Introduction to Arts in Education
Related Papers
1991 •
Publisher/Distributor: University of California Press in association with the Center for Learning Through the Arts and Technology at University of California, Irvine Publication Date: 12-01-2010 Series: Learning in the Arts and Sciences Permalink: http://escholarship.org/uc/item/5zp4c70w
2008 •
ISRG Publishers
Arts Education Revised by RGW24c2024 •
In view of a recent job application at an institute for textbook and educational syllabus research, I propose revising Arts education along ANTOA´s lines. Most of its 5-column forecourt based on my interview series in South Africa from 1986-`88. The revision as much affects a rather stale interpretation of social conflicts and wars. My new Arts concept exposes falsehoods and motivates for peace. Learners now deal with sincere inventiveness and a positive imagination instead of outdated and far-fetched ideas on how to master creativity. And a highlight is thrown on the social context, too, a uni-ersal phenomenon that alleviates, penetrates regional variations and an anthropologically inspired catalogue of questions. Yet the catalogue also throws a light on personal preferences and styles of creative respondents. Social context furthermore facilitates understanding of such outlandish ideas like abstraction and absurdity. A link to stone-age goups crops up and underlines the controversy around notions of culture. The latter term often misrepresented and applied to beer drinkers or hooligans or cycling fanatics as well. Yet here the nomadic links between hunter-gatherers in the remote Kalahari desert are referred to. More links, overcoming a sheer chaotic and illogical nature, exist, and often culture is seen as wide net of human achievements over primordeal conditions. I show that allegedly primitive stone-age culture worked in similar way to modern Art and quote anthropologists B Malinowski and AR Radcliffe Brown as well as painters E Nolde and M Pechstein in this regard. As conclusion I offer 4 points in support of the revision of textbooks on creativity and Art: 1) Use the job at the institute to unite all articles from the ANTOA series in a book. 2) Translate the original interview book into German and French. 3) Apply ANTOA to cummincations and media research. 4) Include my email newletter issues on shows at Wolfsburg Artmusuem (x2) and at Luenburg`s Artqube gallery (x2) in revision of teaching Arts syllabuses.
Oxford Handbooks Online
Art and Education2009 •
This article discusses the character of art and the centrality of art education to the curriculum. It argues against the claim that art is impervious to education. It explains that though inspiration is essential to art and inspiration cannot be taught, the assumption that art is entirely a product of inspiration is unfounded. In addition, sensory and emotional responses can be educated. It shows how a symbol-theoretic conception of art readily explains how art education is possible and why it is valuable.
2014 •
In this chapter three vignettes are presented that look at the various ways arts education knowledge has been embodied into practice. The vignettes are explored in a holistic way, providing consideration to a broad range of multidisciplinary aspects of arts education. Each of the vignettes uses old knowledge, new knowledge and borrowed knowledge to help inform the implementation of the arts. As we read these stories we are able to reflect on the future practice of arts education in school classrooms and be inspired to tap into the educational possibilities and potential.
2017 •
This chapter introduces the field of arts-based methods in education with a general theoretical perspective, reviewing the journey of learning in connection to the arts, and the contribution of the arts to societies from an educational perspective. Also presented is the rationale and structure of the book, as well as a summary of the following chapters. 1.1 Learning and the Arts: A Long Journey To what extent the personal encounter with art and culture is important for the optimal development of children and young people has been repeatedly emphasised in theories of learning and development (Gardner 1994; Winner, Rosentiel & Gardner 1976) and by research findings (Deasy 2002; Fiske 1999; Rabkin & Redmond 2004). Research surrounding the encounters that children have with art and culture has been characterised by various approaches to child development, educational theories, and developmental psychology (Knowles & Cole 2008). Additionally, changing policies and strategies have influen...