Issues in Art and Design TeachingNicholas Addison, Lesley Burgess Routledge, 8 dec 2003 - 248 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 iv
... individual chapters, the contributors Typeset in Goudy by BOOK NOW Ltd Printed and bound in Great Britain by Biddies Ltd, Guildford and King's Lynn All rights reserved. No part of this book may be reprinted or reproduced or utilized in ...
... individual chapters, the contributors Typeset in Goudy by BOOK NOW Ltd Printed and bound in Great Britain by Biddies Ltd, Guildford and King's Lynn All rights reserved. No part of this book may be reprinted or reproduced or utilized in ...
Pagina 4
... individuals, rather it is both critical and public. Atkinson (Chapter 19) realises that the ethical conflicts first ... individual and promotes art as separate from other forms of social practice. This is not surprising when some ...
... individuals, rather it is both critical and public. Atkinson (Chapter 19) realises that the ethical conflicts first ... individual and promotes art as separate from other forms of social practice. This is not surprising when some ...
Pagina 12
... individual constructs knowledge in their own way, based on their own interactions with and interpretations of information, building on previous knowledge. Differences in individual constructions of knowledge must now be taken into ...
... individual constructs knowledge in their own way, based on their own interactions with and interpretations of information, building on previous knowledge. Differences in individual constructions of knowledge must now be taken into ...
Pagina 15
... individuals and groups, while at the same time, working to produce identities. Cultural differences and identities are profoundly illustrated and supported through the visual arts while at the same time they cross cultural boundaries ...
... individuals and groups, while at the same time, working to produce identities. Cultural differences and identities are profoundly illustrated and supported through the visual arts while at the same time they cross cultural boundaries ...
Pagina 16
... individuals and groups that promotes learning through suggestion and connection. The ideas are selected and brought together, with care and a sense of unease. Practices As art educators work to meet the challenge of representing ...
... individuals and groups that promotes learning through suggestion and connection. The ideas are selected and brought together, with care and a sense of unease. Practices As art educators work to meet the challenge of representing ...
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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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