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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Resultaten 1-5 van 90
Pagina 1
... social and cultural production. What student teachers find when they get into schools is a subject squeezed of resources: human, material, spatial and temporal. They meet resistance both from pupils, who prize the subject as an escape ...
... social and cultural production. What student teachers find when they get into schools is a subject squeezed of resources: human, material, spatial and temporal. They meet resistance both from pupils, who prize the subject as an escape ...
Pagina 4
... social and psychic dimensions of teaching. With reference to Lacanian theory he suggests a way to move beyond a culture of blame. Pedagogy in art education might be seen to lack an ethical dimension because it valorises the individual ...
... social and psychic dimensions of teaching. With reference to Lacanian theory he suggests a way to move beyond a culture of blame. Pedagogy in art education might be seen to lack an ethical dimension because it valorises the individual ...
Pagina 9
... social life may be systematically tested like the physical world. It reflects a belief that through testing, objective truths will be discovered and measured (or at least untruths will be revealed). It further reflects the assumption ...
... social life may be systematically tested like the physical world. It reflects a belief that through testing, objective truths will be discovered and measured (or at least untruths will be revealed). It further reflects the assumption ...
Pagina 10
... Social perspectives to art education are paramount. 4 The realities of pervasive technologies are addressed. 5 Art education is understood as cultural identity formation. 6 The importance of contextualizing form is emphasized in both ...
... Social perspectives to art education are paramount. 4 The realities of pervasive technologies are addressed. 5 Art education is understood as cultural identity formation. 6 The importance of contextualizing form is emphasized in both ...
Pagina 13
... Social perspectives The vast and complex social life of art is important as an educational topic because separating art from its intents and purposes, its interpretations and influences, and its power, can lead to a lack of ...
... Social perspectives The vast and complex social life of art is important as an educational topic because separating art from its intents and purposes, its interpretations and influences, and its power, can lead to a lack of ...
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