Methodology Ideology And Pedagogy Of African Art
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| Author | : Moyo Okediji |
| Publisher | : Taylor & Francis |
| Total Pages | : 423 |
| Release | : 2024-02-14 |
| Genre | : Art |
| ISBN | : 1003848931 |
This edited volume, including contributions from scholars with different areas of specialization, investigates a broad range of methodologies, ideologies and pedagogies focusing on the study of the art of Africa, using theoretical reflections and applications from primitivism to metamodernism. Chapters break the externally imposed boundaries of Africa-related works beyond the conventional fragments of traditional, contemporary and diaspora. The contributions are significantly broad in their methodologies, ideologies and pedagogical coverage; yet, they all address various aspects of African artistic creativity, demonstrating the possibilities for analytical experiments that art history presents to scholars of the discipline today. The Ìwà (character) of each approach is unique; nevertheless, each is useful toward a fuller understanding of African art studies as an independent aspect of art historical research that is a branch or bud of the larger family of art history. The volume respects, highlights and celebrates the distinctiveness of each methodical approach, recognizing its contribution to the overall character or Ìwà of African art studies. The book will be of interest to students in undergraduate or graduate, intermediate or advanced courses as well as scholars in art history and African studies.
| Author | : Moyo Okediji |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2024 |
| Genre | : Electronic books |
| ISBN | : 9781003389088 |
| Author | : Moyo Okediji |
| Publisher | : Routledge |
| Total Pages | : 0 |
| Release | : 2024-02-14 |
| Genre | : Art |
| ISBN | : 9781032484426 |
This edited volume, including contributions from scholars with different areas of specialization, investigates a broad range of methodologies, ideologies and pedagogies focusing on the study of the art of Africa, using theoretical reflections and applications from primitivism to metamodernism. Chapters break the externally imposed boundaries of Africa-related works beyond the conventional fragments of traditional, contemporary and diaspora. The contributions are significantly broad in their methodologies, ideologies and pedagogical coverage; yet, they all address various aspects of African artistic creativity, demonstrating the possibilities for analytical experiments that art history presents to scholars of the discipline today. The Ìwà (character) of each approach is unique; nevertheless, each is useful toward a fuller understanding of African art studies as an independent aspect of art historical research that is a branch or bud of the larger family of art history. The volume respects, highlights and celebrates the distinctiveness of each methodical approach, recognizing its contribution to the overall character or Ìwà of African art studies. The book will be of interest to students in undergraduate or graduate, intermediate or advanced courses as well as scholars in art history and African studies.
| Author | : Joanne Hardman |
| Publisher | : Bloomsbury Publishing |
| Total Pages | : 241 |
| Release | : 2022-12-15 |
| Genre | : Education |
| ISBN | : 1350164712 |
This book investigates pedagogical change across curricula and political transitions in the South African context, from 1994 to today. Tracing pedagogical transitions from post-apartheid to the demands of the 21st century, the book seeks to develop a novel approach to pedagogy that can meet the needs of students today. Adopting a cultural-historical lens, Hardman analyses the contradictions that arise due to transitions in the curriculum and describes the current state of teaching in primary schools in South Africa by focusing on how teachers teach scientific concepts. She goes on to examine the transitions from children's indigenous science/maths understanding to school science/maths understanding, developing a pedagogy that can transform the learning of mathematics and science in developing contexts. Building on theories from Vygotsky, Davydov, Feuerstein, Freire, Bruner and Hedegaard, Hardman develops a new and inclusive, decolonial pedagogical approach that can meet the needs of a multicultural and multilingual contexts around the world.
| Author | : Paulo Freire |
| Publisher | : |
| Total Pages | : 153 |
| Release | : 1972 |
| Genre | : Education |
| ISBN | : 9780140225839 |
| Author | : Chika Okeke-Agulu |
| Publisher | : Duke University Press Books |
| Total Pages | : 0 |
| Release | : 2015-03-02 |
| Genre | : Art |
| ISBN | : 9780822357322 |
Written by one of the foremost scholars of African art and featuring 129 color images, Postcolonial Modernism chronicles the emergence of artistic modernism in Nigeria in the heady years surrounding political independence in 1960, before the outbreak of civil war in 1967. Chika Okeke-Agulu traces the artistic, intellectual, and critical networks in several Nigerian cities. Zaria is particularly important, because it was there, at the Nigerian College of Arts, Science and Technology, that a group of students formed the Art Society and inaugurated postcolonial modernism in Nigeria. As Okeke-Agulu explains, their works show both a deep connection with local artistic traditions and the stylistic sophistication that we have come to associate with twentieth-century modernist practices. He explores how these young Nigerian artists were inspired by the rhetoric and ideologies of decolonization and nationalism in the early- and mid-twentieth century and, later, by advocates of negritude and pan-Africanism. They translated the experiences of decolonization into a distinctive "postcolonial modernism" that has continued to inform the work of major Nigerian artists.
| Author | : Kirsty Macari |
| Publisher | : Taylor & Francis |
| Total Pages | : 115 |
| Release | : 2024-06-10 |
| Genre | : Architecture |
| ISBN | : 1040119085 |
Cultural Awareness in Teaching Art and Design addresses an emerging area of development in contemporary pedagogy, the fostering of cultural awareness and sensitivity in the designers of tomorrow. By offering new and unique examples of how to better educate students around issues of cultural awareness, this book presents teaching methodologies that ultimately facilitate students in becoming better, and more inclusive, art and design professionals. Today, the role of education in the addressing of social and cultural issues is increasingly seen as central to pedagogical methodologies. Through engaged teaching, experiential learning, socially orientated pedagogy or any other definition, the idea that students can and should be exposed to, and deal with, issues of importance to various stakeholders is increasingly seen as central to the teaching and learning experience – whether it be in relation to local communities, national economies, regional cultural identities or more. This is explored in a series of innovative, cross-disciplinary case studies in art and design teaching, with authors approaching questions of cultural awareness and engagement through the lenses of art history, product design, communication design, film, architecture and interior design. In presenting their pedagogical methodologies and case studies, the authors in this text offer a unique cross-disciplinary design perspective that captures the cultural and social concerns of several regions of the world: Europe, North America, Asia and Africa and the Middle East. This book will be essential reading for art and design educators and students interested in developing and applying models of cultural awareness and engagement in the classroom and studio.
| Author | : Richard Tabulawa |
| Publisher | : African Books Collective |
| Total Pages | : 200 |
| Release | : 2013 |
| Genre | : Education |
| ISBN | : 2869785690 |
Since the 1990s, sub-Saharan Africa has experienced unprecedented attempts at reforming teacher and student classroom practices, with a learner-centred pedagogy regarded as an effective antidote to the prevalence of teacher-centred didactic classroom practices. Attempts at reform have been going on all over the continent. In fact, learner-centred pedagogy has been described as one of the most pervasive educational ideas in contemporary sub-Saharan Africa and elsewhere. Research has revealed that the major attempts have largely failed mainly because teachers have not been able to adopt instructional innovations to technical problems. This failure is also related to lack of resources, and poor teacher training programmes which lead to poor teacher quality, among others. This book attempts to explain why pedagogical change has not occurred in spite of the much energy and resources that have been committed to such reforms.The book also takes us inside what the author calls 'the socio-cultural world of African classrooms' to help us understand the reasons teachers dominate classroom life and rely disproportionately on didactic methods of teaching. Its conceptual analyses capture the best of both the sociology and the anthropology of education in contexts of poverty, as well as the politics of education.The book concludes that a socio-cultural approach should be the basis for developing culturally responsive indigenous pedagogies, though these may or may not turn out to be in any way akin to constructivist learner-centred pedagogies.
| Author | : Elly Kent |
| Publisher | : National University of Singapore Press |
| Total Pages | : 272 |
| Release | : 2022-05-13 |
| Genre | : |
| ISBN | : 9789813251632 |
Gets to the heart of what is unique about Indonesian art. Exploring the work of established and emerging artists in Indonesia's vibrant art world, this book examines why so many artists in the world's largest archipelagic nation choose to work directly with people in their art practices. While the social dimension of Indonesian art makes it distinctive in the globalized world of contemporary art, Elly Kent is the first to explore this engagement in Indonesian terms. What are the historical, political, and social conditions that lie beneath these polyvalent practices? How do formal and informal institutions, communities, and artist-run initiatives contribute to the practices and discourses behind socially engaged art in Indonesia? Drawing on interviews with artists, translations of archival material, visual analyses, and participation in artists' projects, this book presents a unique, interdisciplinary examination of ideologies of art in Indonesia.
| Author | : Clinton Crawford |
| Publisher | : Africa Research and Publications |
| Total Pages | : 280 |
| Release | : 1996 |
| Genre | : Art |
| ISBN | : |
This is a timely work which seeks to place Egypt in its true historical context. It captures the substantial, unmistakable evidence for the indigenous African origin of the ancient Egyptians. It also examines the genius behind their invaluable achievement in concretizing and codifying the hieroglyphic system of writing that they inherited from their ancestors. It explains their mastery of the arts and sciences as displayed in their monumental architectural feats. And finally it analyzes their highly organized-not surprisingly, matriarchal -- social system which made it possible for so many of their unsurpassed contributions to be bequeathed to human cultures everywhere. Unlike conventional treatments of ancient Egypt, however, this innovative text renders the collected data accessible to layman and expert alike through its framework of suggested curriculum outlines, thus ensuring this book's usefulness to the general public as well as to educational institutions. "Professor Crawford.. has made every effort to show that art and language are weapons in a nation's cultural survival. In preparing this book with the...hope that it will be used in a multicultural curriculum, he has opened a new educational door by showing the true significance of ancient Egyptian art and language". -- John Henrik Clarke, Professor Emeritus/Hunter College "Blending Egyptology with progressive education philosophy..., Crawford argues that Egyptian studies, with a focus on art and language, is a necessary and empowering course of study for African American students... and for students from other backgrounds as well. -- Keith Gilyard, Syracuse University "Dr. Crawford cites chapter and verse as to how wecan naturally fashion the curriculum to reflect both our diverse legacies and contributions to society and, in so doing, render diverse and sundry individual subject areas genuinely interdisciplinary....I sincerely hope that this fine work gets the broad airing it deserves. If enough educators are exposed to it, I am certain it will play an important part in energizing the studies that take place in schools across the nation". -- Arthur Lewin, Baruch College
