Art Education Its Philosophy And Psychology
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Author | : Stuart Macdonald |
Publisher | : James Clarke & Co. |
Total Pages | : 436 |
Release | : 2004 |
Genre | : Art |
ISBN | : 9780718891534 |
Investigating the study of art and design education in Italy, France, Britain, Germany and the United States, this text traces the philosophies of teachers from the age of the guilds and the academies, setting them in the context of the general educationtheories of their times.
Author | : Ellen Winner |
Publisher | : Harvard University Press |
Total Pages | : 454 |
Release | : 1982 |
Genre | : Art |
ISBN | : 9780674463615 |
Psychologist Ellen Winner studies the creative, nonliteral discourse of children's spontaneous speech, examining how their abilities to use and interpret figurative language change as they grow older, and what such language shows us about the changing feature's of children's minds.
Author | : Ellen Winner |
Publisher | : |
Total Pages | : 321 |
Release | : 2019 |
Genre | : Art |
ISBN | : 0190863358 |
"How Art Works explores puzzles that have preoccupied philosophers as well as the general public: Can art be defined? How do we decide what is good art? Why do we gravitate to sadness in art? Why do we devalue a perfect fake? Could 'my kid have done that'? Does reading fiction enhance empathy? Drawing on careful observations, probing interviews, and clever experiments, Ellen Winner reveals surprising answers to these and other artistic mysteries. We may come away with a new understanding of how art works on us."--Jacket.
Author | : Elliot W. Eisner |
Publisher | : Routledge |
Total Pages | : 888 |
Release | : 2004-04-12 |
Genre | : Art |
ISBN | : 1135612315 |
This work provides an overview of the progress that has characterized the field of research and policy in art education. It profiles and integrates history, policy, learning, curriculum and instruction, assessment, and competing perspectives.
Author | : Theodore F. Wolff |
Publisher | : University of Illinois Press |
Total Pages | : 312 |
Release | : 1997 |
Genre | : Art |
ISBN | : 9780252066146 |
In this concluding volume of the series Disciplines in Art Education, an author-art critic and an art educator discuss the place of the art criticism in the classroom.
Author | : Angela N. Grigor |
Publisher | : McGill-Queen's Press - MQUP |
Total Pages | : 464 |
Release | : 2002-05-21 |
Genre | : Education |
ISBN | : 0773569812 |
Arthur Lismer, well-known member of the Group of Seven, was also one of Canada's most innovative educators. Using previously untapped correspondence and papers as well as interviews with Lismer's teaching colleagues, child students, and art students, Angela Nairne Grigor examines Lismer's Arts and Crafts Movement background in his native England, the evolution of the humanistic ideas and ideals that guided his work as both an artist and a teacher, and his international influence as an educator. She gives a vivid portrait of his approach to teaching in an illustrious fifty-year career that took him from Toronto to Halifax, Montreal, New York, Australia, New Zealand, and South Africa, and during which he played a pivotal role in the development of some of Canada's most important art schools and museums. Lismer pioneered new progressive ideas in art education through his work with children as educational supervisor at the Art Gallery of Toronto and, later, at Montreal's Museum of Fine Arts. In exploring Lismer's development as an educator, Grigor traces the history of art education in twentieth-century Canada and charts changing attitudes towards children and art. Lismer emerges as an artist with a social conscience who captured the hearts and minds of the thousands who heard him speak or were fortunate enough to have been his students. Arthur Lismer, Visionary Art Educator includes over a dozen drawings from Lismer's teaching and lecture notes that have not been previously published.
Author | : Peter Smith |
Publisher | : Bloomsbury Publishing USA |
Total Pages | : 268 |
Release | : 1996-07-22 |
Genre | : Social Science |
ISBN | : 031303172X |
The ideas, people, and events that developed art education are described and analyzed so that art educators and educators in general will have a better understanding of what has happened (and is happening) to visual art in the schools. Peter Smith raises the issue of art education's inordinate emphasis on Eurocentric art. He challenges the often expressed notion that the field of education is the cause of art education's problems and proposes that confused conceptions within the art world are just as much a root of the difficulty. No other book in art education history gives such close and analytical attention to the careers of women in the field. The materials on Germanic cultural and historical influences are unequaled as is the scholarly treatment of Viktor Lowenfeld, probably the most influential single figure in 20th-century American art education.
Author | : |
Publisher | : |
Total Pages | : 274 |
Release | : 1978 |
Genre | : Children with disabilities |
ISBN | : |
Author | : Rika Burnham |
Publisher | : Getty Publications |
Total Pages | : 182 |
Release | : 2011 |
Genre | : Art |
ISBN | : 1606060589 |
Teaching in the Art Museum investigates the mission, history, theory, practice, and future prospects of museum education. In this book Rika Burnham and Elliott Kai-Kee define and articulate a new approach to gallery teaching, one that offers groups of visitors deep and meaningful experiences of interpreting art works through a process of intense, sustained looking and thoughtfully facilitated dialogue.--[book cover].
Author | : Donald Arnstine |
Publisher | : State University of New York Press |
Total Pages | : 324 |
Release | : 1995-10-06 |
Genre | : Education |
ISBN | : 0791495329 |
Arnstine shows how schools have been distracted from education by reformers urging higher standards—the code word for higher test scores. But education is revealed in the dispositions a person has: sensitivity and resourcefulness, amiability and responsibility, taste, wit, and a disciplined intelligence. This book examines the conditions needed to foster dispositions like these, for they are not acquired by having the young spend more time studying standard academic subjects in preparation for competitive tests. Without recourse to esoteric jargon, Democracy and the Arts of Schooling shows why test scores are less significant than the quality of the experiences students have in school. When that quality is high—when it has the richness and the absorbing character we associate with the aesthetic—then learning takes place.