Issues in Art and Design TeachingNicholas Addison, Lesley Burgess Routledge, 8 dec 2003 - 256 pagina's Issues in Art and Design Teaching draws together a range of pedagogical and ethical issues for trainee and newly qualified teachers of art and design, and their mentors in art and design education. Arguing for a critical approach to the art and design curriculum, the collection encourages students and teachers to consider and reflect on issues in order that they can make reasoned and informed judgments about their teaching of art and design.
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Pagina xv
... believe it is important for teachers in the primary and secondary phases to look at subject teaching holistically, particularly in order to provide for continuity and progression, but also to increase their understanding of how children ...
... believe it is important for teachers in the primary and secondary phases to look at subject teaching holistically, particularly in order to provide for continuity and progression, but also to increase their understanding of how children ...
Pagina xvi
... believe that for teaching to remain properly a vocation and a profession, teachers must be invited to be part of a creative and critical dialogue about subject teaching, and encouraged to reflect, criticise, problem-solve and innovate ...
... believe that for teaching to remain properly a vocation and a profession, teachers must be invited to be part of a creative and critical dialogue about subject teaching, and encouraged to reflect, criticise, problem-solve and innovate ...
Pagina 1
... believe there are questions beyond implementing simple instrumental solutions; meeting expectations is not a recipe for survival. Judged as professionally competent only if they achieve the standards set and evaluated by others ...
... believe there are questions beyond implementing simple instrumental solutions; meeting expectations is not a recipe for survival. Judged as professionally competent only if they achieve the standards set and evaluated by others ...
Pagina 22
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Pagina 28
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Inhoudsopgave
8 | |
the theory gap | 19 |
Crossphase transitions | 31 |
cleansing rites in art education | 39 |
Research in art education | 51 |
residencies in research | 61 |
lnterdisciplinarity | 73 |
The role of art and design in citizenship education | 84 |
Doubts and fears | 107 |
the value of images in education | 122 |
the assessment debate | 134 |
The principle of collaboration | 143 |
Creative partnerships or more of the same? Moving beyond | 151 |
PGCE students | 158 |
Loaded canons | 178 |
Reflections on multicultural art history | 199 |
developments in specialist art and design | 90 |
Does visual literacy demand a head for heights? | 98 |
Index | 225 |
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Veelvoorkomende woorden en zinsdelen
ACHiS aesthetic argued art and design art education art history art practice art teachers artefacts artists assessment become believe canon challenge citizenship classroom concepts concerned constructed contemporary art context creative criteria critical pedagogy critical studies critique cultural relativism debate design education DfEE discourse dominant engage example experience explore gallery GCSE GNVQ ideas identity important individual institutions interdisciplinarity issues Jenny Saville knowledge language learners lesson literacy logocentric London mass media meaning modernist multiculturalism multimodal museum National Curriculum objects particular pedagogy PGCE political possible postmodern potential production pupils qualitative research qualities question recognised relation relationship representation reproduced responses role school art secondary schools sense significant skills Soane Soane Museum social struggle student teachers suggests symbolic theory traditional understanding University of London values visual arts visual culture western canon words Zizek