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Scandinavian Journal of Educational Research, 2005
Art education is often talked about as a general good that will solve problems of every description and meet the most varied current problems. In Finland, for example, art education tends to be seen as something that fosters human growth, teaches aesthetic and ethical values, promotes self‐expression and social skills, and meets the challenges of the ...
Marjatta Saarnivaara, Juha Varto
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Art education is often talked about as a general good that will solve problems of every description and meet the most varied current problems. In Finland, for example, art education tends to be seen as something that fosters human growth, teaches aesthetic and ethical values, promotes self‐expression and social skills, and meets the challenges of the ...
Marjatta Saarnivaara, Juha Varto
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Computing in Science & Engineering, 2012
The "incomplete" education of many of computing's most inventive thinkers is more akin to artists, where time in the academy is followed by a break out and invention of new forms.
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The "incomplete" education of many of computing's most inventive thinkers is more akin to artists, where time in the academy is followed by a break out and invention of new forms.
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International Journal of Virtual and Personal Learning Environments, 2013
Art and design students in SL experience the advantages of a visually rich environment where they can take a leading role in their own learning, have the opportunity to create objects that defy real world limitations, are immersive and interactive, and where they are able to collaborate with a community of global art practitioners.
Merle Hearns, Jegatheva Jegathesan
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Art and design students in SL experience the advantages of a visually rich environment where they can take a leading role in their own learning, have the opportunity to create objects that defy real world limitations, are immersive and interactive, and where they are able to collaborate with a community of global art practitioners.
Merle Hearns, Jegatheva Jegathesan
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Studies in Philosophy and Education, 1995
One of cultural theory’s most pressing tasks is the aesthetic legitimation and analysis of popular art, a task whose significance is powerfully social and political as well as aesthetic. Since so much of so many lives is immersed in or affected by popular art, refusal to accept or understand its aesthetic import intensifies painful divisions in society,
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One of cultural theory’s most pressing tasks is the aesthetic legitimation and analysis of popular art, a task whose significance is powerfully social and political as well as aesthetic. Since so much of so many lives is immersed in or affected by popular art, refusal to accept or understand its aesthetic import intensifies painful divisions in society,
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DOING (art) EDUCATION as ART (education)
2017In this text you will be introduced to different examples of art and teaching as inseparable practices. The text enters from an artistic perspective with the agenda of experimenting with a merge and dissipation of the boundaries between art and education, and to incorporate not only the everyday, but also the phantasmagoric, mythical and nonsensical ...
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Art Education, 2014
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 teachers, this might be
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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 teachers, this might be
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Visual Inquiry, 2021
For your purposes as an art educator, how do you define ‘art’ and ‘artist’? Some critics argue that, in today’s art world, the ‘institutional’ definition of art reigns. What other definitions of art seem credible and useful to you as an art educator?
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For your purposes as an art educator, how do you define ‘art’ and ‘artist’? Some critics argue that, in today’s art world, the ‘institutional’ definition of art reigns. What other definitions of art seem credible and useful to you as an art educator?
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Learning to be an Art Educator: Student Teachers’ Attitudes to Art and Art Education
International Journal of Art & Design Education, 2003Visual Art educators are keenly aware of the significant contribution art can make to the growth and development of young children as it provides unique opportunities for personal expression and creativity. However, while it is acknowledged that art contributes to the development of the whole child, the link between thought and practice is often ...
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Art Criticism and Art Education
Studies in Art Education, 2000Art Criticism and Art Education Wolff, T., & Geahigan, G. (1997). Urbana: University of Illinois Press. 352 pages, ISBN 0-252-02314-5. An early impetus for art educators to move to a discipline-based perspective was Bruner's (1960) proposal that educators look to methods employed by experts in related academic fields.
John Howell White, T. Wolff, G. Geahigan
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Constraints on Art in Education: Realism and Art Education
2016This essay discusses theoretical difficulties facing the acceptance of art practice into Australian universities, in particular the resistance of research in art practice to regulation by evidence-based realism. Theoretical difficulties facing the educational representation of art are discussed as a set of philosophical constraints on art in education ...
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