Results 361 to 370 of about 9,477,839 (415)
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Pedagogisk Forskning, 1970
Abstract Wojnar, I. (1970). Art and Education. Scand. J. educ. Res. 14, 53‐73. The relation between art and education is discussed from various angles. The historical development of this relation is traced in order to gain perspective on the situation at present.
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Abstract Wojnar, I. (1970). Art and Education. Scand. J. educ. Res. 14, 53‐73. The relation between art and education is discussed from various angles. The historical development of this relation is traced in order to gain perspective on the situation at present.
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, 2015
This article explores the challenges to art education in the twenty-first century as art curricula around the world begin to change so as to meet the new emergent technological realities.
jan jagodzinski
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This article explores the challenges to art education in the twenty-first century as art curricula around the world begin to change so as to meet the new emergent technological realities.
jan jagodzinski
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The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 1999
(1999). Arts and Education. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 72, No. 3, pp. 150-152.
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(1999). Arts and Education. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 72, No. 3, pp. 150-152.
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2008
Perhaps the most important (yet most difficult to evaluate) feature of portable architecture is the reaction that it creates in those who experience it. Practical benefits are relatively easy to understand once they are quantified, however, the way in which people respond to the temporary characteristics of structures they are accustomed to thinking of
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Perhaps the most important (yet most difficult to evaluate) feature of portable architecture is the reaction that it creates in those who experience it. Practical benefits are relatively easy to understand once they are quantified, however, the way in which people respond to the temporary characteristics of structures they are accustomed to thinking of
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Art Education for the Development of Complex Thinking Metacompetence: A Theoretical Approach
International Journal of Art & Design Education, 2020Cristián Silva Pacheco
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1966
The sense in which man is viewed as a taker or holder of perspectives is the sense in which he is seen to be involved in choices and selections whose consequences and ramifications determine the character of options which subsequently ensue. Man is involved in a world to which he owes the character of his judgments, the modes of his behavior.
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The sense in which man is viewed as a taker or holder of perspectives is the sense in which he is seen to be involved in choices and selections whose consequences and ramifications determine the character of options which subsequently ensue. Man is involved in a world to which he owes the character of his judgments, the modes of his behavior.
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Self‐Assessment in Art Education through a Visual Rubric
International Journal of Art & Design Education, 2020T. Groenendijk +2 more
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Leonardo, 1978
Glad as I am to be with you, and flattered by your invitation, what I feel even more keenly is the rashness of my acceptance. The cause of this feeling is the present chaotic state of opinion about art and art education in this country. Everywhere, thoughtful, earnest people concerned with the issues seem irreconcilable partisans, even though the ...
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Glad as I am to be with you, and flattered by your invitation, what I feel even more keenly is the rashness of my acceptance. The cause of this feeling is the present chaotic state of opinion about art and art education in this country. Everywhere, thoughtful, earnest people concerned with the issues seem irreconcilable partisans, even though the ...
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2013
Although Dewey puts some emphasis on the role of production in terms of knowing as an act of doing the intrinsic link that one finds between his aesthetic theory and education cannot be categorized as a productivist aesthetic, as found in other progressive and liberal pedagogical experiments in America and Europe.
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Although Dewey puts some emphasis on the role of production in terms of knowing as an act of doing the intrinsic link that one finds between his aesthetic theory and education cannot be categorized as a productivist aesthetic, as found in other progressive and liberal pedagogical experiments in America and Europe.
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Performing Arts Journal, 1995