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4 books match the query 'Art Education'
Art Education in a Postmodern World
Collected EssaysEdited by Tom Hardy
Intellect Books, 2006
This volume presents a series of papers concerned with the interrelations between the postmodern and the present state of art and design education. Spanning a range of thematic concerns, the book reflects upon existing practice and articulates revolutionary prospects potentially viable through a shift in educative thinking.
Many of the essays pinpoint the stagnancy of teaching methods today and discuss the reductive parameters enforced by the current curriculum. The radical tone that echoes through the entire series of papers is unmistakable. Throughout the book, postmodern theory informs the polemical debate concerning new directions in educative practice. Contributors shed new light on a postmodern view of art in education with emphasis upon difference, plurality and independence of mind. Ultimately, the paper provides a detailed insight into the various concepts that shape and drive the contemporary art world and expands the debate regarding the impression of postmodern thinking in art education.
Many of the essays pinpoint the stagnancy of teaching methods today and discuss the reductive parameters enforced by the current curriculum. The radical tone that echoes through the entire series of papers is unmistakable. Throughout the book, postmodern theory informs the polemical debate concerning new directions in educative practice. Contributors shed new light on a postmodern view of art in education with emphasis upon difference, plurality and independence of mind. Ultimately, the paper provides a detailed insight into the various concepts that shape and drive the contemporary art world and expands the debate regarding the impression of postmodern thinking in art education.
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Art Education
A CRITICAL NECESSITYAlbert William Levi and Ralph A. Smith
University of Illinois Press, 1991
Recommending that art be taught as a humanity, this volume provides a
philosophical rationale for the idea of discipline-based art education.
Levi and Smith discuss topics ranging over both the public and private
aspects of art, the disciplines of artistic creation, art history, art
criticism, and aesthetics, and curriculum proposals featuring five phases
of aesthetic learning.
While there is no consensus on how the various components of aesthetic
learning should be presented in order to accomplish the goals of discipline-based
art education, the authors point out that progress toward those goals
will require that those who design art education programs bring an understanding
of the four disciplines to their work. The introductory volume of a five-volume
series, this book will appeal to elementary and secondary art teachers,
those who prepare teachers at the college level, and museum educators.
philosophical rationale for the idea of discipline-based art education.
Levi and Smith discuss topics ranging over both the public and private
aspects of art, the disciplines of artistic creation, art history, art
criticism, and aesthetics, and curriculum proposals featuring five phases
of aesthetic learning.
While there is no consensus on how the various components of aesthetic
learning should be presented in order to accomplish the goals of discipline-based
art education, the authors point out that progress toward those goals
will require that those who design art education programs bring an understanding
of the four disciplines to their work. The introductory volume of a five-volume
series, this book will appeal to elementary and secondary art teachers,
those who prepare teachers at the college level, and museum educators.
[more]
Living Histories
Global Conversations in Art EducationEdited by Dustin Garnet and Anita Sinner
Intellect Books, 2022
New perspectives on art education from around the world.
Art education historians are not passive collectors of the past, but scholars engaged in new ways of doing history. The discipline is predicated on cultivating stories that move beyond representation to attend to aesthetic dimensions that bridge historiography, material culture, and teacher education. To keep pace with the movements of art and society, this edited collection considers that art education requires more inclusive and holistic versions of history from perspectives that break down barriers and cross borders in the pursuit of more informed and diverse understandings of the field. Living Histories is a collection of scholarship that explores the histories of art education through a series of international contexts, with contributions from more than thirty scholars based in eighteen countries.
Art education historians are not passive collectors of the past, but scholars engaged in new ways of doing history. The discipline is predicated on cultivating stories that move beyond representation to attend to aesthetic dimensions that bridge historiography, material culture, and teacher education. To keep pace with the movements of art and society, this edited collection considers that art education requires more inclusive and holistic versions of history from perspectives that break down barriers and cross borders in the pursuit of more informed and diverse understandings of the field. Living Histories is a collection of scholarship that explores the histories of art education through a series of international contexts, with contributions from more than thirty scholars based in eighteen countries.
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Walking in Art Education
Ecopedagogical and A/r/tographical Encounters.Edited by Nicole Rallis, Ken Morimoto, Michele Sorensen, Valerie Triggs, and Rita Irwin
Intellect Books, 2024
This edited collection highlights ways that arts-educators address learning with the land through walking practices across spatial, temporal, and cultural differences.
In Walking in Art Education, authors explore walking and a/r/tography in their local contexts. As a result, the book finds that kinship and relationality are significant themes that permeate across a/r/tographic practices focused on ecopedagogy and learning with the land. These walking practices serve as ecopedagogical moments that attune us to human-land and more-than-human relationships, while also moving us past Western-centric understandings of land and place. More than this, the book situates this work in a/r/tographic practices taking up walking as one method for engagement.
In Walking in Art Education, authors explore walking and a/r/tography in their local contexts. As a result, the book finds that kinship and relationality are significant themes that permeate across a/r/tographic practices focused on ecopedagogy and learning with the land. These walking practices serve as ecopedagogical moments that attune us to human-land and more-than-human relationships, while also moving us past Western-centric understandings of land and place. More than this, the book situates this work in a/r/tographic practices taking up walking as one method for engagement.
[more]