflective of, and constructed by, cultural values, traditions, and norms. As our understanding of place is challenged by postmodern theories of culture and identity, art education research and curriculum must…

  9. Arts-Based Educational Research Dissertations: Reviewing the Practices of New Scholars

    Science.gov (United States)

    Sinner, Anita; Leggo, Carl; Irwin, Rita L.; Gouzouasis, Peter; Grauer, Kit

    2006-01-01

    With this review, we explore the practices of arts-based educational research as documented in dissertations created and written over one decade in the Faculty of Education, University of British Columbia. We compile and describe more than thirty dissertations across methodologies and methods of inquiry, and identify three pillars of arts-based…

  10. Performing Arts-Based Education Research: An Epic Drama of Practice, Precursors Problems and Possibilities

    Science.gov (United States)

    Sanders, James H., III

    2006-01-01

    Metaphorically and physically structured as a drama in seven scenes, this article characterizes the contested theories, internal tensions, and conflicts across disciplinary practices of arts-based education research (ABER). The drama contributes to the field of art education by providing an overview of ABER theories and the varied manifestations…

  11. Re-play: Re-assessing the effectiveness of an arts partnership in teacher education

    Science.gov (United States)

    Andrews, Bernard W.

    2006-09-01

    RE-PLAY: RE-ASSESSING THE EFFECTIVENESS OF AN ARTS PARTNERSHIP IN CANADIAN TEACHER EDUCATION - Elementary teachers in Canada are increasingly expected to deliver arts instruction in their classrooms, as financial exigencies have restricted the hiring of specialists. This study examines the effectiveness of an arts partnership between a Canadian university faculty of education and local-area school boards. In this partnership, university staff and specialist arts teachers together delivered the integrated arts component in teacher education. Findings indicate that specialist arts instruction, peer learning methods and theory/practice integration strengthen such training in the arts. Specialist arts teachers can enhance the instructional effectiveness of teacher-candidates by introducing current classroom teaching strategies, concrete activities, up-to-date resources and classroom management techniques. The confidence of beginning teachers to teach the arts can be promoted by observing colleagues, engaging in team learning activities, and obtaining peer feedback. The use of integrated arts theory and a focus on practical applications of concepts, coupled with reflective discussion, can also be seen to promote conceptual understanding. A further recommendation involves expanding the role of the arts in teacher education to foster cultural diversity.

  12. The Role of Outdoor Art in Urban Environmental Education

    Science.gov (United States)

    Filippelli, G. M.; Kesling, M.; Ryan, T.; Fraser, J.; McDonald, F.; Rollings, A.; Miss, M.; Kanpetch, B.; Trueblood, M.

    2015-12-01

    Finding ways to engage youth in inadvertent learning about nature and the environment is challenging, particularly in urban areas where environmental literacy is profoundly limited by access to safe and representative spaces. Termed the Nature Deficit Disorder, the lack of contact and connection between people and their environment leads to a less than holistic approach to environmental management at the personal and governmental levels. One of the challenges is developing ways to engage youth in science learning not by bringing them indoors to a science museum but rather by taking the science museum outdoors. Funded by the NSF Informal Science Learning program, we launched a collaborative between scientists and artists to understand the nature and impact of environmental learning through outdoor art and science programming, called StreamLines. Launched in 2014 and now near full deployment, the program is part of a bigger initiative in Indianapolis (Reconnecting to Our Waterways) to embrace the multiple waterways that traverse the city as a valuable community and health resource. This collaborative is designed to function on multiple levels. An Artist and Scientists Roundtable engages practitioners in regular conversations supplemented by external readings to share how practitioners use concepts and tools from the "opposite" side to inform their work and scholarship. Physical installations of iconic art at individual sites reflect the environmental conditions at individual sites are designed as tools for explicit and implicit learning and exploration about the environment. Music, poetry, and dance programming developed for individual sites portray cogent characteristics of place and are meant to allow visitors to see how artists engage with and draw from the environment for inspiration. A research approach unpins all of these efforts, utilizing a set of different sample populations to explore environmental education and potential advocacy after interactions with

  13. Liberal Arts in China's Modern Universities: Lessons from the Great Catholic Educator and Statesman, Ma Xiangbo

    Science.gov (United States)

    Jiang, You Guo

    2012-01-01

    Ma Xiangbo was born in 1840 and became a pioneer of educational reform during the republican period. He was responsible for introducing the idea that science and humanities should be valued equally in liberal arts education, a concept that became key to the model of university education. Ma's view of education combined Western humanism and science…

  14. The Importance of Developmental Learning Theories to Industrial Arts Educators.

    Science.gov (United States)

    Barker, Ronald G.

    1982-01-01

    This article synthesizes the relationship of human development and learning to industrial arts. It discusses developmental stages and tasks according to Havighurst, Piaget, and Erikson and how they each apply to industrial arts (CT)

  15. A New Wind Blowing. Arts in Education in Oklahoma Schools.

    Science.gov (United States)

    Oklahoma State Dept. of Education, Oklahoma City.

    Based on the realization that the arts humanize the teaching process, motivate learning in all areas of the curriculum, and answer the need for creative expression, the Oklahoma plan was instituted in 1976 to provide a comprehensive arts program for the public schools. Its approaches include in-depth instruction by arts specialists, integration of…

  16. On Arnheim. On Rudolph Arnheim's Contribution to Art Education.

    Science.gov (United States)

    McWhinnie, Harold James

    Rudolph Arnheim combined his knowledge of psychology with a love of art and interest in the artist. This paper describes his deep contact with the work of art in all of his endeavors and his almost single-handed establishment of a psychology of art movement in the United States. Rudolph Arnheim focussed his effort in writing and research rather…

  17. “I think the arts are as prominent as any subject”: A study of arts education in two Scandinavian schools

    Directory of Open Access Journals (Sweden)

    Catharina Christophersen

    2015-10-01

    Full Text Available The arts seem to be under pressure in many educational systems, which is demonstrated by a general lack of recognition of aesthetic experience and learning, a lack of emphasis on the arts in education, and often also a lack of fully competent teachers. Despite the challenging situation facing the arts in schools in general, there are exceptions. Some schools do choose to focus on the arts. This article is based on an ethnographic double case study that explored arts education practices in two such Scandinavian schools. The purpose was to examine how education in the arts subjects was carried out in the schools, and how the actors perceived, articulated and legitimated the educational practices in the arts subjects. The case descriptions of the two schools imply that the educational leadership in the schools were of great importance. Further, that the arts are integrated as a natural part of everyday school life, and both schools have taken a holistic approach to education, in which the arts are perceived to involve and contribute to learning in the broadest sense, as well as to the pupils’ social and personal growth. Also, the case descriptions show that arts education practices were carried out in a creative, but challenging tension between frames and freedom.

  18. Relation between Art Education and Democracy from Antique Greece to the Present Day

    Directory of Open Access Journals (Sweden)

    Ali OZTÜRK

    2015-03-01

    Full Text Available Education is a set of activities that are done in order to ensure the development of knowledge, skills and abilities in human behaviours. Art emphasizes the connection between emotion and thought. Also it has an effective role in the process and development of learning. But art education is a specific process of aesthetic changes in individuals’ behaviours through their own experience. It is known that art and art education are based on very old times such as the humanity history and the reality of it’s been continuously argued from Platon up to date. Democracy which is the other concept of this research is a form of an administration whereas the art is a form of existence. While the artist exists by creating, the democracy tries to exist by will. When it’s looked from the art, certainly, the art does not have the power that brings the freedom and the truth on its own, however without art; this power cannot take a form, because the democracy cannot look at the human’s pains and beauties as sensitive as the art. Aim of this research is to discuss the relation of art education and democracy as a form of implementation and functionality from antique Greece to the present day. The method of the study is descriptive and references in literature are interpreted.

  19. Effects of Art/Design Education on Meta-Esthetics Consciousness of Fine Arts Students

    Science.gov (United States)

    Tataroglu, Eylem

    2015-01-01

    The objectives of the present study were to determine the consciousness and sensitivity levels of Fine Arts students about the meta-esthetics as a consumer and producer and to determine the effects of the courses they took on their meta-esthetic consciousness. The research universe was composed of fine art faculties of the foundation universities…

  20. Making Art Matter-ings: Engaging (with) Art in Early Childhood Education, in Aotearoa New Zealand

    Science.gov (United States)

    Craw, Janita

    2015-01-01

    This article examines the special nature of "Te Whariki," Aotearoa New Zealand's early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with "Te Whariki" retains the potential to ignite thinking post-developmentally about art,…

  1. Visual Culture as a Strategic Approach to Art Production in Education

    DEFF Research Database (Denmark)

    Buhl, Mie

    2005-01-01

    The concept of visual culture challenges tradtitional approaches to art production in education. Art education lacks adequate concepts for understanding contemporary productive processes. The article suggests that the theoretical framework for the productive process should be reconsidered. Visual...... culture as a strategic approach focuses on conditions surrounding viewing rather than on the substance of aesthetic objects A new termonology is needed for use in student and teacher dialogue. The article presents a model for teaching art production bases on a visual culture approach to visual arts...

  2. Arts-based research in music education – general concepts and potential cases

    OpenAIRE

    Vist, Torill

    2015-01-01

    ABSTRACT In this article, the topic of arts-based research in music education is investigated by presenting different general concepts related to arts in research, and discussing them in relation to the author’s own previous research conducted within music education. The chosen theoretical focus is on Bresler’s aesthetically based research, Knowles and Cole’s arts-informed research, Eisner and colleagues’ arts-based research, Irwin, Springgay and colleagues’ a/r/tography, as well as on the...

  3. The Arts In and Out of School: Educational Policy, Provision and Practice in Ireland Today

    Directory of Open Access Journals (Sweden)

    Siobhán Dowling LONG

    2015-12-01

    Full Text Available The debate relating to the place and value of the arts in Irish Education is one that has dominated educational policy, provision, and practice down through the history of Irish educational policy from the late nineteenth century to the present day. Indeed, interest in this topic has been re-ignited with the recent publication of two educational policy documents, one based on the arts-in-education in and out of school The Arts in Education Charter (2013, and the other on the development of children and young people’s literacy and numeracy Literacy and Numeracy For Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011––2020 (2011. Despite the Irish Government’s commitments to promote the arts in and out of school, this paper draws attention to the lack of any real investment in the Arts in Education Charter by the Irish Government, and the neglect of policymakers to include references to national and international educational research on the value of the arts for enhancing children’s life-long learning. Noting the pressures on primary teachers to allocate more time to the Literacy and Numeracy Strategy, it highlights the potential threat of this initiative to the primary school arts education programme. Finally, it draws attention to the notable absence of an arts education programme for the majority of senior post-primary pupils who leave school without any in-depth knowledge and appreciation of their rich cultural heritage. This is an area of grave concern, and one that has received very little, if any, attention to date.

  4. Arts and Cultural Education at School in Europe. Malta 2007/08

    Science.gov (United States)

    Micallef, Sina Farrugia

    2008-01-01

    This paper focuses on Malta's arts and cultural education. The Ministry of Education, Culture, Youth and Sport is responsible for setting the aims for cultural and creative dimensions of education. It is the duty of the state to ensure the existence of a system of schools and institutions accessible to all Maltese citizens catering for the full…

  5. Integrating the English Language Arts Common Core State Standards into Physical Education

    Science.gov (United States)

    James, Alisa R.; Bullock, Kerri

    2015-01-01

    Physical education teachers are expected to implement the English language arts (ELA) Common Core State Standards (CCSS) in their instruction. This has proved to be challenging for many physical educators. The purpose of this article is to provide developmentally appropriate examples of how to incorporate the ELA CCSS into physical education,…

  6. The Arts in and out of School: Educational Policy, Provision and Practice in Ireland Today

    Science.gov (United States)

    Long, Siobhán Dowling

    2015-01-01

    The debate relating to the place and value of the arts in Irish Education is one that has dominated educational policy, provision, and practice down through the history of Irish educational policy from the late nineteenth century to the present day. Indeed, interest in this topic has been re-ignited with the recent publication of two educational…

  7. Contemporary Literacies and Technologies in English Language Arts Teacher Education: Shift Happens!

    Science.gov (United States)

    George, Marshall; Pope, Carol; Reid, Louann

    2015-01-01

    Three leaders of the National Council of Teachers of English (NCTE) Conference on English Education (CEE) reflect on the changes that have occurred in English language arts teacher education in the past 15 years since the first edition of "Contemporary Issues in Technology and Teacher Education" ("CITE Journal") was published.…

  8. A Dialogue in Words and Images between Two Artists Doing Arts-Based Educational Research

    Science.gov (United States)

    Quinn, Robert D.; Calkin, Jamie

    2008-01-01

    Over ten years ago, Tom Barone and Elliot Eisner (1997) described seven features of existing artistic approaches to educational inquiry. Their chapter dealt primarily with written, prosaic forms of Arts-Based Educational Research, or ABER, particularly educational criticism and narrative storytelling. In their concluding section, Barone and Eisner…

  9. Aesthetic Education of Primary School Pupils as an Integral Part of the National System of Continuous Art Education in Japan

    Science.gov (United States)

    Kuchai, Tetiana

    2014-01-01

    The article examines aesthetic education of primary school pupils as an integral part of the national system of continuous art education in Japan. One of the most important traditional means of aesthetic education in Japan, according to L. Tsaryova is considered nature. Analysis of the scientific literature by domestic and foreign scientists…

  10. Developing a research community of art and design education. Looking back at the early phase of the master’s programme in art and design education

    Directory of Open Access Journals (Sweden)

    Laila Belinda Fauske

    2014-12-01

    Full Text Available In 1976, a master’s programme in art and design education was established at two teacher-training institutions in Norway. This differed from other master’s programmes because it acknowledged the students’ creative work as part of their final thesis. Until 1973, only universities were able to offer master’s programmes. However, a new law related to teacher-training changed this: it demanded the same quality in pedagogical master’s programmes as in traditional programmes at universities. At this time, the community of art and design education had not yet developed an academic tradition of its own. This article explores the early phase of the master’s programme in art and design education with an emphasis on the challenges of including students’ creative work. It examines how creative work is described in the 1976 curriculum. Written sources and interviews form the basis for a discussion on actions taken during the early phase to develop a research community of art and design education. The concept of ‘Knowledge Building’ represents the point of departure for the discussion. The article sheds light upon the co-operation between universities and related art and design communities in the Nordic countries, arguing that the community strove to develop a fruitful academic milieu that challenged former ideas about ‘best practises’.

  11. "A Prophecy for the Arts" in Higher Education

    Science.gov (United States)

    Merrion, Margaret

    2009-01-01

    This article presents a Delphi study that captured a myriad of predictions that represent the best thinking of a panel of creative minds, experts in a variety of arts and with many years of experience as arts leaders. Predictions provide a set of interlinked challenges and opportunities. In this study, the experts forecast changes in students that…

  12. The Children's Peace Project: Service-Learning and Art Education

    Science.gov (United States)

    Taylor, Pamela G.

    2005-01-01

    This paper presents the case of a service-learning art experience in an after-school housing development program. Beginning with a dialogue concerning peace and how it can become part of their world, children and pre-service teachers explored and connected the idea of peace through symbols, metaphor and idealism in works of art. A critical and…

  13. Changing Art Education's Master Narrative through Popular Media

    Science.gov (United States)

    Ulbricht, J.

    2011-01-01

    Although it may seem like a fruitless task, art teachers must focus not only on their students and classes, but also on building community support to maintain a place in the schools and the lives of their students. To pursue this endeavor, art teachers need to encourage community members to see beyond the often taken-for-granted views of art…

  14. Housatonic Museum of Art: Enhancing Quality of Community College Education.

    Science.gov (United States)

    Chernow, Burt

    1983-01-01

    Describes the Housatonic Museum of Art at Housatonic Community College in terms of its origins; purposes; collection of 20th Century painting, sculpture, and graphics; contributions to the college environment; and safeguards of the art works. Discusses funding barriers to and benefits of replicating the community college museum concept elsewhere.…

  15. Importance of Plein-Air Practice in Professional Art Education

    Science.gov (United States)

    Shokorova, Larisa Vladimirovna; Grechneva, Natalia Vladislavovna; Bochkovskay, Vera Igorevna

    2016-01-01

    The article discusses the role and importance of plein-air practice in vocational training of art specialties' students. It analyzes the historical aspect of plein-air drawing in nature origin. It identifies psychophysiological characteristics of visual perception in fine and decorative art. It characterizes methods of artistic perception of…

  16. Within Connections: Empathy, Mirror Neurons, and Art Education

    Science.gov (United States)

    Jeffers, Carol S.

    2009-01-01

    The capacity for empathy is important to the human community, and the art classroom provides a unique environment in which this capacity can be developed. Connections to objects of art and material culture, as forged by individual students and also shared with classmates, can be as empathic as they are meaningful. An openness to others and their…

  17. Art History in Education: Students and Teachers Bridging Artworlds and Lifeworlds.

    Science.gov (United States)

    McKeon, Penny

    1994-01-01

    Examines the work of Jurgen Habermas and Arthur Danto and develops a conceptual structure that views art education as an interpretive and reflective network that bridges school and life experiences. Contends that visual arts contribute to the development of reflective capacities. (CFR)

  18. Relief in Mosaics (Tentative Course Outline). Art Education: 6683.24

    Science.gov (United States)

    Dubocq, Edward R.

    The Quinmester Visual Arts Education Curriculum, of which this is one course, is described in SO 007 721. Mosaic art is to be mastered through use of this guide in terms of its history, artists, tools, techniques, and applicability to individual expression. Course content is divided into three time periods. Course procedures and learning…

  19. The Arts in Education as Police Technologies: Governing the Child's Soul

    Science.gov (United States)

    Martins, Catarina Silva

    2013-01-01

    The paper aims to provide a platform for thinking about the presence of the arts in education at the present as a practice of governing. Through an analysis of the incorporation of the arts in the school curriculum we can see how this was a subject able to promote a political subjectivation of each child as citizen of the future. I focus on the…

  20. From Dewey to No Child Left Behind: The Evolution and Devolution of Public Arts Education

    Science.gov (United States)

    Heilig, Julian Vasquez; Cole, Heather; Aguilar, Angelica

    2010-01-01

    This historical narrative tracks the evolution and devolution of visual arts education from Dewey's progressive era pedagogy and the theory of the arts as experience through the modern accountability movement. Archival material, state curricular documents, and conversations with policymakers show an increasing focus on core subject areas of…

  1. Learning from Seneca: A Stoic Perspective on the Art of Living and Education

    Science.gov (United States)

    Groenendijk, Leendert F.; de Ruyter, Doret J.

    2009-01-01

    There is an increasing interest in publications about the sources of meaning in life; books about the art of living are immensely popular. This article discusses whether one of the ancient predecessors of current "art of living" theories, the Stoa and more particularly Seneca, can be of interest to educators today. Seneca's explicit writings on…

  2. Every Child Is an Artist: Arts Education in Milwaukee and Insights from Other Cities

    Science.gov (United States)

    Chapman, Anne; Henken, Rob

    2014-01-01

    In this report, a follow-up to the June 2013 report: "Community-Led Arts Education Models in the U.S.: Potential Lessons for Milwaukee", the authors use a case study approach to delve deeper into the underlying mechanics and structural factors of four successful models: Boston's BPS Arts Expansion Initiative, Dallas' Big Thought,…

  3. Public Elementary and Secondary School Arts Education Instructors. Stats in Brief. NCES 2015-085

    Science.gov (United States)

    Sparks, Dinah; Zhang, Jizhi; Bahr, Steven

    2015-01-01

    Amid reports of decreased instructional time in music and art in some districts (Heilig, Cole, and Aguilar 2010; McMurrer 2008; Rabkin and Hedberg 2011), researchers, policymakers, and practitioners have questioned the status of arts education in the United States (Sabol 2013). Evidence about how elementary and secondary schools staff their arts…

  4. Psychologizing and the Anti-Psychologist: Dewey, Lacan, and Contemporary Art Education

    Science.gov (United States)

    Thomas, Beth A.

    2012-01-01

    Art education throughout the 20th and into the 21st century has drawn on both psychology and psychoanalysis to support approaches to teaching and learning in the arts. This article examines the concept of "psychologizing" as it appears in the writing of psychologist/philosopher John Dewey (1859-1952) and psychiatrist/psychoanalyst Jacques Lacan…

  5. Aesthetic Experience and Creativity in Arts Education: Ehrenzweig and the Primal Syncretistic Perception of the Child

    Science.gov (United States)

    Savoie, Alain

    2017-01-01

    The pertinence and worth of arts in Quebec primary schools vary considerably from one institution and school administration to another. In this paper it is argued that well-integrated arts education would bring a large array of pedagogical benefits to students, not the least of which is the preservation and the development of aesthetic perception…

  6. What Not to Wear: Exposing the G(host) in Art Education

    Science.gov (United States)

    Robinson-Cseke, Maria

    2012-01-01

    Two films, "Ghost World" and "Art School Confidential," serve as backdrops for an examination of art education, revealing identity conflicts among artist, student, and teacher. This article addresses ideas of uniqueness, uniformity, professionalism, and nakedness through the concept of personal dress. This critical discussion explores the…

  7. Turkish-Ottoman Miniature Art within the Context of Electronic Information Design Education

    Science.gov (United States)

    Ozcan, Oguzhan

    2005-01-01

    The article firstly examines the techniques of miniature art, and attempts to identify those which can serve as an inspiration for artistic aspects of today's information design in the electronic environment. It also brings forward the idea whether miniature art could be used in our existing new media education models and finally answers the…

  8. Enhancing Divergent Thinking in Visual Arts Education: Effects of Explicit Instruction of Meta-Cognition

    Science.gov (United States)

    van de Kamp, Marie-Thérèse; Admiraal, Wilfried; van Drie, Jannet; Rijlaarsdam, Gert

    2015-01-01

    Background: The main purposes of visual arts education concern the enhancement of students' creative processes and the originality of their art products. Divergent thinking is crucial for finding original ideas in the initial phase of a creative process that aims to result in an original product. Aims: This study aims to examine the effects…

  9. Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta-cognition

    NARCIS (Netherlands)

    van de Kamp, M.-T.; Admiraal, W.; van Drie, J.; Rijlaarsdam, G.

    2015-01-01

    Background: The main purposes of visual arts education concern the enhancement of students’ creative processes and the originality of their art products. Divergent thinking is crucial for finding original ideas in the initial phase of a creative process that aims to result in an original product. Ai

  10. 77 FR 35953 - Arts in Education National Program; Final Priority, Requirements, Definitions, and Selection...

    Science.gov (United States)

    2012-06-15

    ... teacher or other instructional staffer who works in music, dance, theater, media arts or visual arts... knowing which programs worked, what made them successful, how they affected the target group, and provide... importance of sequential, standards-based teaching that is unique to music education. The commenter...

  11. Enhancing Cancer Education through the Arts: Building Connections with Alaska Native People, Cultures and Communities

    Science.gov (United States)

    Cueva, Melany; Kuhnley, Regina; Cueva, Katie

    2012-01-01

    Building upon the dynamic traditions of Alaska Native people, which include the arts as a viable way of knowing, the expressive arts were woven into a five-day cancer education course for Alaska village-based Community Health Workers (CHWs). Cancer is the leading cause of mortality for Alaska Native people. Course learning modalities included…

  12. Importance of Visual Arts in Education: A Challenge in Teacher Formation

    Directory of Open Access Journals (Sweden)

    Ramón Esteban Cárdenas-Pérez

    2014-09-01

    Full Text Available This literature review addresses the redefinition of the Visual Arts curriculum as established by the Ministry of Education of Chile, as well as the action-reaction strategies that primary education teachers should consider when teaching different artistic skills to students grades 1 through 6. It is concluded that the proposed Visual Arts curriculum is a powerful educational tool to assist teachers to contextualize arts teaching; help students to express their ideas and emotions based on a critical, reflective, and permanent attitude; and generate opportunities for personal growth focused on the acquisition of creative skills and models of arts education which contribute, as a whole, to the development of human capacities.

  13. Findings of Visual Arts Research in Early Childhood and Primary Education

    Directory of Open Access Journals (Sweden)

    Marijana Županić Benić

    2016-12-01

    Full Text Available Arts research was introduced in the field of education during the 1990s by Barone and Eisner, but their methodology is rarely used because it is not considered to be consistent with traditional paradigms of the scientific method. This review identified only seven visual arts research studies in early childhood education and primary education. Four studies were conducted in early childhood education settings, and two of those studies used quantitative methods to investigate the effects of art on early childhood development. The three studies that were conducted in primary education used a case study approach to examine art projects in the community or the classroom. Participation in visual arts was associated with enhanced learning outcomes in other areas and the development of individual and social competences, but it was not found to facilitate the development of age-dependent abilities, such as visual or grapho-motor abilities. Visual arts also proved to be an effective method of communication for children in preschool and primary education institutions because it is easier for them to express their opinions and beliefs to adults with visual media than with words.

  14. Normative Aesthetics: The Ideal Audience and Art Education

    Directory of Open Access Journals (Sweden)

    Sunaryono Basuki Ks

    2016-02-01

    Full Text Available Reader-Response Criticism proposes a new way of looking at literary text. One of the writers of this criticism discusses about 'literary competence' which entails the idea of 'ideal reader'. The writer proposes the idea of 'ideal audience' to work with fields of art other than literature. In an attempt to give the proper appreciation of art, norms are required, and norms in art can be arrived at using the concept of 'ideal audience'. It is a fact that norms are normally contextual, not universal, and change according to the change in the concept of art creation. Then the question is why take the trouble of forming norms if they keep changing?

  15. Equal Education in Art: A Study of Art Supply Expenditures on the Elementary Level.

    Science.gov (United States)

    Wessel, Helen M.

    1978-01-01

    This study was an attempt to ascertain the adequacy of funding for art supplies and equipment in the public schools. The results indicate that a goal of $5.00 to $7.00 per student per year is reasonable, but that schools fall far short of that goal. The results of the survey are included. (KC)

  16. The Development of Psycho-Didactic Skills within Special Art Education Projects

    Directory of Open Access Journals (Sweden)

    Stadlerová Hana

    2014-12-01

    Full Text Available The paper presents the possibilities of developing the psychodidactic skills of students participating in a new pedagogical practicum conducted by the Department of Art of Masaryk University in Brno. Special art education (SAE, a program primarily designed for sociallydisadvantaged clients, imposes specific requirements on leading art activities. The students became part of a qualitative research program, which was implemented from 2010 to 2013 and which helped to articulate which psycho-didactic skills each student already had; this was accomplished through the implementation of specific art activities with clients from five participating institutions. The paper presents a part of the results of the research.

  17. ART THERAPY AS A STRATEGY FOR SOCIAL INCLUSION AND EDUCATIONAL IMPROVEMENT IN EDUCATIONAL CONTEXTS

    Directory of Open Access Journals (Sweden)

    David López Ruiz

    2016-06-01

    Full Text Available Changes in the rhythm of life of people and the constant sense of anxiety or stress produced by a society that really know, can sometimes cause a vacuum that does not always know to give a clear and comfortable response. In certain cases, it is more usual to see people defend themselves from the society around them to enjoy herself. So, life in society "tries to explain how we perceive, learn, remember, solve problems, communicate, feel and relate to other people, from birth to death, in private and in groups" (Morris & Maisto 2005: 4. Working from art and use it as a tool for self-expression through their media, manages a wide range of possibilities are for educational contexts, an open window of possibilities able to achieve greater social cohesion and progress in education.

  18. Rethinking Relevance in Art Education: Paradigm Shifts and Policy Problematics in the Wake of the Information Age

    Science.gov (United States)

    Rolling, James Haywood, Jr.

    2008-01-01

    This article addresses the advocacy of organizations like the National Art Education Association who seek greater legislative support, funding and time allocations to be devoted to arts instruction and the development of arts practices in the arena of public education. The author argues the timeliness of a reconceived paradigm for understanding…

  19. The effectiveness of educational podcasts for teaching music and visual arts in higher education

    Directory of Open Access Journals (Sweden)

    Cheung On Tam

    2012-02-01

    Full Text Available Podcasting is now being used frequently in the higher education sector. Although research has been conducted into the use of podcasting in teaching business, engineering, sciences and languages, little has been done on its use in arts learning. This paper reports on a study that investigated the effectiveness of using podcasts to learn music and visual arts in a teacher-education institution. A total of 128 Year-One to Year-Four students completed a survey and 24 students attended focus-group interviews and gave their feedback on the effectiveness of using podcasts in learning. Generally speaking, the students found the podcasts useful and viewed podcasting as a method which could be used to supplement face-to-face teaching. Results of the study indicated that demonstration of procedures or skills was the most effective type of podcast while reproduction of lecture materials was the least effective. The students suggested that the teachers needed to increase the relevance of the podcast content to what was taught during lessons. The paper concludes with a discussion of the production of effective podcasts and directions for future studies.

  20. Using Photographs to Integrate Liberal Arts Learning in Business Education

    Science.gov (United States)

    Madden, Laura T.; Smith, Anne D.

    2015-01-01

    The inclusion of photographic approaches in the business classroom can incorporate missing elements of liberal education into business education, which were highlighted in a recent Carnegie study of undergraduate business education. Building on photographic methods in social science research, we identify three categories of photographic approaches…

  1. STEM and Technology Education: International State-of-the-Art

    Science.gov (United States)

    Ritz, John M.; Fan, Szu-Chun

    2015-01-01

    This paper reports the perceptions of 20 international technology education scholars on their country's involvement in science, technology, engineering, and mathematics (STEM) education. Survey research was used to obtain data. It was found that the concept of STEM education is being discussed differently by nations. Some consider STEM education…

  2. Alternative theoretical and methodological approaches for exploring higher education in Art and Crafts

    Directory of Open Access Journals (Sweden)

    Marte Sørebø Gulliksen

    2009-12-01

    Full Text Available This article presents and discusses approaches for exploring higher education in Art and Crafts. The concepts exploring versus research and the different foci in an insider perspective versus an outsider perspective introduces the theme. An insider perspective is said to be a useful starting point for inquiry, referring to Frayling’s trichotomy research into, research on and research through from 1993. The field of higher education in Art and Crafts education is shortly presented as comprising two main areas of knowledge: knowledge of education, and knowledge about the different subject areas within Art and Crafts. Both theory and practice are a part of these areas of knowledge. As higher education in Art and Crafts is a making profession, the most prominent challenge when exploring this today is thus said to be to develop research based knowledge on Education in Art and Crafts as a making discipline.  Two keywords are deemed to be useful in approaching this theme: Mode 2 knowledge production and transdisciplinarity. The article concludes with describing specific ways of doing this today from within the context of application. Two examples of large research projects in Scandinavia are presented as examples of such projects.

  3. Selling Students on the Character of Liberal Arts: A Benefit of Worldview Awareness in Education?

    Science.gov (United States)

    Newell, Ted

    2012-01-01

    Emile Durkheim, the sociologist and education professor, said that the personality developed by a form of literary study was contrary to genuinely Christian character. Provoked by this insight, the author explores whether a Christian university's reliance on classical liberal arts education might be working against its desires for the character of…

  4. Music Teacher Education at a Liberal Arts College: Perspectives across Campus

    Science.gov (United States)

    Edgar, Scott N.

    2016-01-01

    In 2012, a committee at a small Midwestern liberal arts college, Lake Forest College, embarked on a journey to create a music education teacher licensure major. Drawing from narrative inquiry, this article reports how the dean of faculty, education department chair, music department chair, and assistant professor of music/music education…

  5. A Dialectic of Disinterested and Immersive Aesthetics: Santiniketan Art Education and Labour Translated

    Science.gov (United States)

    Gall, David A.

    2015-01-01

    This article argues for art education's potential to transform mundane work, mindful of the steep challenges of the aesthetic and mundane dialectic. Those challenges, magnified in the context of capitalism and industrialism, confronted twentieth-century Indian artist educators Rabindranath Tagore and Nandalal Bose, but also confront…

  6. Another Look at Holistic Art Education: Exploring the Legacy of Henry Schaefer-Simmern

    Science.gov (United States)

    Gradle, Sally Armstrong

    2009-01-01

    In his forward to "Curriculum in Abundance" (2006), curriculum theorist William Pinar suggests that education should offer opportunities for "self-formation" which include the cultivation of our capacity to surrender, begin again, and dwell in possibility. This paper examines the theory and art education practices of a forgotten and often…

  7. Neoliberal Universities and the Education of Arts, Humanities and Social Sciences in Bangladesh

    Science.gov (United States)

    Anwaruddin, Rdar M.

    2013-01-01

    In this article, the author explores the neoliberal impacts on higher education in Bangladesh, how market-driven policies might limit the education of arts, humanities and social sciences, and whether or not this phenomenon may have consequences for the future of democracy in the country. First, the author focuses on the privatisation of higher…

  8. A Dialectic of Disinterested and Immersive Aesthetics: Santiniketan Art Education and Labour Translated

    Science.gov (United States)

    Gall, David A.

    2015-01-01

    This article argues for art education's potential to transform mundane work, mindful of the steep challenges of the aesthetic and mundane dialectic. Those challenges, magnified in the context of capitalism and industrialism, confronted twentieth-century Indian artist educators Rabindranath Tagore and Nandalal Bose, but also confront…

  9. Art Education in Post-communist Hungary: Ideologies, Policies, and Integration.

    Science.gov (United States)

    Karpati, Andre; Gaul, Emil

    1995-01-01

    Traces the history of the interdisciplinary approach to art education in Hungary. Begins with the acceptance of the Kodaly method in the 1970s during the communist regime. Continues with Hungarian independence and the adoption of the National Core Curriculum in the early 1990s. Includes a concise explanation of Hungary's educational system. (MJP)

  10. Thematic Analysis: An Empirically Derived Measure of the Effects of Liberal Arts Education

    Science.gov (United States)

    Winter, David G.; McClelland, David C.

    1978-01-01

    The development and validation of the Test of Thematic Analysis (TTA) are described. The TTA measures the effects of liberal education as distinct from other kinds of education and general maturation. Scores were higher among seniors than freshmen at traditional liberal arts colleges. No significant differences were obtained at two vocationally…

  11. A Visual Culture Art Education Curriculum for Early Childhood Teacher Education: Re-Constructing the Family Album

    Science.gov (United States)

    Trafi, Laura

    2008-01-01

    This article reflects on the reading and writing of an art education curriculum for teacher education centred on the biographical and social reconstruction of childhood. The foundations of this curriculum interconnect ideas from different fields like postmodern childhood studies, visual studies, and the performance of subjectivity and memory. This…

  12. A Society of Elders: Opportunity for Expansion in Art Education

    Science.gov (United States)

    Hoffman, Donald

    1975-01-01

    Article evaluated programs for the elderly and the need for their improvement based on research indicating that people over 65 have creative ability and interests previously misjudged. A program for the elderly developed at the University of South Carolina's Center for Arts and Humanities was described. (Author/RK)

  13. Widening Participation Creatively: Creative Arts Education for Social Inclusion

    Science.gov (United States)

    Felton, Emma; Vichie, Krystle; Moore, Eloise

    2016-01-01

    University participation among students from low socio-economic backgrounds in Australia is low and nationwide strategies are in place to help bridge the gap. This article presents a preliminary evaluation of a creative arts-based outreach program to raise awareness and aspiration for university study among students from low-income backgrounds.…

  14. On Empathy: The Mirror Neuron System and Art Education

    Science.gov (United States)

    Jeffers, Carol S.

    2009-01-01

    This paper re/considers empathy and its implications for learning in the art classroom, particularly in light of relevant neuroscientific investigations of the mirror neuron system recently discovered in the human brain. These investigations reinterpret the meaning of perception, resonance, and connection, and point to the fundamental importance…

  15. Social Studies Education and Public Art: The Detroit Billboard Project

    Science.gov (United States)

    Taylor, Julie Anne; Iroha, Okezie

    2015-01-01

    The aim of this action-research project was to evaluate the impact of high school students' involvement in community-oriented, art-based work in the social studies. In Detroit, high school students engaged in persuasive writing and design while exploring community issues. The project culminated in the installation of student artwork on a billboard…

  16. The Arts in Two Societies: Some Implications for Student Education.

    Science.gov (United States)

    Schisgall, Jane

    1983-01-01

    Under Hitler, art and drama were controlled in order to serve propaganda purposes exclusively, while under the New Deal the United States succeeded in giving work to artists and writers without controlling their output. Suggests class activities to help students gain understanding of this era. (CS)

  17. Not a Dirty Word: Arts Entrepreneurship and Higher Education

    Science.gov (United States)

    Bridgstock, Ruth

    2013-01-01

    While the majority of creative, performing and literary artists are self-employed, relatively few tertiary arts schools attempt to develop capabilities for venture creation and management (and entrepreneurship more broadly) and still fewer do so effectively. This article asks why this is the case. It addresses underlying conceptual and…

  18. Virtual LEGOs: Incorporating Minecraft into the Art Education Curriculum

    Science.gov (United States)

    Overby, Alexandra; Jones, Brian L.

    2015-01-01

    What could video games bring to a K-12 visual arts curriculum? Overby and Jones were skeptical about incorporating gaming and virtual worlds into the classroom, but watching their own children engaging in the video game Minecraft changed their perception. As they started researching the game and how these kids were operating within the space, they…

  19. Goethe's "Metamorphosis of the Plants" and the Art of Education.

    Science.gov (United States)

    Cottrell, Alan P.

    1982-01-01

    Johann Wolfgang von Goethe's views on children, adults, and nature complement and redeem the one-sided attitude of our present-day habits of thought. Goethe's writings about natural history and the relationship between the individual and society illustrate how teaching can be less a branch of technology than an art. (PP)

  20. The Scope of Digital Image Media in Art Education

    Science.gov (United States)

    Ortegren, Hans

    2012-01-01

    In this case study of forms 7-9 in a Swedish school, the subject conceptions of and teaching practices in art subjects of schoolteachers and pupils are studied, in particular with regard to digital media. How the core content of a subject is conceived is compared to the importance of digital media in the teaching practice. For three years a class…

  1. An Interactive Approach to Learning and Teaching in Visual Arts Education

    Directory of Open Access Journals (Sweden)

    Zlata Tomljenović

    2015-09-01

    Full Text Available The present research focuses on modernising the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts teaching methods. The study uses quantitative analysis of data on the basis of results obtained from a pedagogical experiment. The subjects of the research were 285 second- and fourth-grade students from four primary schools in the city of Rijeka, Croatia. Paintings made by the students in the initial and final stage of the pedagogical experiment were evaluated. The research results confirmed the hypotheses about the positive effect of interactive approaches to learning and teaching on the following variables: (1 knowledge and understanding of visual arts terms, (2 abilities and skills in the use of art materials and techniques within the framework of planned painting tasks, and (3 creativity in solving visual arts problems. The research results can help shape an optimised model for the planning and performance of visual arts education, and provide guidelines for planning professional development and the further professional education of teachers, with the aim of establishing more efficient learning and teaching of the visual arts in primary school.

  2. Adorno, arte e educação: negócio da arte como negação Adorno, art and education: art business as negation

    Directory of Open Access Journals (Sweden)

    Luiz Hermenegildo Fabiano

    2003-08-01

    Full Text Available O eixo temático desta investigação trata de compreender que a obra de arte corporifica na sua forma interna uma autonomia relativa com relação à realidade empírica sobre a qual se torna reflexão crítica. Ao se caracterizar como mediação com a realidade social que a produziu, a arte é por isso mesmo a sua negação. É esse princípio de negação determinada, em que se condensam na obra de arte as antinomias e os antagonismos como antíteses da sociedade enquanto problema de sua forma interna, o elemento ao qual Theodor W. Adorno atribui dimensão epistemológica. Nessa categoria do conhecimento assim concebida, pela perspectiva estética, a razão instrumental como práxis brutal da sobrevivência é concretamente questionada na sua forma restritiva de conhecimento.The main investigation in this paper aims at understanding that a work of art in its internal form gets a relative autonomy from the empiric reality of which it becomes a critical reflection. As mediation to the social and historical reality that produced it, art is characterized as a negation of this same reality. This principle of determined negation as an antithesis of society is condensed in a work of art as the problem of its internal form, an element to which Theodor W. Adorno conferred an epistemological dimension. In this category of knowledge, considered through the aesthetics perspective, the instrumental reason as a brutal praxis of surviving is concretely questioned in its restrictive form of knowledge.

  3. Value and Significance of Popular Art Education:Taking Dance Art Education as an Example%浅论普及艺术教育的价值和意义--以舞蹈艺术教育为例

    Institute of Scientific and Technical Information of China (English)

    闫贝妮; 李红菊

    2014-01-01

    通过对艺术教育的简单分析,并以舞蹈艺术教育为例,从三个方面分别讨论舞蹈艺术教育普及的作用。%Based on the simple analysis of art education, and take dance art education as an example, the teacher discusses respectively the role of dance art education popularization from three aspects.

  4. A Comparative Analysis of the Colour Subject between Canada Saskatchewan State and Visual Arts Education Curriculum in Turkey

    Science.gov (United States)

    Dabancal, Meral Per

    2015-01-01

    A deeper analysis of the art education curriculums applied in developed countries and treating specific subjects within these curriculums holds vital importance in allowing the production of alternative solution methods by providing the educators multiple perspectives in the face of problems concerning art education. In present paper colour…

  5. Arts Education Academics' Perceptions of eLearning & Teaching in Australian Early Childhood and Primary ITE Degrees

    Science.gov (United States)

    Baker, William J.; Hunter, Mary Ann; Thomas, Sharon

    2016-01-01

    This article presents the findings of an investigation of eLearning & teaching in Arts education in Australian Initial Teacher Education (ITE) degrees. This project used survey and interviews to collect data from academics in 16 universities in 5 Australian states regarding their experiences of eLearning and Arts education. A rigorous and…

  6. Holistic health promotion: putting the art into nurse education.

    Science.gov (United States)

    Robinson, Sally

    2007-05-01

    The role of the arts in health care and health promotion is enjoying belated attention as a way of promoting people's mental health and well-being. Canterbury Christ Church University offers a course which examines how nurses can use the arts to enhance the health care experience for both staff and patients. The Holistic Health Promotion course is compulsory for all final year pre-registration Bachelor degree students in Adult and Child Nursing. The content and process of the course are described, and the findings from the evaluation data are discussed. Through the use of autobiographical literature, active learning in the classroom, visiting speakers and visits within the local community, the course provides a positive learning experience for many students and broadens their perceptions of how to carry out mental, emotional and spiritual health promotion.

  7. An education in complexity: The role of contemporary art music

    Directory of Open Access Journals (Sweden)

    Raffaele Pozzi

    2013-12-01

    Full Text Available This paper provides some thoughts on the role of contemporary art music in the pedagogy of complexity. Today, theories of complexity are an area of thought that is largely established in the humanities and social sciences. They emphasize the importance of notions such as discontinuity, contradiction, non-linearity, multiplicity, randomness, and chaos in natural and cultural phenomena. The French epistemologist Edgar Morin, in a series of recent publications, has developed a pedagogy based on the theory of complexity. Contemporary art music contains a large repertoire of works, on which to build a pedagogy and didactics of complexity in music. The paper gives an example of use and didactic transposition of a piece, B.A.C.H. for solo piano (1970, by Italian composer Aldo Clementi.

  8. Do Human Arts Really Offer a Lower Return to Education?

    DEFF Research Database (Denmark)

    Dalgaard, Carl-Johan Lars; Sørensen, Anders; Schultz, Esben

    of women in their high school. Conditional on high school fixed effects, these  characteristics are unlikely to affect post-university wages and are plausible instruments for the  educational choice. Our 2SLS estimates reveal that the gap in returns to education is negligible, implying that the wage gap...

  9. Intercultural Identities: Addressing the Global Dimension through Art Education

    Science.gov (United States)

    Bianchi, June

    2011-01-01

    Recent educational policy and practice have established an extended role for all subjects in addressing children and young peoples' academic and interpersonal development, with strategies facilitating key skills and wider learning across areas of Citizenship and Personal, Social and Health education providing an integrated approach to education…

  10. Jacques Ranciere, Education, and the Art of Citizenship

    Science.gov (United States)

    Means, Alex

    2011-01-01

    This article is part of a broader effort recently undertaken by educational theorists to verify the implications of Jacques Ranciere's work for the field of educational studies. Rather than attempting to fashion productive linkages between Ranciere and other critical pedagogues, to render a "new logic of emancipation," or explore the political…

  11. From Art as Stained Glass to Art as Mirror: Addressing a Holistic View of Education

    Science.gov (United States)

    Matsunobu, Koji

    2013-01-01

    This article describes how the author, Koji Matsunobu, a musician and teacher of the piano in Japan, was introduced to the concept of bimusicality in ethnomusicology. Akin to second language acquisition, bimusicality refers to the mastery of a musical idiom other than that associated with one's own culture. Applied in music education, it…

  12. Using Art to Enhance the Learning of Math and Science: Developing an Educational Art-Science Kit about Fractal Patterns in Nature

    Science.gov (United States)

    Rao, Deepa

    This study documents the development of an educational art-science kit about natural fractals, whose aim is to unite artistic and scientific inquiry in the informal learning of science and math. Throughout this research, I argue that having an arts-integrated approach can enhance the learner of science and math concepts. A guiding metaphor in this thesis is the Enlightenment-era cabinet of curiosities that represents a time when art and science were unified in the process of inquiry about the natural world. Over time, increased specialization in the practice of arts and science led to a growing divergence between the disciplines in the educational system. Recently, initiatives like STEAM are underway at the national level to integrate "Arts and Design" into the Science, Technology, Engineering, and Math (STEM) formal education agenda. Learning artifacts like science kits present an opportunity to unite artistic and scientific inquiry in informal settings. Although science kits have been introduced to promote informal learning, presently, many science kits have a gap in their design, whereby the activities consist of recipe-like instructions that do not encourage further inquiry-based learning. In the spirit of the cabinet of curiosities, this study seeks to unify visual arts and science in the process of inquiry. Drawing from educational theories of Dewey, Piaget, and Papert, I developed a novel, prototype "art-science kit" that promotes experiential, hands-on, and active learning, and encourages inquiry, exploration, creativity, and reflection through a series of art-based activities to help users learn science and math concepts. In this study, I provide an overview of the design and development process of the arts-based educational activities. Furthermore, I present the results of a pilot usability study (n=10) conducted to receive user feedback on the designed materials for use in improving future iterations of the art-science fractal kit. The fractal kit

  13. Art and science education collaboration in a secondary teacher preparation programme

    Science.gov (United States)

    Medina-Jerez, William; Dambekalns, Lydia; Middleton, Kyndra V.

    2012-07-01

    Background and purpose: The purpose of this study was to record and measure the level of involvement and appreciation that prospective teachers in art and science education programmes demonstrated during a four-session integrated activity. Art and science education prospective teachers from a Rocky Mountain region university in the US worked in partnership to produce a science-related art piece using a silk batik painting technique. This project incorporated the use of two hands-on activities (a sampler and a final piece). In addition, pre- and post-activity surveys helped researchers investigate whether an integrated activity led to changes in attitudes towards collaborative instruction among students from art and science education. A practical implication of these results could guide students' teaching assignments and professional careers. Sample: This project involved the participation of 34 prospective teachers enrolled in secondary art and science education pedagogical content courses at a public university in the Rocky Mountain region of the United States. Design and method: Prospective teachers in art and science education programmes worked together in a four-session integrated activity for three consecutive years. Participants were tasked with the design of art pieces addressing a core concept from the secondary school science curriculum using the batik painting technique. This project included two hands-on activities (a sampler and a final piece). In addition, they responded to pre- and post-activity surveys. Results: Overall, the data show significant variation at pre- and post-survey, indicating that students had more knowledge after the study than before regarding the integration of art and science in the secondary school curriculum. The mean of interdisciplinary teaching ratings increased on all four target survey items according to the 10-point rating scale. Based on the results, the integrated art and science instructional approach significantly

  14. Evaluating arts-based cancer education using an internet survey among Alaska community health workers.

    Science.gov (United States)

    Cueva, Melany; Cueva, Katie; Dignan, Mark; Lanier, Anne; Kuhnley, Regina

    2014-09-01

    Cancer, considered a rare disease among Alaska Native people as recently as the 1950s, surpassed heart disease in the 1990s to become the leading cause of mortality. In response to Alaska's village-based Community Health Workers' (CHWs) desire to learn more about cancer for themselves and the people in their communities, cancer education that incorporated the expressive arts of moving, drawing, and sculpting was developed, implemented, and evaluated. Arts-based education integrates the dynamic wisdom and experiences of Alaska Native people and western medical knowledge to share cancer information in a culturally respectful way. Between May 2009 and March 2013, 12 5-day courses that included arts activities to support cancer information were provided for 118 CHWs in Anchorage, AK, USA. A post-course internet survey was conducted in April 2013, to learn how arts-based cancer education affected participants' knowledge, attitudes, and behaviors. Surveys were completed by 54 of the 96 course participants; 22 course participants were lost to follow-up. As a result of integrating the arts with cancer education, respondents reported an increase in their cancer knowledge and comfort with talking about cancer. Additionally, 82 % (44) of respondents described feeling differently about cancer. By integrating the arts with cancer information, participants reported healthy behavior changes for themselves (76 %), with their families (70 %), and in their work (72 %). The expressive arts of moving, drawing, and sculpting provided a creative pathway for diverse adult learners in Alaska to increase their cancer knowledge, comfort with talking about cancer, and wellness behaviors.

  15. Educational Change Process at an Elementary School of the Arts

    Directory of Open Access Journals (Sweden)

    María Teresa Muñoz Quezada

    2009-05-01

    Full Text Available This article presents a qualitative research conducted at a municipal school in the South of Chile. The education change process at said institution is described and interpreted based on the growth and stability of the school, product of the new and definitive infrastructure acquisition. Results show how directors, professors, representatives and students live the process differently. The fear for reconstructing a new identity, the desire for recovering the school’s ethos as well as professors, representatives, new and older student’s conflicts were observed, apart from the search for the conciliation between the modern world demands and the educational project.

  16. Deception Detection: An Educator's Guide to the Art of Insight.

    Science.gov (United States)

    Schrank, Jeffrey

    This book argues that developing insight into the ordinary is a major part of education. Each of the five chapters contains ideas and activities designed to help students and teachers sharpen their perception of their day-to-day physical and social environment. "Survival Skills in a Consumer Society" examines the way people are persuaded to…

  17. Productive Learning: Science, Art, and Einstein's Relativity in Educational Reform

    Science.gov (United States)

    Glazek, Stanislaw D.; Sarason, Seymour B.

    2006-01-01

    Why do people, college-bound or even in college, stay away in droves from courses in science, especially physics? Why do people know so little about the significance of Einstein's contributions which require dramatic changes in how we understand ourselves, our world, and the entire universe? Why have educational reforms failed? In this book, two…

  18. Robots, Jobs, and Education. State-of-the-Art Paper.

    Science.gov (United States)

    Benton, Oliver; Branch, Charles W.

    The purpose of this paper is to assist those in education, government, and industry who are responsible for managing vocational and technical training in their decisions about what programs should be initiated to accommodate the growing use of robots. Section 1 describes robot characteristics (type of drive, method of teaching, lifting capacity,…

  19. Robots in Education: The Current State of the Art.

    Science.gov (United States)

    Lees, David; LePage, Pamela

    1996-01-01

    Describes how robots are currently being used in education as well as their future potential. Discusses limitations and effectiveness of robotics technology. Explores three ways robots are being used in the classroom: (1) to teach basic concepts; (2) to assist disabled students; and (3) as objects of study. Contains 60 references. (Author/AEF)

  20. "Playing Attention": Contemporary Aesthetics and Performing Arts Audience Education

    Science.gov (United States)

    Prendergast, Monica

    2004-01-01

    This essay draws on the contemporary aesthetic theories of four writers -Hans-Georg Gadamer, Paul Ricoeur, Paul Thom, and James O. Young-who represent both the continental and analytic contemporary philosophical schools of thought. Each writer offers valuable perspectives on issues in aesthetic education pertaining to a key question in my…

  1. Rethinking Children: Power, Pedagogy, and Contemporary Art Education Practices

    Science.gov (United States)

    Ivashkevich, Olga

    2012-01-01

    Within the modern institution of schooling, educators portray children as lacking in knowledge and maturity and try to restrict their access to the issues that undermine this assumed innocence. Such renditions of children produce hierarchical power relationships in which children's ways of knowing are seen as what Foucault (1980) called…

  2. The Artful Dodger: Creative Resistance to Neoliberalism in Education

    Science.gov (United States)

    Adams, Jeff

    2013-01-01

    This article explores contemporary forms of creative practices and their survival under siege from what Stuart Hall (2011) describes as the neoliberal revolution, in the context of the tightly policed education system in the United Kingdom. The fragility and importance of the democratic struggle is discussed with reference to Chantal Mouffe's work…

  3. Philosophy, Art or Pedagogy? How Should Children Experience Education?

    Science.gov (United States)

    Doddington, Christine

    2014-01-01

    There are various programmes currently advocated for ways in which children might encounter philosophy as an explicit part of their education. An analysis of these reveals the ways in which they are predicated on views of what constitutes philosophy. In the sense in which they are inquiry based, purport to encourage the pursuit of puzzlement and…

  4. [Health education in schools in Argentina: an art contest as a motivating activity].

    Science.gov (United States)

    Darnaud, Raquel; Dato, María Isabel

    2009-02-01

    The purpose of this study was to plan health education efforts that integrate the health and education sectors. From March to November 2004, an art contest was held for 7th-9th grade students in 109 schools in 11 of Argentina's provinces. The contest allowed improvements in knowledge to be measured and adjustments to be made to the curriculum. The students created works of art featuring tuberculosis. To evaluate knowledge acquired, two provinces were chosen at random. Student knowledge had increased from 67.2% to 96.4%. The administrators and teachers testified to the usefulness of the materials developed. These results show that when the efforts of health and education sectors are coordinated and the appropriate materials are leveraged, the efforts of educators can be substantially bolstered.

  5. The convergence process of dramatic art and dance studies in the European Higher Education Area

    Directory of Open Access Journals (Sweden)

    María Matilde Pérez García

    2011-11-01

    Full Text Available In light of the reform of Spanish higher education in order to achieve higher education European convergence, art studies face a new and twofold challenge. On the one hand, the design and structure of an organizational and operational framework is necessary to allow for the development of art studies in higher education. On the other hand, the design and implementation of curricula is required which have to be evaluated and accredited by agencies to ensure sufficient quality of education. From the analysis of this twofold challenge, the paper suggests some proposals that the administration, the schools and the staff could consider with regard to the special situation that these studies are going through in the process of European convergence.

  6. AUDIO-VISUAL SYNKRETISM IN THE HISTORY OF ART AND EDUCATION

    Directory of Open Access Journals (Sweden)

    N. N. Telysheva

    2014-01-01

    Full Text Available The paper looks at the problems facing the art teachers and resulted, in the author’s opinion, from separation of the content and functional side of the subject. The other problem is the lack of insight regarding social behavior, forms of consciousness and perception (including the spatial and temporal ones underlying all sorts and forms of art. The paper demonstrates the interrelations between the history of arts and education history considered in terms of development and fixation of various forms of social consciousness. The audiovisual syncretism is regarded as the nature of perception and world reflection at specific historical stages of human knowledge and creativity development. Both the history of arts and education include the content and procedure related aspects. The whole history of pedagogy involves the procedure improvements (methods, means, forms, etc. along the way «from integration to differentiation, and backwards»; and on the other side, it incorporates the invariable educational content. Likewise, throughout the history of arts we can trace the procedural aspect developments and the existence of the “eternal” content related to personality upbringing.

  7. From easel to professorship. The creation and consolidation of Hungarian professional fine arts education in Transylvania

    Directory of Open Access Journals (Sweden)

    János Kristóf Murádin

    2014-10-01

    Full Text Available The study encompasses the history of fine arts education in Hungarian language from Transylvania, beginning from the end of the 19th century to recent times, placing special emphasis on the period between 1944 and 1948, when the number of fine arts educational institutions in Transylvania was the highest. Beside the Hungarian civil organisations from Transylvania (the Free Painting School from Baia Mare, the Barabás Miklós Guild and the Józsa Béla Athenaeum Fine Arts Free School from Cluj the state-run educational institutions (the Hungarian Art Institute from Cluj, the Ion Andreescu Fine Arts Institute that were attended by many students are also presented. With this, the study aims to offer a comprehensive perspective on the education of the succesive generations of Hungarian fine artists from Transylvania. Keywords: Hungarians of Romania, demographic dynamic of the Hungarian mi-nority in Transylvania, demographic changes, assimilation, ethnic classification. __________________ Este estudio abarca la historia de la educación de bellas artes de Transilvania en lengua húngara, empezando con el fin del siglo 19 hasta los últimos tiempos con énfasis especial en el período 1944–1948 cuando el número de las instituciones educativas de bellas artes fue lo más alto en Transilvania. Junto a las organizaciones civiles húngaras de Transilvania (La Escuela de Pintura Libre de Baia Mare, El Gremio Barabás Miklós y La Escuela Libre de Bellas Artes Józsa Béla de Cluj también se presentan las instituciones educativas estatales (Instituto Húngaras de Artes de Cluj, Instituto de Bellas Artes Ion Andreescu asistidas por muchos estudiantes. Con esto, el estudio tiene el objetivo de ofrecer una perspectiva exhaustiva sobre la educación de generaciones sucesivas de artistas plásticos húngaros de Transilvania. Palabras clave:Húngaros de Rumania, dinámicas demográficas de las minorías húngaras en Transilvania, cambios demogr

  8. Emma Kleè Koch and children's art exhibitions: rituals colored by modern education (1949-1952)

    OpenAIRE

    Osinski, Dulce Regina Baggio; Universidade Federal do Paraná - UFPR; Simão, Giovana; Faculdade de Artes do Paraná

    2014-01-01

    This article analyses children's art exhibitions organized by thePolish educator and artist Emma Kleè Koch (1904-1975), wholived in Curitiba, Brazil. These exhibitions were held as part of theactions by the Arts Education Department of the Education andCulture Secretariat of Paraná State (1949-1952), under theadministration of Erasmo Pilotto, an intellectual and educator whoidentified with the ideals of the New School trends. Using officialdocuments, exhibition signature lists, government pro...

  9. Works of art as a pedagogical tool: an alternative approach to education.

    Science.gov (United States)

    Wikström, Britt-Maj

    2011-01-01

    Contemporary authors on nursing issues discuss the importance of expanding knowledge at all levels of nursing education to empower future nurses to respond in caring situations for the benefit of their patients. This article reviews several studies in which paintings, complemented by a pedagogical structure, allowed students to observe situations relevant to nursing. Results suggest that the use of visual art in nursing education can add a new dimension to students' experiences.

  10. Professional competencies of musically gifted at the end of higher education in music arts

    OpenAIRE

    Bogunović, Blanka; Mirović, Tijana

    2014-01-01

    The research is a continuation of a whole range of existing ones dealing with the outcomes of music education for the gifted. Results obtained up to now have pointed to weak 'ecological validity' of professional competencies acquired at the level of higher education in music arts and their limitation within the demands of labour market and working conditions in contemporary social circumstances. Using qualitative methodology our intention was to examine in more details the attitudes of those ...

  11. The art and science of diabetes education: a culture out of balance.

    Science.gov (United States)

    Anderson, Robert M; Funnell, Martha M

    2008-01-01

    In the past 20 years, behavioral science has helped create a growing body of theoretically derived, evidenced-based approaches to diabetes patient education. Health care professionals in all disciplines are being required to demonstrate that their practice is evidence based. For diabetes educators, behavioral science is the source of much of that evidence. However, effective diabetes education involves a combination of art and science. Establishing a therapeutic alliance with patients is an art. Diabetes educators must have the interpersonal skills, values, and personal traits needed to cultivate relationships with patients that are characterized by trust, respect, and acceptance. They must feel and be able to express compassion, empathy, and warmth. However, if someone outside the field were reviewing diabetes education evaluation research, they would probably conclude that diabetes educators are interchangeable cogs in a wheel. The positive impact of the therapeutic alliance is well documented in the counseling, psychotherapy, education, and nursing literature. However, evidence to support the important role of the diabetes educator's values, interpersonal skills, and ability to establish a therapeutic alliance with patients is absent from that literature. Valid and reliable measures used to document the impact of interpersonal skills counselors and teachers could be used in diabetes education with little or no adaptation. The evidence and tools exist; we now need to determine if the will exists.

  12. Sensitization of teachers to act in environmental education by means of art therapy

    Directory of Open Access Journals (Sweden)

    Ana Stella Ribeiro Medeiros Neves

    2013-12-01

    Full Text Available Both Environmental Education (EE and Art Therapy strive to improve quality of life by making man more aware of his relationship with himself, with other living beings and with the environment. This paper reports on the application of the tools of art therapy as a strategy to raise awareness of municipal school teachers to work in EE with elementary school children. Therefore, five art therapeutic meetings were held, in which an integrated and inclusive reflection on the four nature elements were emphasized, i.e., water, earth, fire and air, with a well thought-out and incorporated content. At the conclusion of the art therapy and after extensive reflection on the relationship with EE, participants were open to experiencing new paradigms, and could thus rethink and reorganize the curriculum, in search of new alternatives for effective EE.

  13. Into the Curriculum. Art: Pueblo Storyteller Figures [and] Physical Education: Games That Rely on Feet [and] Reading/Language Arts: Movie Reviews [and] Reading/Language Arts: Reader's Choice [and] Science: Float or Sink [and] Social Studies: Buildings and Designs.

    Science.gov (United States)

    Crane, Jean; Rains, Annette

    1996-01-01

    Presents six curriculum guides for art, physical education, reading/language arts, science, and social studies. Each guide identifies library media skills objectives; curriculum objectives; grade levels; print and nonprint resources; instructional roles; the activity; and procedures for completion, evaluation, and follow-up activities. (AEF)

  14. Against the Grain: An Intervention of Mastery Learning and Intellectual Emancipation in Art Education

    Science.gov (United States)

    Sinner, Anita

    2015-01-01

    In a case study of an undergraduate course in art education, modes of mastery learning and propositions of intellectual emancipation were explored as interventions in curriculum design. By adopting Rancière's framework of a "will to will" relationship between instructor and students, the core assignment--a visual journal--became a site…

  15. The Lecture as Experiential Education: The Cucumber in 17th-Century Flemish Art

    Science.gov (United States)

    Blenkinsop, Sean; Nolan, Carrie; Hunt, Jasper; Stonehouse, Paul; Telford, John

    2016-01-01

    This article uses an unconventional format to problematize a common dichotomy found in the theory and practice of experiential education. The article comprises the contributions of five authors and begins with one author's description of a potential real-life scenario that provokes the question of whether an art history lecture might be understood…

  16. Liberal Arts Colleges in American Higher Education: Challenges and Opportunities. ACLS Occasional Paper, No. 59

    Science.gov (United States)

    American Council of Learned Societies, 2005

    2005-01-01

    This American Council of Learned Societies (ACLS) Occasional Paper presents the proceedings of a conference on "Liberal Arts Colleges in American Higher Education: Challenges and Opportunities" convened by ACLS in November 2003 in Williamstown, Massachusetts with the support of the Oakley Center for the Humanities and Social Sciences at…

  17. Industrial Communications Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

    Science.gov (United States)

    Keeton, Martha; And Others

    This manual provides curriculum materials for implementing a career exploration class in industrial communications within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of industrial communications occupations, and an overview of the competency-based…

  18. Balancing Act: Bridging the Traditional and Technological Aspects of Culture through Art Education

    Science.gov (United States)

    Lawton, Pamela Harris

    2007-01-01

    This paper addresses the benefits of connecting and balancing education in the visual arts and in technology through discussion of actual examples. This balanced connection accomplishes three goals: to further advance and enhance quality of life, to cultivate humane and ethical behaviors, and to initiate global dialogue on issues that matter among…

  19. Using Augmented Reality in Early Art Education: A Case Study in Hong Kong Kindergarten

    Science.gov (United States)

    Huang, Yujia; Li, Hui; Fong, Ricci

    2016-01-01

    Innovation in pedagogy by technology integration in kindergarten classroom has always been a challenge for most teachers. This design-based research aimed to explore the feasibility of using Augmented Reality (AR) technology in early art education with a focus on the gains and pains of this innovation. A case study was conducted in a typical…

  20. Hearing Ancestral Voices through Creative Art--A Tool for Environmental Education for Sustainability

    Science.gov (United States)

    Silo, Nthalivi; Khudu-Petersen, Kelone

    2016-01-01

    The research presented in this paper draws on a study in the Kgalagari region of Botswana where participant observation workshops were conducted to illustrate the impact of using the Arts in Education approach (AiE). This approach was used through traditional storytelling in lessons on environmental issues in a rural primary school in the…

  1. The Role of E-Learning in Arts and Cultural Heritage Education

    NARCIS (Netherlands)

    Gruber, Marion

    2009-01-01

    Gruber, M. R. (2009). The Role of E-Learning in Arts and Cultural Heritage Education. In V. Hornung-Prähauser & M. Luckmann (Eds.), Kreativität und Innovationskompetenz im digitalen Netz - Creativity and Innovation Competencies in the Web, Sammlung von ausgewählten Fach- und Praxisbeiträgen der 5. E

  2. The Minimalist Reading Model: Rethinking Reading Lists in Arts and Education Subjects

    Science.gov (United States)

    Piscioneri, Matthew; Hlavac, Jim

    2013-01-01

    Despite reading being recognized as a core academic skill, surprisingly little research has been undertaken into university lecture reading requirements. This article reports on the trial and evaluation of a minimalist reading model developed for students in arts and education subjects. Comprising annotated extracts from full texts…

  3. Concerning the Spiritual in Art and Its Education: Postmodern-Romanticism and Its Discontents

    Science.gov (United States)

    Jagodzinski, Jan

    2013-01-01

    This commentary addresses the holistic-spiritualistic movement in art and its education. In many respects it may be for naught, but questions should be raised in a time of ecological terrorism and climate breakdown of a dying Earth. Belief as opposed to knowledge is always a question of ideology--that is, the "imaginary relationship" of…

  4. Multiliteracies Theory and Gifted Education: Creating "Smart Spaces" in the Language Arts Classroom

    Science.gov (United States)

    Olthouse, Jill M.

    2013-01-01

    Multiliteracies theory redefines what it means to be a literate, learned person by transferring the focus from a shared knowledge of Standard English to the ability to engage in creative cultural critique. Multiliteracies theory has implications for how educators identify and teach students gifted in language arts. This article describes how…

  5. Zen and the Art of Higher Education Maintenance: Bridging Classic and Romantic Notions of Quality.

    Science.gov (United States)

    Shields, Patricia M.

    Uses Robert Pirsig's ideas in "Zen and the Art of Motorcycle Maintenance" to explore two ways of viewing quality in higher education: the romantic and the classic. Analyzes historical and contemporary literature on quality using insights of Alfred Whitehead, Pirsig, and John Dewey, urging a vision that is honest and that incorporates…

  6. Being, Flow and Knowledge in Maori Arts Education: Assessing Indigenous Creativity

    Science.gov (United States)

    Hindle, Rawiri; Hynds, Anne S.; Phillips, Hazel; Rameka, Lesley

    2015-01-01

    This article reflects on issues of Indigenous creativity in Maori arts education, along with what we see as problematic tensions of the assessment of intangible elements. Our writing is motivated by a desire to start a global dialogue on Indigenous/Maori epistemologies, pedagogies and ontologies, and the contradictions and tensions that threaten…

  7. Beluga Whale at Kitty Hawk: An Arts Education Moment in Rural Alaska

    Science.gov (United States)

    Conarro, Ryan

    2011-01-01

    In this article, the author relates his experience working for the Department of Education as an "arts content coach" and visiting in rural Alaska's schools. He shares how he is guiding the youths in analyzing the visual elements of stage pictures so that they can create their own tableaux of important historical inventions. He asks some vital…

  8. The Power of Popular Education and Visual Arts for Trauma Survivors' Critical Consciousness and Collective Action

    Science.gov (United States)

    Escueta, Mok; Butterwick, Shauna

    2012-01-01

    How can visual arts and popular education pedagogy contribute to collective recovery from and reconstruction after trauma? This question framed the design and delivery of the Trauma Recovery and Reconstruction Group (TRRG), which consisted of 12 group sessions delivered to clients (trauma survivors) of the Centre for Concurrent Disorders (CCD) in…

  9. Potentials of Togetherness: Beyond Individualism and Community in Nordic Art Education

    Science.gov (United States)

    Illeris, Helene

    2013-01-01

    Historically, art education has focused mainly on individual learning processes. Today, poststructuralist theories of subjectivity and subjectivation are challenging these modernist discourses by proposing more dynamic models of multiple and instable learning selves, always in the making. In this commentary, the author turns her attention away…

  10. Subjective education in analytic training: drawing on values from the art academy.

    Science.gov (United States)

    Dougherty, Mary

    2008-11-01

    Kernberg and others have observed that psychoanalytic education has tended to promote the acquisition of theoretical knowledge and clinical technique within an atmosphere of indoctrination rather than of exploration. As a corrective, he proposed four models that correspond to values in psychoanalytic education: the art academy, the technical trade school, the religious seminary and the university. He commended models of the university and art academy to our collective attention because of their combined effectiveness in providing for the objective and subjective education of candidates: the university model for its capacity to provide a critical sense of a wide range of theories in an atmosphere tolerating debate and difference, and the art academy model for its capacity to facilitate the expression of individual creativity. In this paper, I will explore the art academy model for correspondences between artistic and analytic trainings that can enhance the development of the creative subjectivity of psychoanalytic candidates. I will draw additional correspondences between analytic and artistic learning that can enhance psychoanalytic education.

  11. Choosing Creatively: Choice-Based Art Education in an Inclusive Classroom

    Science.gov (United States)

    Varian, Samantha

    2016-01-01

    The purpose of this study was to measure the effects of Choice-Based Art Education on supporting the needs of all learners in an inclusive classroom, while building confidence, creativity, and critical thinking skills. Over a seven-week period, data was collected through photographs, pre- and post- surveys, interviews, pre- and post-creativity…

  12. Nothing about Us without Us: Art Education's Disservice to Disabled People

    Science.gov (United States)

    Derby, John

    2013-01-01

    The disability rights movement slogan, "nothing about us without us," has been trumpeted with such fervor that it is nearly a cliché. However, readers have never seen this phrase in "Studies in Art Education." Almost "nothing about us" has appeared in the pages of "Studies" or other major journals in the…

  13. Pivotal Strategies for the Educational Leader: The Importance of Sun Tzu's "Art of War"

    Science.gov (United States)

    Wong, Ovid

    2008-01-01

    Public education has been criticized for under-achieving schools and one key phrase for long-term school success is "school leadership." Taken comprehensively, leadership emphasizes the importance of where the leader stands at times of decision, challenge, and conflict. "The Art of War," written by Sun Tzu, a Chinese military strategist more than…

  14. Marketing and Distribution Occupations. Practical Arts. Instructor's Manual. Competency-Based Vocational Education.

    Science.gov (United States)

    Keeton, Martha; And Others

    This manual provides curriculum materials for implementing a career exploration class in marketing and distribution occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of marketing and distribution occupations, and an overview of the…

  15. Places to Go: Challenges to Multicultural Art Education in a Global Economy

    Science.gov (United States)

    Desai, Dipti

    2005-01-01

    This article examines the relationship between globalization and postmodern multicultural art education. The questions that drive my investigation are: What is the role of postmodern multiculturalism in this current phase of globalization and what challenges does globalization pose for multiculturalism? I explore the shifts in the field of art…

  16. The Contours of Inclusion: Frameworks and Tools for Evaluating Arts in Education

    Science.gov (United States)

    Glass, Don; Palmer Wolf, Dennie; Molloy, Traci; Rodriguez, Aamir; Horowitz, Robert; Burnaford, Gail; Mertens, Donna M.

    2008-01-01

    This collection of essays explores various arts education-specific evaluation tools, as well as considers Universal Design for Learning (UDL) and the inclusion of people with disabilities in the design of evaluation instruments and strategies. Prominent evaluators Donna M. Mertens, Robert Horowitz, Dennie Palmer Wolf, and Gail Burnaford are…

  17. Six Qualities of Socially Engaged Design: Emerging Possibilities for K-12 Art Education Programs

    Science.gov (United States)

    O'Donoghue, Dónal; Berard, Marie-France

    2014-01-01

    In this article, we consider socially engaged design practice, and examine its potential for informing design curriculum and pedagogy in K-12 art education programs. Our hope is to prompt discussion and debate about socially engaged design's potentiality for preparing students to participate in a world in which "nothing is truly, or can…

  18. I like Cities; Do You like Letters? Introducing Urban Typography in Art Education

    Science.gov (United States)

    Huerta, Ricard

    2010-01-01

    This article proposes a study of the letters and graphics found in the city, while at the same time opening up unusual spaces linked to the cultural arena and visual geographies for the creation of learning spaces in art education, introducing urban typography for training teachers. The letters in urban spaces can help us reinterpret the…

  19. Pedagogical Souvenirs: An Art Educator's Reflections on Field Trips as Professional Development

    Science.gov (United States)

    Kushins, Jodi

    2015-01-01

    This essay explores the nature and importance of field trips as sites for artistic development, intellectual fulfillment, and pedagogical inspiration. The author weaves personal reflections from a professional field trip and experience teaching art education online with creative and pedagogical references to make a case for experiential learning…

  20. ?Ffects of Using of Contemporary Art in High Education on Students Metacognitive Awareness

    Science.gov (United States)

    Delibaltova, Vasya

    2016-01-01

    The aim of this study was to determine the effects of the use of contemporary art in High Education on Students' Metacognitive Awareness from students' point of view after their involvement in specially designed activities. The learning context was created under the main thesis that metacognitive development can be supported by the creation of…

  1. Young People in Out-of-School Arts Education: The Influence of the Proximity of the Provision on Their Participation Decision

    Science.gov (United States)

    Vermeersch, Lode; Groenez, Steven

    2015-01-01

    In this article we explore the influence of the geographical proximity of out-of-school arts education provision on the individual decisions of children and youngsters to enroll in an arts education course. The distance between the homes of the Belgian students in compulsory education and the nearest offering of out-of-school arts education (a…

  2. Current Kindergarten Parents' Attitudes toward and Beliefs about Children's Art Education in Majority Cities and Counties of Taiwan

    Science.gov (United States)

    Hsiao, Ching-Yuan

    2015-01-01

    Current kindergarten parents' attitudes toward and beliefs about children's art education in majority cities and counties of Taiwan were investigated. A review of the literature was conducted to identify several possible influences on parents' interpretation/ assessment of children's art education. Then, the researcher developed and distributed a…

  3. A Comparative Cross-Cultural Examination of Community Art Education Programs in South Korea and the United States

    Science.gov (United States)

    Shin, Ryan; Kim, Junghee

    2014-01-01

    The authors conducted comparative cross-cultural research to examine a select group of the available and more noteworthy art education organizations and their programs after observing significant differences in the community art education programs offered in Tucson, Arizona, and Anyang, South Korea. The study reports several major differences…

  4. Pedagogical Content Knowledge in Special Needs Education: A Case Study of an Art Project with the Multiple/Severe Handicapped

    Science.gov (United States)

    Murayama, Taku

    2016-01-01

    This paper focuses on a project in teacher education through art activities at the undergraduate level. The main theme is art activities by university students and multiple and severe handicapped students. This project has two significant points for the preparation of special education teachers. One point is the opportunity for field work. Even…

  5. A Poem in a Medium Not of Words: Music, Dance and Arts Education in Rabindranath Tagore's Santiniketan

    Science.gov (United States)

    Pritchard, Matthew

    2014-01-01

    In light of recent attempts to defend the role of the arts in education against the effects of policies based on utilitarian principles, this paper examines the arts educational writings and practical projects of Rabindranath Tagore (1861-1941) at Santiniketan in West Bengal, showing how they were motivated by a Romantic and Upanishadic philosophy…

  6. Active Art Education in a University Museum: The Example of the Barber Institute

    Directory of Open Access Journals (Sweden)

    Şehnaz Yalçın Wells

    2014-05-01

    Full Text Available Museums provide individuals with access to a variety of artworks at a quality and quantity that is not possible any other way. Museum education is of great importance to get effective benefit from museums. Nowadays museum education starts at an early age, and is simultaneously given in appropriate subjects of different lessons. Turkey has made important progresses in museum education and museum studies in recent years, but clearly there is much more to do when compared to more developed countries. These steps can be summarised (a increasing research into museum education and museology, (b staff training, (c creation of social awareness, (d development and application of new projects. Managing all these is not possible with the state’s efforts. Private entrepreneurs and civil society should take the initiative and contribute towards museum education and museology. The aim of this research is to determine the potential and function of art education, and to introduce the museum/art activities made in this context in the Barber Museum of Fine Arts Institute at Birmingham University, England. In line with these aims the answers to these questions are being sought: 1. How was Barber Institute Museum been established and developed? a What is the history of the museum’s foundation? b In the context of the development of museology and art, how can the establishment of the museum by a person/family be evaluated? 2. What are the institutional features of the Barber Institute Museum? a What are the administrative features of the museum? b What are the spatial features and importance of the museum? c What is the artistic significance of its collections? 3. How is museum/art education applied at the Barber Institute Museum? 4. How can the example of the Barber Institute be assessed in terms of museology and museum/art education? Method: This is a qualitative research study, and the case study method is used accordingly. This method foresees the portrayal

  7. Japan’s Future Embracing Multi-ethnic Complexities through Physical Education & the Martial Arts

    Directory of Open Access Journals (Sweden)

    Joan Neide

    2012-07-01

    Full Text Available Japan is preparing for a major social change that is setting the stage for the revamping of the educational curriculum. The nation of Japan is planning for the first time to allow mass immigration in order to cope with a declining population. Public and private schools are gearing up for this major societal change and are seeking ways to internationalize the educational curriculum so that the next generation of Japanese will be able to easily assimilate into this new world. On Okinawa, an unlikely school subject, physical education, is being used to foster a global perspective and to develop what can be defined as an international character. The educational community is introducing Okinawan karate as a physical education requirement for graduation. Educators hope that the character traits that are developed through martial art training will aid in the acceptance and assimilation of the predicted new immigrants as the indigenous Japanese population declines.

  8. Psychological Care of Art education%美术教育的心理学关照

    Institute of Scientific and Technical Information of China (English)

    杨晓青

    2012-01-01

    The author gives us a general summary of different characteristics and features of Design,Animation and Plastic Arts(Painting,Sculpture and Printmaking) in art education.Besides,she also analyses psychological types and quality requirements in different professions and focuses on art education in the perspective of psychology.Hence,teachers could teach students in the process of their learning from the start of studentsˊs right choices of specialties,which will be of great beneficial to the art education.%笔者概括地梳理了美术教育中设计、动漫、造型艺术(绘画、雕塑、版画)三个不同专业的特征和要求,分析从事各专业所需的心理类型和素质要求,从心理学的角度关照美术教育,从指导学生正确选择专业开始,到全部学习过程的辅导,将会对美术专业的教学有所裨益。

  9. The role of art education in adult prisons: The Western Australian experience

    Science.gov (United States)

    Giles, Margaret; Paris, Lisa; Whale, Jacqui

    2016-12-01

    Incarceration costs are high; in Australia, for example, each prisoner costs an average of AUD 115,000 per year. Other countries are also feeling the fiscal pinch of high incarceration costs, and a number of jurisdictions are now closing some of their prisons. Most prison costs are non-discretionary (accommodation, meals, etc.). But some of the costs relate to discretionary activities, services and facilities (including schooling). In terms of correctional education, many prison managers try to invest any meagre correctional education resources available to them in those classes and courses which have proven to have the best results, such as improved labour market outcomes and reduced recidivism, minimising subsequent re-imprisonment. Course offers for prisoner-students include vocational training, adult basic education (ABE) and art studies. The two-tiered question this paper asks is: do art classes and courses produce these measurable outcomes and, if not, are there other reasons why they should continue to be funded? Addressing these issues, the authors argue that (1) these measurable outcomes are too narrow and do not reflect the complex but less quantifiable benefits to the individual and the community of studying art in prison, and (2) better measures of all impacts of art studies in prisons are needed, including qualitative and humanitarian aspects.

  10. Educating Artists in Management--An Analysis of Art Education Programmes in DACH Region

    Science.gov (United States)

    Bauer, Christine; Strauss, Christine

    2015-01-01

    Labour force in the art sector is characterised by high qualification, but low income for those people who perform the core contribution in art, i.e. the artists. As artists are typically self-dependent in managing their business, they should have managerial skills besides those skills necessary to perform their artistic core activities. If the…

  11. "Artforum," Andy Warhol, and the Art of Living: What Art Educators Can Learn from the Recent History of American Art Writing

    Science.gov (United States)

    Carrier, David

    2005-01-01

    What is the best way to understand the recent development of American art? An older tradition of commentary focuses on the role of tradition, noting how each new form of painting is rooted in a long history. But Jack Bankoswky and some other art writers discussing Andy Warhol have adapted a different approach, arguing that his art breaks radically…

  12. The education and arts research line and the studies in musical education in the context of the Post-Graduation Program in Education – UFSM

    Directory of Open Access Journals (Sweden)

    Cláudia Ribeiro Bellochio

    2012-01-01

    Full Text Available This text presents the Education and Arts research line of the Graduate Program in Education at the Federal University of Santa Maria, emphasizing the development of research in musical education by the FAPEM group: Education, Action and Research in Musical Education – CNPq directory, which is linked to the Musical Education Laboratory (LEM/CE. This article aims at presenting a little of the research line background and discussing the group contributions to the research in musical education in the context of the graduate program in education, providing examples of some research realized by the group. The investigations in this research line involve themes such as teacher’s education, their educational practices, professionalization processes; analysis, elaboration and utilization of teaching materials from historical and contemporary approaches; the investigation of different artifacts and artistic and cultural contexts (school, media, CTG, musical and dance festivals, contemporary art shows and exhibitions, NGO ́s, collectives, urban interventions, for example as producers of subjectivities, identities and ways of living. The presentation of this research trajectory maps down investigations in musical education conducted by FARME in the context of PGPE and its contributions to the construction of the field in the Brazilian musical education context

  13. Contemporary Art and Citizenship Education: The Possibilities of Cross-Curricular Links on the Level of Content

    Directory of Open Access Journals (Sweden)

    Metoda Kemperl

    2013-01-01

    Full Text Available Unlike the previous phenomenon of modern art, contemporary art strives to return to society and everyday life, while thematising the current issues that the individual faces here and now. One of its more frequent topics is that of sustainable development, and the accompanying issues of environment, values, relations to others, etc. All such topics are part of the concept of active citizenship, which is why understanding contemporary art calls for active citizenship. This particularly holds true for relational art, which demands active participation on the part of the viewer. This paper inquires into the possibilities of the connection of contemporary art and citizenship education in elementary schools. Contemporary pedagogic doctrine highly encourages cross-curricular teaching; therefore, I have focused my analysis on the curricula of the subjects of Art Education, and Citizenship and Patriotic Education and Ethics, determining that (from this perspective their link is quite troublesome. The absence of contemporary art from the curriculum of Art Education has been criticised on many occasions, but the problem of its curriculum seems to be of a conceptual nature. Only by a more intense inter-institutional link between schools and contemporary art galleries and museums can the common goals of art education and citizenship education be realised. This paper will, therefore, strive to show potential cross curricular links in content on three examples of participatory practices (Proletarians of All Countries, Beggar Robot and EU/Others, while warning (from the pedagogic perspective against the often neglected fact that contemporary art is experienced here and now.

  14. 职业学校教育需要艺术教育%Vocational School Education Need Art Education

    Institute of Scientific and Technical Information of China (English)

    史萍

    2014-01-01

    Art education is a kind of people-oriented education of life ontology, this is because art is essentially the concentrated reflection of people’s vitality, it highlights the person’s life consciousness, make the person’s life activity along the healthy and awning cuny upward direction.%艺术教育是一种以人为本的生命本体教育,这是因为艺术从本质上说是人的生命力的集中体现,它突出表现了人的生命意识,使人的生命活动沿着健康而蓬勃向上的方向发展。

  15. Perspective: acts of interpretation: a philosophical approach to using creative arts in medical education.

    Science.gov (United States)

    Kumagai, Arno K

    2012-08-01

    Medical educators have used the visual arts for a variety of instrumental purposes, such as sharpening trainees' skills in observation, description, critical thinking, and communication. The arts have also served as means to more humanistic ends-that is, as a mode of self-care for house officers coping with grief and as a medium for reflecting on the meaning of illness and the nature of doctoring. More generally, art can serve as an expression of identity, as a form of social critique, and as a means to develop a sense of community of shared values. At the University of Michigan Medical School, the creation of original artwork (visual or otherwise) has been a major part of the Family Centered Experience, a longitudinal learning activity based on the stories that patient-volunteers tell of living with chronic illness. The purpose of this article is to explore how the creation of original art may serve as concrete evidence of the types of tacit learning and understanding that students gain through human interactions in medicine. The evidence of learning is not achieved via behaviorist notions of "demonstrating competence"; instead, student interpretive projects are visual or musical expressions of the affective, experiential, cognitive, and existential lessons students have learned through their long-term relationships with patient-volunteers. The overall aim of this article is to provide additional theoretical foundations, as well as practical information, that may guide the incorporation of the humanities and arts into the training of physicians.

  16. Metacognition: state-of-the-art learning theory implications for clinical nursing education.

    Science.gov (United States)

    Beitz, J M

    1996-04-01

    Clinical nursing education represents one of the most challenging aspects of the faculty role because nursing educators are being required to teach crucial aspects of comprehensive clinical practice to students in limited time periods and in increasingly demanding, high-acuity affiliation sites. State-of-the-art research in metacognition provides a stimulating array of instructional strategies that can assist in this process and provide an impetus for further cognitive inquiry in nursing. The article analyzes metacognition, explores its historical roots, delineates its relationship to memory theory, and describes a range of metacognitive strategies that are useful to faculty and students in nursing.

  17. Visual events and the friendly eye: modes of educating vision in new educational settings in Danish art galleries

    DEFF Research Database (Denmark)

    Illeris, Helene

    2009-01-01

    in order to stimulate the ‘disciplined eye' or the ‘aesthetic eye' of the visitors, this article aims to discuss the practices of looking encouraged by contemporary and experimental educational projects. The first part of the article develops a theoretical perspective on educational settings conceived...... as visual events, and it discusses how ‘the desiring eye' of some constructivist approaches, along with traditional practices of looking, have contributed to the formation of the modern, autonomous individual. The second part of the article analyses two cases from Danish art galleries and, inspired by Mieke...

  18. Music, Arts and Intercultural Education: The Artistic Sensibility in the Discovery of the Other

    Directory of Open Access Journals (Sweden)

    Maria do Rosário Sousa

    2011-12-01

    Full Text Available The present article presents a doctoral investigation. It mainly focuses on an action research whose problematic is based on the search for didactic-pedagogical paths which contribute to intercultural openness and change within schools allowing for better social integration. We have chosen the trilogy music, arts education and interculturality to address the central problematics of this research. Therefore an Intercultural Musical Program was conceived, implemented and assessed in three Portuguese Elementary/Preparatory schools. The main leading forces guiding this Program are attached to four areas, which constitute the theoretical/conceptual frame of this research: • Artistic education as a priority in education; • Intercultural education as a response to a growing cultural diversity; • The role of music as an harnessing methodology for intercultural communication; • Arts Programs as globalising impulses for human development and the preservation of cultural heritage. The empirical work rests on a methodology of qualitative analysis based on Renald Legendre’s (1993, 2005 model of Pedagogical Relationship (PR, combined with a strong influence of Visual Anthropology. The attained results are indicators of the high relevance and participation, as well as of the transforming impact of this action research, as a facilitator of intercultural communication and education among communities.

  19. The Self-examination of Art Education of Luxun Acade-my of Art%鲁艺艺术教育问题的反思

    Institute of Scientific and Technical Information of China (English)

    谢兴伟

    2014-01-01

    鲁艺的艺术教育在发展过程中出现了“关门提高”的倾向,这种带有教条主义色彩的错误倾向导致了理论与实际脱节,学与用分离。毛泽东在延安文艺座谈会上的讲话,指明中国新文艺应“面向工农兵”的新方向,解决了过去许多年来中国新文艺运动史上所未曾解决的原则问题,也直接指导了鲁艺的艺术教育和艺术活动的根本改造。文艺座谈会后,鲁艺对艺术教育中出现的问题进行了彻底的反思,积极调整了教育方针,重新进入了正确发展的轨道。%There is a tendency of close-door development in edu-cation of art of LAA. The wrong tendency of doctrinairism leads to two kinds of separation of theory-practice and study-use. The Talks at the yan'an Forum on Art and Literature point out that Chinese new literature and art should face the workers, peasants and soldiers. The Talks settle many difficulties on matters of principle, and directly lead to the entire reconstruction of art ed-ucation and artistic activities at Luxun Academy of Art. After the Talks at the yan'an Forum On Art and Literature, Luxun Acade-my of Art adjust the education policy, and enters the right track of development.

  20. Artes y Humanidades/Economia del Hogar. Libro del Profesor. (Arts & Humanities/Homemaking. Teacher's Guide). B1. CHOICE (Challenging Options in Career Education).

    Science.gov (United States)

    Mid-Hudson Migrant Education Center, New Paltz, NY.

    Written in Spanish, the guide comprises the kindergarten level unit of a career education curriculum designed for migrant students. The unit focuses on 11 jobs encompassed by two occupational clusters, arts/humanities and homemaking: teacher, artist, musician, dancer, actor, puppeteer, tailor, janitor, housekeeper, waiter, and child care worker.…

  1. "Language Speaking the Subject Speaking the Arts": New Possibilities for Interdisciplinarity in Arts/English Education--Explorations in Three-Dimensional Storytelling

    Science.gov (United States)

    Anae, Nicole

    2014-01-01

    This paper presents a theorised classroom-based account discussing the author's interdisciplinary approach to engaging first-year teacher-education students in self-critical inquiry using creative writing techniques as an entry point into Arts-based three-dimensional storytelling. Via an interpretation of Lacan's "speaking…

  2. A Wittgensteinian Approach to Discerning the Meaning of Works of Art in the Practice of Critical and Contextual Studies in Secondary Art Education

    Science.gov (United States)

    Cunliffe, Leslie

    2006-01-01

    This article advocates an approach for teaching critical and contextual studies in secondary art education based on Wittgenstein's philosophy of language in relationship to meaning as use, custom, rule following, and physiognomy. The references to meaning form four metaphorical points on a compass for directing the will for making judgments about…

  3. Experience and Perspectives of Art History Development in Educational Space of Siberia at the Turn of XX-XXI ?enturies

    Science.gov (United States)

    Nekhvyadovich, Larisa Ivanovna; Chernyaeva, Irina Valerievna

    2016-01-01

    The article has a program-analytical nature, contains an analysis and assessment of the scientific school of T. M. Stepanskaya, Doctor of Arts, professor, member of Russian Union of Artists. The goal of T. M. Stepanskaya's professional activity is incorporation of Art History in higher educational institutions in Siberia. The authors consider the…

  4. More than Meets the Eye: Adult Education for Critical Consciousness in Luis Camnitzer's Art

    Science.gov (United States)

    Zorrilla, Ana Carlina

    2012-01-01

    The purpose of this study was to explore the connection between art and adult education for critical consciousness through the conceptual art of Luis Camnitzer. The theoretical framework grounding this research was critical public pedagogy, influenced by both critical theory and Stuart Hall's systems of representation (1997). This framework…

  5. Visual Communication in Transition: Designing for New Media Literacies and Visual Culture Art Education across Activities and Settings

    Science.gov (United States)

    Zuiker, Steven J.

    2014-01-01

    As an example of design-based research, this case study describes and analyses the enactment of a collaborative drawing and animation studio in a Singapore secondary school art classroom. The design embodies principles of visual culture art education and new media literacies in order to organize transitions in the settings of participation and…

  6. A Survey of Knowledge and Attitudes towards Martial Arts: Recommendations for a Recruitment Program in Continuing Education.

    Science.gov (United States)

    Schaer, Barbara; Neal, Kathy

    A study examined the level of knowledge about and the types of attitudes toward martial arts. The primary objective of the study was to gather information that could be used in designing a recruitment program for a continuing education course in martial arts. A survey instrument was administered to 60 males and 52 females between the ages of 15…

  7. A Means of Honorable Support: Art and Music in Women's Education in the Mid-Nineteenth Century

    Science.gov (United States)

    Nash, Margaret A.

    2013-01-01

    "The value of the Art Education becomes more and more apparent as a means of honorable support and of high culture and enjoyment," stated the catalog of Ingham University in western New York State in 1863. The Art Department there would prepare "pupils for Teachers and Practical Artists." This statement reveals some of the…

  8. Vanishing Boundaries between Science and Art: Modelling Effective Middle Years of Schooling Practice in Pre-Service Science Education

    Science.gov (United States)

    Paige, Kathryn; Whitney, John

    2008-01-01

    This paper describes an innovation in science pre-service education that endeavours to increase student engagement in learning and doing science in the middle years through integrating science, mathematics and art. (Contains 8 figures.)

  9. Symmetry and aesthetics in introductory physics: An experiment in interdisciplinary physics and fine arts education

    Science.gov (United States)

    van der Veen, Janet Krause

    In a recent editorial in Physics Today (July, 2006, p. 10) the ability of physicists to "imagine new realities" was correlated with what have been traditionally considered non-scientific qualities of imagination and creativity, which are usually associated with fine arts. In view of the current developments in physics of the 21st Century, including the searches for cosmic dark energy and evidence from the Large Hadron Collider which, it is hoped, will verify or refute the proposals of String Theory, the importance of developing creativity and imagination through education is gaining recognition. Two questions are addressed by this study: First, How can we bring the sense of aesthetics and creativity, which are important in the practice of physics, into the teaching and learning of physics at the introductory college level, without sacrificing the mathematical rigor which is necessary for proper understanding of physics? Second, How can we provide access to physics for a diverse population of students which includes physics majors, arts majors, and future teachers? An interdisciplinary curriculum which begins with teaching math as a language of nature, and utilizes arts to help visualize the connections between mathematics and the physical universe, may provide answers to these questions. In this dissertation I describe in detail the case study of the eleven students - seven physics majors and four arts majors - who participated in an experimental course, Symmetry and Aesthetics in Introductory Physics, in Winter Quarter, 2007, at UCSB's College of Creative Studies. The very positive results of this experiment suggest that this model deserves further testing, and could provide an entry into the study of physics for physics majors, liberal arts majors, future teachers, and as a foundation for media arts and technology programs.

  10. Evaluation policies in basic education and their developments in Arts as a school subject

    Directory of Open Access Journals (Sweden)

    Silvia Sell Duarte Pillotto

    2016-09-01

    Full Text Available This paper aimed at identifying how teachers of Arts understood the evaluation policies and which were the developments of these policies in their education practice. As a qualitative research, it employed semi-structured interviews with Arts teachers and students in schools of the municipal education system to collect data. The theoretical background comprised official documents such as Diretrizes Curriculares Nacionais Gerais da Educação Básica (General National Curricular Guidelines for Basic Education (BRASIL, 2013, Proposta Curricular de Santa Catarina (Santa Catarina State Curricular Proposal (SANTA CATARINA, 2014, Lei de Diretrizes e Bases da Educação Nacional (Education Guidelines and Bases National Law (BRASIL, 1996 along with the authors Alves (2006, Barbosa (2009, Esteban (2005, Goodson (2001, Hall (2007, Candau (2003, among others. The results pointed to teachers‟ lack of understanding of the evaluation criteria, their connection with teaching and learning and which evaluation policies were adopted by the school. The conclusion was that those teachers sometimes saw evaluation as part of the learning process, other times they saw it as a limiting element, which marked students‟ approval or failure, and in some situations they saw it as an isolated part of the curriculum.

  11. Culturally Responsive Teaching for 21st-Century Art Education: Examining Race in a Studio Art Experience

    Science.gov (United States)

    Lee, NaJuana

    2012-01-01

    In the art classroom--where art, identity, and culture are inextricably linked--racially and culturally responsive teaching play a critical role in how teachers interact with students and ultimately how students themselves come to understand cultural diversity, social inclusion, and antiracist behaviors. It is important that teachers understand…

  12. Microcomputers in Art Education: An Introductory Vocabulary for Art Teachers Who Need To Make Sense of New Technology.

    Science.gov (United States)

    Brouch, Ginny

    This booklet provides introductory information and terminology for art teachers concerning the use of microcomputers in elementary and secondary school art classes. Part 1 describes the sizes and uses of microcomputers and distinguishes between maxi, mini, micro, lap, and handheld computers. Part 2 discusses: (1) basic microcomputer hardware and…

  13. Legacy of the Ancient World: An Educational Guide. Understanding Ancient Culture through Art at the Tampa Museum of Art.

    Science.gov (United States)

    Whitelaw, R. Lynn

    Among the many contributions made by Ancient Greeks and Romans to contemporary life, are those which influence art, architecture, literature, philosophy, mathematics and science, theater, athletics, religion, and the founding of democracy. The Tampa Museum of Art's classical collection offers a unique opportunity to learn about Ancient Greeks and…

  14. [An art education programme for groups in the psycho-oncological after-care].

    Science.gov (United States)

    Geue, Kristina; Buttstädt, Marianne; Richter, Robert; Böhler, Ursula; Singer, Susanne

    2011-03-01

    In this paper the formal and contentual structure of the outpatient art education programme for oncological patients is presented. The group intervention was comprised of 22 separate sessions. The course consisted of 3 phases. The first unit helped to foster mutual understanding and to learn various experimental drawing techniques using a given topic. The second unit merged into the shaping of personal thoughts and feelings with the aim of encouraging self-perception and reflection. The aim in the third phase is to create a personal book. The effects of the intervention for the participants were examined in studies. The art therapist as well as the supervisor sees development of better coping strategies, contact with other patients and enhancement of scope of action through the regular activities as main effects. Participants reported the enlargement of means of expression, emotional stabilization, coping with illness, personal growth and contacts with other patients as meanings. This art education course enlarges the field of psycho-oncological interventions in outpatient care with a low-treshhold and resource-oriented creative programme.

  15. Community health clinical education in Canada: part 1--"state of the art".

    Science.gov (United States)

    Cohen, Benita E; Gregory, David

    2009-01-01

    This paper presents the findings of a survey of community health clinical education in twenty-four Canadian pre-licensure baccalaureate nursing programs. A qualitative research design was used, involving a content analysis of Canadian course syllabi and supporting documents for community health courses. This study afforded a cross-sectional understanding of the "state of the art" of community health clinical education in Canadian schools of nursing. Clinical course conceptual approaches, course objectives, types of clinical sites, format and number of clinical hours, and methods of student evaluation are identified. The findings suggest the need for a national dialogue or consensus building exercise regarding curriculum content for community health nursing. Informing this dialogue are several strengths including the current focus on community health (as opposed to community-based) nursing education, and a solid socio-environmental perspective informing clinical learning and practice. The national data set generated by this study may have relevance to nursing programs globally.

  16. Competencies as the basis for reformed premedical education. The case for an unrestricted liberal arts collegiate education.

    Science.gov (United States)

    Kase, Nathan; Muller, David

    2012-01-01

    As the HHMI-AAMC declared, their report should be taken as a "first step in a continuing conversation about the appropriate skills and knowledge," and, echoing the ACGME and GPEP, "values and attitudes that future physicians should possess." (9pExecSum) As a new formulation evolves, the premedical curriculum must foster "scholastic vigor, analytic thinking, quantitative assessment and analysis of complex systems." (9pExecSum) Based on the Mount Sinai experience, these qualities are not engendered solely nor confined to engagement in natural sciences. Students involved in a variety of baccalaureate liberal arts endeavors appear to acquire similar intellectual competencies. Furthermore, when performed successfully in challenging collegiate environments, a thorough liberal arts education may yield precisely the same values, attitudes, and behavioral characteristics all agree are essential to the medical profession and preparing physicians for the twenty-first century.

  17. The Art and Science of Education and Outreach: What Scientists Should Know

    Science.gov (United States)

    Simms, E. C.; Goehring, L.; Williams, C.

    2006-12-01

    The National Science Foundation Ridge 2000 (R2K) research program has significantly expanded education and outreach (E/O) activities over the past five years, including the employment of dedicated education specialists who help R2K scientists engage meaningfully in E/O. Many scientists gladly enlist the expertise of such program specialists in meeting their E/O needs, considering that the constraints of time, funding, and personal interests often limit the level of their own involvement in these opportunities. This model for communicating science beyond the academic community is often very successful as a result of capitalizing on the strengths of both the scientists and educators. However, the constraints placed on scientists also prevent many of them from developing a deeper appreciation of the art and science of education that must be employed for effective E/O. This presentation will provide scientists and others with insights into the intellectual, philosophical and practical considerations required for the strategic development of opportunities for scientists to 'communicate broadly'. The goal is not to make all scientists educators, but to promote an increased understanding and appreciation for the professional pursuit of science education from the perspective of a national scientific research program. These insights will help scientists to gauge their role and maximize their effectiveness in communicating their science to different audiences. Several R2K E/O initiatives will be featured to show how we effectively engage scientists, identify audiences and meet their needs. We will also discuss intended outcomes and impacts, leveraging partnerships, incorporating educational theory and best practices, responding to the current interests of the education and research communities, and evaluation. We will feature both formal and informal education initiatives that offer a range of opportunities for scientists to engage in E/O, including web-based instructional

  18. History of Indian Arts Education in Santa Fe: The Institute of American Indian Arts with Historical Background 1890 to 1962.

    Science.gov (United States)

    Garmhausen, Winona

    This book traces the history of the Institute of American Indian Arts in Santa Fe, New Mexico. Sections cover four time periods in the evolution of the Institute: the United States Indian Industrial School at Sante Fe, 1890-1932; the Santa Fe Indian School, 1930-62; and the Institute of American Indian Arts, 1962-70 and 1970-78. The United States…

  19. 76 FR 41491 - Applications for New Awards; Arts in Education National Program

    Science.gov (United States)

    2011-07-14

    ... 75.105(c)(2)(i) we award up to an additional 10 points to an application, depending on how well the... in music, dance, theater, media arts, and visual arts, including folk arts for pre-kindergarten.... Definitions: As used in this notice-- Arts means music, dance, theater, media arts, and visual arts,...

  20. Art Therapy Teaching as Performance Art

    Science.gov (United States)

    Moon, Bruce L.

    2012-01-01

    This viewpoint asserts that art therapy education is a form of performance art. By designing class sessions as performance artworks, art therapy educators can help their students become more fully immersed in their studies. This view also can be extended to conceptualizing each semester--and the entire art therapy curriculum--as a complex and…

  1. Blended learning promoting new developments for Nordic master programs in visual studies and art education

    DEFF Research Database (Denmark)

    Buhl, Mie; Ejsing-Duun, Stine

    2015-01-01

    This paper presents and discusses a blended course design in the international Nordic Visual Studies and Art Education (NoVA) master’s program developed and conducted by four Nordic partners. We examine a particular course - Visual cultures and aesthetics in digital communication and learning...... (Ejsing-Duun & Buhl forthcoming). The blended learning course VCAD involved a combination of face-to-face teaching with usage of location-based and mobile activities involving i-nigma, Instagram, and Pinterest, which comprised their learning materials and platforms. Furthermore, the course included online......-activities subordinate to the particular objectives of a specific discipline....

  2. Defining Art Appreciation.

    Science.gov (United States)

    Seabolt, Betty Oliver

    2001-01-01

    Discusses the differences and goals of four areas: (1) art appreciation; (2) art history; (3) art aesthetics; and (4) art criticism. Offers a definition of art appreciation and information on how the view of art appreciation in education has changed over time. (CMK)

  3. Arts-based learning: analysis of the concept for nursing education.

    Science.gov (United States)

    Rieger, Kendra L; Chernomas, Wanda M

    2013-04-23

    Teaching and learning strategies are needed to support learner-centered curricula, and prepare nurses who are capable of working in today's challenging health care environments. Although the traditional lecture is still widely used in nursing education, innovative approaches are needed to encourage discussion, debate, and critical reflection, activities that support lifelong learning. Arts-based learning [ABL] is a creative strategy with the potential to engage learners, foster understanding of multiple perspectives, and simultaneously connect cognitive and affective domains of learning. Walker and Avant's method of concept analysis is applied to examine the uses of ABL in the literature, define the attributes, distinguish the antecedents and consequences, identify model and other cases, and determine empirical referents of this concept. This analysis is presented to facilitate the conceptual understanding of ABL for use in research and nursing education.

  4. Rural–Urban Disparity in Students’ Academic Performance in Visual Arts Education

    Directory of Open Access Journals (Sweden)

    Nana Afia Amponsaa Opoku-Asare

    2015-12-01

    Full Text Available Rural–urban disparity in economic and social development in Ghana has led to disparities in educational resources and variations in students’ achievement in different parts of the country. Nonetheless, senior high schools (SHSs in rural and urban schools follow the same curriculum, and their students write the same West Africa Senior Secondary Certificate Examination (WASSCE, which qualifies them to access higher education in Ghana’s public universities. Urban SHSs are also recognized nationwide as good schools where students make it to university. Moreover, performance patterns with regard to admission of SHS graduates into university also vary between rural and urban schools; consequently, some parents do everything to get their children in urban SHSs, even consenting to placement in visual arts, a program deemed appropriate only for academically weak students. This study therefore adopted the qualitative-quantitative research approach with interview, observation, and questionnaire administration to investigate the critical factors that affect academic performance of SHS students, particularly those in visual arts as case study. Findings from six public SHSs in Kumasi—two each in rural, peri-urban, and urban areas—revealed that urban schools perform better than rural and peri-urban schools because they attract and admit junior high school graduates with excellent Basic Education Certificate Examination (BECE grades, have better infrastructure, more qualified teachers, prestigious names, and character that motivate their students to do well. This suggests that bridging the rural–urban gap in educational resources could promote quality teaching and learning, and thereby raise academic achievement for SHS students in Ghana.

  5. The Curricular Reform of Art Education in Primary School in Slovenia in Terms of Certain Components of the European Competence of Cultural Awareness and Expression

    Directory of Open Access Journals (Sweden)

    Rajka Bračun Sova

    2012-01-01

    Full Text Available One of the important positions of the last curricular reform in Slovenia, which included systemic issues of education (White Paper on Education, 2011 and curricula for compulsory subjects in primary school, is the fact that Slovenia has been integrated into Europe, and thus education should also include the development of core European competences. One such competence is cultural awareness and expression, which until now has been an issue more in the context of cultural policies than school policies in Slovenia. The purpose of the present article is to critically analyse the curricular reform of art education (i.e., visual art education, through which, in terms of certain components of the competence of cultural awareness and expression, it is foreseen that the student will gain a knowledge of art, develop an ability to experience works of art and develop a creative attitude towards art and heritage. Because the starting point and goal of curricular change is the curriculum, our analysis is derived from curriculum theories, and not from the art theories and pedagogical theories that have predominantly framed previous attempts at curriculum analysis. Critical consideration of the curricular reform of art education in primary school in terms of certain components of the competence of cultural awareness and expression was undertaken by comparing curricula in the field of aesthetic education. We compared art education with music education and literature within the Slovenian language curriculum. Qualitative analysis showed that, despite the reform, the curriculum for arts education does not realise selected components of the competence of cultural awareness and expression, largely due to the curriculum’s conceptual structure. Art education is centred principally on art-making activities, with an obvious neglect of appreciation. The integration of arts subjects at school, as proposed by the White Paper, is therefore not possible, due to the existing

  6. Moral behavior and pro-social behaviors: Does art education create a difference?

    Directory of Open Access Journals (Sweden)

    Necla Acun Kapıkıran

    2008-07-01

    Full Text Available The purpose of this study is to investigate whether art education creates a difference on moral behavior and to determine college students’ moral behaviors through their perceptions of their parents’ pro-social behaviors. The subjects of this study consist of 202 college students (Female: 125, Male: 77.  Moral behavior was measured by using the “Scale of Evaluating Moral Behavior”, which was developed by Hogan (1973 and Blasi (1980. In order to measure pro-social behaviors, the “Scale of Child and Family” was used. This instrument was developed by Lennon and Others in 1987.  The results showed that art education did not create a difference on moral behavior. Moral behavior was found to be significantly related with fathers’ pro-social behaviors and the personal moral character subscale of Scale of Evaluating Moral Behavior was significantly predicted to the subgroups of mothers’ understanding of emotions and fathers’ need of helping. These results were discussed in relation with the literature on moral behavior and the development of pro-social behaviors.

  7. AN APPLICATION OF ENVIRONMENTAL EDUCATION IN NATIONAL TAIWAN UNIVERSITY OF ARTS E-LEARNING PLATFORM

    Directory of Open Access Journals (Sweden)

    Sheng-Feng Lin

    2011-12-01

    Full Text Available This article analyses the development of the course ―Education for Environmental Sustainability‖ by using the Learning Content Management System (LCMS in National Taiwan University of Arts (NTUA E-learning platform. There are three segments for this article. First, it discusses the characteristics of the NTUA E-learning platform, which is based on the theory of E-learning, and to discern the differential function of authorization between teachers and students. Second, it analyzes how the E-learning version of ―Education for Environmental Sustainability‖ course is planned and developed. This course is an outgrowth of Blending Learning, which is the integration of Classroom Learning and Electronic Learning. The course development theory is based on the process of five stages: A (Analysis, D (Design, D (Development, I (Implement and E (Evaluation. Third, it concerns the usage of, and the suggestion for, the platform. With students as the end users, it should be designed in a student-oriented way, especially when the learning achievement of NTUA students originated mainly from presenting their individual talent (i.e., their artwork pictures or performance videos. Hence, the students‘ performance talent and comments will be significant references for future development of e-contents, e-services, and e-technical in art universities.

  8. Aesthetic Physics Education: A Symmetry Based, Physics and Fine Arts Curriculum

    Science.gov (United States)

    van der Veen, Jatila; Lubin, P. M.; Cook-Gumperz, J.; Raley, J. D.; Mazur, E.

    2006-12-01

    Physics education research in the past two decades has focused almost entirely on pedagogical methods, but the curriculum content remains unchanged. In a recent editorial in Physics Today (July, 2006, p. 10) the ability of physicists to “imagine new realities” is correlated with what are traditionally considered non-scientific skills, including imagination and creativity, qualities which are usually associated with fine arts. In view of the new developments in physics of the 21st Century, the importance of developing creativity and imagination through education is gaining recognition. We are investigating the effectiveness of teaching introductory physics from the viewpoint of symmetry, including the foundations of General Relativity and modern cosmology, without the need for the full tensor treatment. We will pilot a new course at UCSB in Winter Quarter, 2007 entitled Symmetry and Aesthetics in Introductory Physics. Our pedagogical model is based on three premises: that the introductory curriculum needs to be modernized; that mathematics should be presented as a language; and that theoretical physics has, at its core, a great deal in common with music, art, and dance. In this talk we will present the contents of our new course, and the means by which we plan to evaluate it in comparison to “regular” introductory courses. It is our hope that this modernized and integrated approach to introductory physics can also serve as a course for future teachers of primary and secondary school. This work is supported by NASA grant #20070268 and the Planck Explorer Mission.

  9. Moral behavior and pro-social behaviors: Does art education create a difference?

    Directory of Open Access Journals (Sweden)

    Necla Acun Kapıkıran

    2008-07-01

    Full Text Available The purpose of this study is to investigate whether art education creates a difference on moral behavior and to determine college students’ moral behaviors through their perceptions of their parents’ pro-social behaviors. The subjects of this study consist of 202 college students (Female: 125, Male: 77. Moral behavior was measured by using the “Scale of Evaluating Moral Behavior”, which was developed by Hogan (1973 and Blasi (1980. In order to measure pro-social behaviors, the “Scale of Child and Family” was used. This instrument was developed by Lennon and Others in 1987. The results showed that art education did not create a difference on moral behavior. Moral behavior was found to be significantly related with fathers’ pro-social behaviors and the personal moral character subscale of Scale of Evaluating Moral Behavior was significantly predicted to the subgroups of mothers’ understanding of emotions and fathers’ need of helping. These results were discussed in relation with the literature on moral behavior and the development of pro-social behaviors.

  10. More Than Pumpkins in October: Visual Literacy in the 21st Century. A School Board Member's Guide to Enhancing Student Achievement through Art Education.

    Science.gov (United States)

    National School Boards Association, Alexandria, VA.

    This publication is written for school board members, who face decisions that will restructure how children learn. A comprehensive art education program can enhance the quality of children's education and help achieve excellence in a school system. This document: (1) presents the philosophy underlying comprehensive visual arts education programs;…

  11. Practically Creative: The Role of Design Thinking as an Improved Paradigm for 21st Century Art Education

    Directory of Open Access Journals (Sweden)

    Delane Ingalls Vanada

    2014-12-01

    Full Text Available Art and design education hold a unique role in preparing the kinds of innovative, balanced, synthetic creators and thinkers needed in the 21st century. This paper sheds shed light on how learner-centered art classrooms, that incorporate design thinking as a balanced process, can better develop the overall learning capacity of students. In a mash-up between mixed model research involving the impact of learner-centered pedagogies on visual art students’ balanced intelligence and reviews of literature surrounding the promotion of depth and complexity of knowledge, new conceptual frameworks and assessments are offered. Towards a vision of fostering deep, connected, and independent thinkers, the author—as designer, artist, and art educator-- explores design thinking as an aesthetic, inquiry based process that integrates complex intelligence theories.Keywords: Design thinking, critical, creative, practical thinking, learner-centered, learner-centeredpedagogy

  12. A Critical Cultural Inquiry into Insider Issues in South Korean Art Education

    Science.gov (United States)

    Paek, Kyong-Mi

    2015-01-01

    Over the past decades, many art advocates have argued for the intrinsic value of learning in the arts. Nevertheless, the arts continue to struggle to find a secure place within the school curriculum. Concerned about the arts' impact on classroom practice, this paper aims to cast light on diverse realities constructed by art teachers as insiders in…

  13. Into the Curriculum. Art: Dewey Decimal Jewelry: Paper Crafts [and] Family Life Education/Reading/Language Arts: The Face of AIDS in Realistic Fiction [and] Reading/Language Arts: Making Arguments-Persuading People [and] Science/Reading/Language Arts: Living Communities on a Sloth [and] Science: Weather Maps [and] Social Studies: Postal Workers [and] Social Studies: From Capture to Freedom: Slavery in America.

    Science.gov (United States)

    Strobach, Stasia; Doren, Kathy

    1999-01-01

    Provides seven fully developed library media activities that are designed for use with specific curriculum units in art, family life education, reading, language arts, science, and social studies. Library media skills, objectives, grade levels, instructional roles, procedures, evaluation, and follow-up are described for each activity. (LRW)

  14. Study of the Cultural Characteristics of Martial Art Education%武术教育的文化性探析

    Institute of Scientific and Technical Information of China (English)

    关博; 杨兆山

    2014-01-01

    The paradigm of speculative research and documents ,logical analysis and other research methods were used to study the cultural characteristics of martial art education .We hold that :martial art education in itself is a transmission and inheritance of cul‐ture ,and martial art education is a process of inheritance of cultural spirits and values;the evolution of martial art education is closely related to and the historical background and the themes of martial art education varied in different time periods ;Chinese mar‐tial art culture has the characteristics of “Unity in Diversity”and it cover three cultural levels :objects ,ideas and methods ;the loss of cultural characteristics of martial art education can lead to alienation of martial arts ;to realize a shift from simply learning and passing down of skills to cultural inheritance highlights the cultural characteristics of martial arts and is the basic way to eliminate the alienation of martial arts .%采用思辨研究的范式,运用文献研究、逻辑分析等研究方法对武术教育的文化性进行研究。认为:武术教育的本身就是文化的传递与延承,武术教育是一种文化精神与价值的传承过程;武术教育的演进与时代背景紧密相关,不同时期的武术教育主题各异;中国武术文化具有“多元一体”的特征其文化层次主要涵盖器物、思想和方式三个层面;武术教育的文化性丧失可以导致武术传承和武术本身的异化;实现由单纯的技能传习向文化传承的转变,彰显武术的文化性特征是消弭武术异化的基本途径。

  15. The art of discovery

    Directory of Open Access Journals (Sweden)

    Susie J. Lee

    2009-06-01

    Full Text Available "The Art of Discovery" discusses an ambitious educational program taught by the artist which incorporated locative media, contemporary art, site specificity, and creative work as a proposal for the integration of art, technology and science.

  16. Pesquisa educacional com base nas artes: pensando a educação dos professores como experiência estética Arts-based educational research: thinking teacher education as an aesthetic experience

    Directory of Open Access Journals (Sweden)

    João A. Telles

    2006-12-01

    Full Text Available Neste artigo, o autor descreve dois estudos, realizados com professores, nos quais objetos de arte são usados como dispositivos deflagradores de reflexão compartilhada. Teoricamente fundamentado em uma nova modalidade de investigação qualitativa no campo da Educação - a Pesquisa Educacional com Base nas Artes (PEBA -, ele discute particularidades do funcionamento e do papel dessa modalidade de pesquisa no desenvolvimento profissional docente, as diferentes naturezas dos dois objetos de arte utilizados (a fotografia e o espetáculo teatral e aponta para duas principais vertentes dessa modalidade de pesquisa - a vertente de produção de significados, pela qual o educador de professores e os participantes da pesquisa compartilham e constroem significados ao entrarem em contato com um objeto de arte previamente pronto e confeccionado por um artista profissional; e a vertente representacional, pela qual os professores e educadores participantes constroem, individualmente ou de forma compartilhada, um determinado objeto de arte que reflita e expresse suas representações do mundo da docência. Por fim, o artigo sugere que a PEBA, além de estabelecer contextos reflexivos nos quais alunos e professores têm oportunidades de desvelar a experiência estética, instaura relações alternativas dos participantes com o conhecimento e com a prática pedagógica, evidenciando sua importância social e suas forças revitalizadoras.The author describes in this article two studies conducted with teachers, in which art objects are used as devices to trigger shared reflection. Theoretically grounded in a novel modality of qualitative investigation in the field of Education - Arts-based Educational Research (ABER, the text discusses peculiarities of the working and role of this research mode in teacher professional development, the different natures of the two art objects employed (photography and theater, and points to the two main tendencies within this

  17. Geographical education in Russia: state-of-the-art and new perspectives

    Science.gov (United States)

    Chalov, Sergey R.

    2010-05-01

    Up-today education systems of different countries face new perspectives in globalizing World. The Russian higher education framework was basically incompatible with the process of making academic degree standards and quality assurance standards more comparable throughout the World (so called Bologna process for Europe). So did Earth Sciences education framework. Today the key question in the further development of Earth sciences in Russia is the interaction with European education system. At the crossroads it is challenging to analyze the history and state-of-the-art. We considered the question on the example of one of the largest centers of the Earth Sciences education in Russia - Faculty of Geography of Lomonosov Moscow State University, which is moreover regarded to be one of the largest scientific and educational centers of geography in the World. There are 1200 students and 180 PhD students studying on the Faculty. The Faculty consists of 15 departments, 8 research laboratories and 4 field stations, where 850 employees work. Tuition of geography was established at Lomonosov Moscow State University since the day of its foundation. The significance of geographical studies at the University, which originally comprised the Faculty of Philosophy, the Faculty of Law and the Faculty of Medicine, was already mentioned in the draft plan of its establishment (1755), which said that «anyone wishing to attend professors' lectures at the University has to learn foreign languages and first scientific basis beforehand". For this purpose two «gymnasiums» consisting of four schools were es-tablished at the University. Geography was included into the curriculum of the «first scientific basis school» and the «school of the distinguished European languages» - German and French. Today Geography in Russia is regarded to be one of the base sciences that are devoted to the problem of society and environment and their interactions. Geography was gone far from the descriptive

  18. Dumbing down Art in America.

    Science.gov (United States)

    Swanger, David

    1993-01-01

    Argues that art education does not meet its objective of creativity and instead is replicative rather than original. Contends educational journals such as "Instructor" and "Good Apple" reduce fine art to its antithesis, popular art. Concludes that art educators must work diligently to protect fine art from becoming "dumb…

  19. Perspectives of Student Teachers of Secondary Mathematics Education on Mathematics Teaching in Faculty of Arts and Science

    Directory of Open Access Journals (Sweden)

    Savaş BAŞTÜRK

    2009-02-01

    Full Text Available The aim of this study is to investigate fourth and fifth year Secondary School Mathematics student teachers’ opinions related to their content knowledge education in Faculty of Arts and Science. A questionnaire composed of one open-ended question was administered to 36 student teachers studying in Secondary School Mathematics Education in a state university in Istanbul. Data were analyzed and interpreted by using qualitative analysis methods. The findings of this study revealed that student teachers accused the education of Faculties of Arts and Science of being teacher-centred, having minimum interaction between teacher and student, and based on memorisation. Furthermore, this education is very theoretic and not in connection with their future professions. The only assessment criteria for measurement and evaluation of student’ performance is based on written exams.. Homework is superficial and given by few of the lecturers.

  20. AESTHETICS IN EARLY CHILDHOOD EDUCATION: THE COMBINATION OF TECHNOLOGY INSTRUMENTS IN CHILDREN’S MUSIC, VISUAL ARTS AND PRETEND PLAY

    OpenAIRE

    Chia-Hui Ko; Mei-Ju Chou

    2014-01-01

    With the importance of aesthetics in current preschool curriculum, children’s aesthetics development and deloading learning plays a special attention to the relationship between technology instruments and the three critical early childhood education activities, namely music teaching and learning, visual arts and children’s pretend play in early childhood education. A rigorous literature review in Dewey, Steiner and Vygotsky explore the argument that technology instruments play a c...

  1. On Art Education in the School's Aesthetic Education%试论学校美育中的美术教育

    Institute of Scientific and Technical Information of China (English)

    柯立红

    2012-01-01

    学校美育中的美术教育不仅要培养学生健康的审美理想和情趣,同时还要提高其思想品质,增进其身心健康,促进其人格的全面发展。学校美育中的美术教育有循序渐进的学习和人文精神的传播等特点。加强美术史论和作品欣赏教学,可培养和提高学生感受鉴赏美的能力。通过美术实践,可培养创新意识,提高学生表现创造美的能力。学校美育中美术教育可提升学生追求更高的人生境界,引导他们保持平和的幸福心境。%Art education in the school's aesthetic education will not only cultivate the student's healthy aesthetic mind and taste, but also improve their moral quality, enhance their physical and mental health, and promote the overall development of their personality. Art education in the school aesthetic education is characteristic of step-by- step learning and the spread of human spirit. Strengthening the teaching of the theory of art history and the appreci- ation of works of art will cultivate and improve the student's ability to feel and appreciate beauty. Art practice can develop the student's sense of innovation and improve the student's ability to create beauty. Art education in the school aesthetic education can encourage the students to pursue a higher realm of life and guide them to maintain a peaceful and happy state of mind.

  2. Culture-Based Arts Education That Teaches against the Grain: A Model for Place-Specific Material Culture Studies

    Science.gov (United States)

    Bequette, James W.

    2014-01-01

    When 50 Midwest teachers in two public schools and one Reservation school worked in respectful, knowledgeable, and power-sharing ways with local Indigenous elders, artists, and academics, the outcome was often culture-based arts education that teaches against the grain. This collaboration and the culturally responsive pedagogy it inspired led to…

  3. Why Does the Buddha Have Long Ears? A North Carolina Museum Educator Invites Students To Explore Religious Diversity through Art.

    Science.gov (United States)

    Bullard, Sara

    1998-01-01

    Describes the Five Faiths Project, a children's program of storytelling, photography workshops, museum exhibits, classroom projects, and community performances developed by the curator of education of the Ackland Art Museum at the University of North Carolina. Activities, which have focused on Hinduism and Judaism so far, will eventually explore…

  4. From Salomon's House to the Land-Grant College: Practical Arts Education and the Utopian Vision of Progress.

    Science.gov (United States)

    Waterous, Frank B.

    1989-01-01

    This article explores the significance of practical arts education in both the utopian literary tradition and American social development. An argument is presented that land grant colleges partly evolved in response to the ideas expressed in literary utopias regarding the utilization of knowledge for individual and social betterment. (IAH)

  5. Erich Fromm and Universal Humane Experience: Application in the Aesthetic Domain for Art Educators. Technical Paper No. 39

    Science.gov (United States)

    Fisher, R. Michael

    2012-01-01

    Recent re-reading of Erich Fromm's (1968) "The Revolution of Hope," has proven to be compatible with an aesthetic model (A-ness/D-ness) that I have been researching on and developing in the past 30 years. Fromm's call for a radical humanistic agenda, if not revolution, was appealing to my own call for a radical aesthetic and art education agenda…

  6. Adult Education for Social and Environmental Change in Contemporary Public Art Galleries and Museums in Canada, Scotland and England

    Science.gov (United States)

    Clover, Darlene E.

    2015-01-01

    Historically, pubic art galleries and museums have a well-deserved reputation for elitism, colonialism and exclusion and they are, therefore, frequently omitted from the discourse of adult education. However, the escalating social, cultural and ecological problems of this new century have placed pressure on these public institutions to change and…

  7. "The Falcon Cannot Hear the Falconer...". The Pedagogical Turn and the Negative Space of Irish Art Education

    Science.gov (United States)

    Granville, Gary

    2011-01-01

    Current education policy discourse in Ireland, as elsewhere, is replete with reference to innovation, creativity and enterprise. Meanwhile, the "pedagogical turn" is a dominant motif in current discourse in art practice, curating and critique, in Ireland and internationally. This article firstly considers some of the implications of the "turn" as…

  8. The Arts Advantage.

    Science.gov (United States)

    Deasy, Richard J.; Fulbright, Harriet Mayor

    1999-01-01

    Findings from a 2-year study of arts education reveal that the first and most important factor in a school district's ability to provide strong arts education is the community's support and involvement. Districts with strong arts education also require a supportive school board, superintendent, and a cadre of principals, teachers, and parents.…

  9. Carleton College: Geoscience Education for the Liberal Arts and the Geoscience Profession

    Science.gov (United States)

    Savina, M. E.

    2008-12-01

    Carleton College is a small (current enrollment ~1950), four-year, residential liberal arts college that has graduated more than 900 geology majors since the inception of the geology department inception in 1933. Since 1974, an average of more than 20 geology students have graduated each year. The department curriculum aims to educate at least six overlapping groups of students, who, however, may not place themselves into one of these groups until well after graduating. These groups include students in non- science majors who take geology for breadth or because of interest; science majors; geology majors who end up in other professions; and geology majors who pursue careers related to geology, most of whom ultimately earn a higher, professional degree. Goals for these groups of students differ and the department focuses its curriculum on developing skills and providing student experiences that will serve all groups well. The department has a strong focus on field geology and communication skills, solving complex problems in many project-based courses (culminating in a senior independent project for each student), and much group work. These characteristics correlate well with Carleton institutional goals. The senior independent projects (all reported in written, visual and oral forms) form the basis for outcomes assessment. We also regularly survey alumni who are in graduate programs of all kinds (not just geoscience), asking them about how well their undergraduate education has prepared them. Finally, the staff meet at least annually to discuss the curriculum, its goals, values, skills and content, and do a formal self-study with external and internal reviewers at least once a decade. The success of Carleton geology alumni in government, research, industry, education, consulting and other professions is the ultimate assessment tool.

  10. Science education reform in an elementary school: An investigation of collaboration and inquiry in a school with an emphasis on language arts and fine arts

    Science.gov (United States)

    Martini, Mariana

    This investigation was framed within the science education reform, which proposes to change the way science is taught and promotes the implementation of inquiry-based teaching approaches. The implementation of inquiry science teaching represents a move away from traditional didactic teaching styles, a transition that requires change in the assumptions underlying the philosophy of traditional science instruction. Another theme in the reform literature is the establishment of collaboration between teachers and researchers or scientists as a way to implement reform practices. Situated within this reform climate, this research aimed to investigate science education at an elementary school with a history of implementing reform ideas in the areas of language arts and fine arts. I employed an ethnographic methodology to examine the nature of a teacher-researcher relationship in the context of the school's culture and teachers' practices. The findings indicate that change was not pervasive. Reform ideas were implemented only in the areas of language arts and fine arts. Situated within a district that promoted an accountability climate, the school disregarded science education and opposed the use of constructivist-based pedagogies, and did not have a strong science program. Since science was not tested, teachers spent little (if any) time teaching science. All participants firmly perceived the existence of several barriers to the implementation of inquiry: (a) lack of time: teachers spent excessive time to prepare students for tests, (b) nature of science teaching: materials and set preparation, (c) lack of content knowledge, (d) lack of pedagogical content knowledge, and (e) lack of opportunities to develop professional knowledge. In spite of the barriers, the school had two assets: an outdoor facility and two enthusiastic teachers who were lead science teachers, in spite of the their lack of content and pedagogical science knowledge. Collaboration between the researcher

  11. A Tie That Binds: The Concept of Character Formation in Folk Arts in Education and the History of Education in the United States.

    Science.gov (United States)

    Rosenberg, Jan

    This paper discusses the concept of character formation as it can be positively impacted by folk arts in education. A long-standing tradition in U.S. education is for the teacher to take a leading role in molding the character of young people, as outlined through the years by such scholars as Thomas Jefferson, Horace Mann, and Rachel Davis DuBois.…

  12. The Bauhaus Artist-Teacher: Walter Gropius's Philosophy of Art Education

    Science.gov (United States)

    Daichendt, G. James

    2010-01-01

    Walter Gropius built the internationally known movement and art school known as the Bauhaus between the years 1919 and 1928. This new institution was born by combining two fledging schools: the Weimar School of Arts and Crafts with the Weimar Academy of Fine Arts. In this new academy all media were regarded as acceptable as Gropius sought to…

  13. An Occurrence at Glen Rock: Classroom Educators Learn More about Teaching and Learning from the Arts

    Science.gov (United States)

    Amorino, Joseph S.

    2008-01-01

    Glen Rock Public Schools in New Jersey transformed instruction by enabling teachers to discover the richness of incorporating various aspects of the arts into their classroom work. In a deeper vein, Glen Rock teachers learned that art should not be peripheralized because the arts have unique potential as vehicles that can open new ways of thinking…

  14. The Arts in Education: An Introduction to Aesthetics, Theory and Pedagogy

    Science.gov (United States)

    Fleming, Mike

    2012-01-01

    Do the arts improve academic achievement? What does it mean to "teach" art? What should the balance of classic and pop be in the music curriculum? Should we encourage young children on the stage? How do we judge whether what a child produces is good? How do we justify the arts in the curriculum? What should be the balance between form and content…

  15. Study on Early Childhood Folk Art Education%浅谈幼儿民间美术教育

    Institute of Scientific and Technical Information of China (English)

    曾小冬

    2014-01-01

    中国民间美术作为中国文化民间艺术不可分割的一部分,它历史悠久、源远流长、种类频多、形式多样,民间美术教育是幼儿全面发展教育的一个有机组成部分,是指向民族文化的教育,是培养民族精神,培养幼儿全面素质的载体之一。幼儿学习民间美术能充分体验到感知美、创造美的愉悦。%Chinese folk art of Chinese culture as an integral part of the folk art, which has a long history, the type of frequency division multiplexing, diversity, folk art education is an integral part of the overall development of early childhood education,it is a pointer to the national culture education is cultivate the national spirit, one of the carrier’s overall quality of child care training. Children learn folk art can fully experience the perception of beauty, the joy of creating beauty.

  16. Thinking about Art: Encouraging Art Appreciation in Early Childhood Settings.

    Science.gov (United States)

    Epstein, Ann S.

    2001-01-01

    Examines the place of art appreciation in early childhood education programs. Discusses historical changes in philosophies of art education and young children's capability for appreciating art. Presents suggestions for including art appreciation in the preschool curriculum, and describes ways to tie art activities to children's interests,…

  17. The Art of Astronomy: A New General Education Course for Non-Science Majors

    Science.gov (United States)

    Pilachowski, Catherine A.; van Zee, Liese

    2017-01-01

    The Art of Astronomy is a new general education course developed at Indiana University. The topic appeals to a broad range of undergraduates and the course gives students the tools to understand and appreciate astronomical images in a new way. The course explores the science of imaging the universe and the technology that makes the images possible. Topics include the night sky, telescopes and cameras, light and color, and the science behind the images. Coloring the Universe: An Insider's Look at Making Spectacular Images of Space" by T. A. Rector, K. Arcand, and M. Watzke serves as the basic text for the course, supplemented by readings from the web. Through the course, students participate in exploration activities designed to help them first to understand astronomy images, and then to create them. Learning goals include an understanding of scientific inquiry, an understanding of the basics of imaging science as applied in astronomy, a knowledge of the electromagnetic spectrum and how observations at different wavelengths inform us about different environments in the universe, and an ability to interpret astronomical images to learn about the universe and to model and understand the physical world.

  18. THE INFLUENCE OF CREATION OF SELF-REGULATION ENVIRONMENT FOR EDUCATING VISUAL ARTS TEACHER ON ACADEMIC SUCCESS

    Directory of Open Access Journals (Sweden)

    Oguz Dilmac

    2013-06-01

    Full Text Available This study aimed at examining the impact of learning environments based on self regulation on teacher candidates academic skill in visual arts education,focuses on the elements found in workshops being analyzed in terms of self-regulation.Aim of the study is to provide a new viewpoint intended making up learning environment developing self-regulation skills in visual arts education.  In the study quasi-experimental design has been used subject to the aim. In the research, in accordance with qualitative research method,following the application process semi-structured interviews have also been conducted with attendants making up experimental group. The research has been carried out in the context of field information in the Department of Fine Art Education of Kazım Karabekir Education Faculty. Working group has been composed of prospective teachers taking these courses in the research. Based on the data at the end of the research, it can be said that the teaching propped up self-regulation used in experimental group is more efficient than the traditional teaching in the control group.

  19. A picture of a work of art as an empathy teaching strategy in nurse education complementary to theoretical knowledge.

    Science.gov (United States)

    Wikström, Britt-Maj

    2003-01-01

    A randomized study was performed to investigate whether a teaching intervention program using a reproduction of Edvard Munch's painting, "The Sick Girl," stimulated student nurses to engage in learning about empathy. A control group was used to control for effects of the visual art dialogues in the intervention group. The study was undertaken at a university college of health science in Sweden. Data were collected from student nurses (n = 144) during their first study year. The result showed a significant improvement in the visual art group compared with the matched control group. Students in the visual art group were more engaged in learning about empathy when measured with the Wheel Questionnaire parameters of structure, motivation, and emotional investment. The present study supported the idea that Edvard Munch's painting could be used in nurse education complementary to theoretical knowledge on empathy to stimulate student nurses to engage in empathy learning.

  20. Solar 2 Green Energy, Arts & Education Center. Final Scientific/Technical Report

    Energy Technology Data Exchange (ETDEWEB)

    Paquette, Jamie C; Collins, Christopher J

    2011-07-18

    The Solar 2 Green Energy, Arts and Education Center is an 8,000 sq.ft. demonstration project that will be constructed to Platinum LEED certification and will be the first carbon-neutral, net-zero energy use public building in New York City, giving it local and national appeal. Employing green building features and holistic engineering practices throughout its international award-winning design, Solar 2 will be powered by a 90kW photovoltaic (PV) array in conjunction with a geothermal heating and cooling system and a high efficient design that seeks to reduce the overall energy load of the building. Solar 2 will replace our current 500 sq.ft. prototype facility - known as Solar 1 - as the educational and cultural centerpiece of a five-block public greenway on the East River in Stuyvesant Cove Park, located along two acres of public riverfront on a newly reclaimed, former brownfield in lower Manhattan. Designed as a public-use complex for year-round environmental education exhibits and onsite activities for all ages and backgrounds, Solar 2 will demonstrate energy-efficiency technologies and sustainable environmental practices available now to all urban residents, eco-tourists, teachers, and students alike. Showcasing one of Solar 2's most striking design elements is the PV roof array with a cafe and river vistas for miles of New York City's skylines. Capping the building as a solar-powered landmark, and visible from the FDR Drive, the PV array is also designed to provide visitors below a view of the solar roof when standing outside, as well as directly underneath it. Recognized by an international jury of architects, civil engineers and urban designers by the Swiss-based Holcim Foundation, the Solar 2 design was awarded the prestigious Holcim North American 2008 Gold Award for Sustainable Construction for innovative, future-oriented and tangible sustainable construction projects, selected from more than 1900 entries. Funding from the Department of Energy