Reflective Practices in Arts Education
Title | Reflective Practices in Arts Education PDF eBook |
Author | Pamela Burnard |
Publisher | Springer Science & Business Media |
Pages | 208 |
Release | 2006-08-12 |
Genre | Art |
ISBN | 1402047037 |
This book explores reflective practice as a source and resource for teaching, learning and research in Art and Design, Dance, Drama and Music. Many of the authors are both arts educators and researchers who reflect current trends in arts education, and consider the relationships between teachers, artists and learners across disciplines. The book offers a resource for individual and collective professional development which, by its nature, involves reflecting on practice.
Artist, Art-educator and Reflective Inquiry
Title | Artist, Art-educator and Reflective Inquiry PDF eBook |
Author | Vincenza Caldareri |
Publisher | |
Pages | |
Release | 1996 |
Genre | |
ISBN |
The Richness of Art Education
Title | The Richness of Art Education PDF eBook |
Author | Howard Cannatella |
Publisher | BRILL |
Pages | 135 |
Release | 2008-01-01 |
Genre | Education |
ISBN | 9087906099 |
This book is intended for anyone interested in knowing more about arts education. It makes a daring contribution to the subject in a clear, pragmatic, committed and ambitious way. The book discusses thoroughly the theory and practice of arts education and what it means to be a teacher of art. It is a powerful and inspiring account of the challenges of teaching in the arts that will appeal to anyone in the teaching profession.
Inquiry-Based Learning Through the Creative Arts for Teachers and Teacher Educators
Title | Inquiry-Based Learning Through the Creative Arts for Teachers and Teacher Educators PDF eBook |
Author | Amanda Nicole Gulla |
Publisher | Springer Nature |
Pages | 221 |
Release | 2020-10-19 |
Genre | Education |
ISBN | 3030571378 |
This book is a theoretical and practical guide to implementing an inquiry-based approach to teaching which centers creative responses to works of art in curriculum. Guided by Maxine Greene’s philosophy of Aesthetic Education, the authors discuss the social justice implications of marginalized students having access to the arts and opportunities to find their voices through creative expression. They aim to demystify the process of inquiry-based learning through the arts for teachers and teacher educators by offering examples of lessons taught in high school classrooms and graduate level teaching methods courses. Examples of student writing and art work show how creative interactions with the arts can help learners of all ages deepen their skills as readers, writers, and thinkers.
Meta-cognition and the Use of Reflective Inquiry in the Art Classroom
Title | Meta-cognition and the Use of Reflective Inquiry in the Art Classroom PDF eBook |
Author | Li Christoffersen |
Publisher | |
Pages | 136 |
Release | 2013 |
Genre | Art |
ISBN |
Educational research supports the cultivation of higher order thinking skills. In the art classroom, students learn technical skills and fundamentals of design but also have the opportunity to cultivate higher order thinking while creating new ideas, solving problems, analyzing what is seen and translating concepts into a visual language. As an art educator I am continually seeking to engage more students in these challenging cognitive processes. In my thesis, meta-cognition is defined as the understanding of what we know and how we learned it. Introducing meta-cognitive practices helps students achieve awareness and control of their own learning. Reflective Inquiry is a meta-cognitive practice that encourages students to pause and consciously question the choices they are making during the design and construction of art. In this study I asked: how did students' artwork and their ability to understand their own intentions change with the use of reflective inquiry? In what ways will the introduction of the study of meta-cognition and reflective inquiry affect my practice as a classroom art teacher? I am also interested in what can be observed from the practice of verbal inquiry and from the written inquiries and reflective writings of students. By conducting action research through a qualitative study, I asked suburban high school students in an advanced sculpture course to examine their decision-making process through the study of meta-cognition and the use of reflective inquiry for a three week period. Students began with the examination of a practicing artist's mental process during a one-day visiting artist presentation and workshop. The study continued with sharing and recording their self-inquiry during the design and creation of sculpture. The phenomenological and written data gathered throughout this study showed that students thought deeply about the meaning of their artwork but had varying levels of awareness of the connection between their decisions and that meaning. This action research strengthened my teaching practice by allowing me to hear directly from students about their thought processes during art making. Not surprisingly, using a questioning method during individual conversations was an effective technique. Also, the motivational effect of having a visiting artist speak had a lasting effect on students' understanding of what artists can think about during art making. This study also suggests the great potential in having students formulate inquiries into their process, make manifest their intentions, and understand how their ideas develop.
The Reflexive Teaching Artist
Title | The Reflexive Teaching Artist PDF eBook |
Author | Kathryn Dawson |
Publisher | Intellect (UK) |
Pages | 0 |
Release | 2014 |
Genre | Drama |
ISBN | 9781783202218 |
Writing from the dual perspectives of artist and educator, The Reflexive Teaching Artist raises fundamental questions about the complex functions of the teaching artist and the possibility of artistry in teaching. Encompassing the collective wisdom of 24 teaching artist professionals working in diverse settings and with a wide range of participants, this seminal text explores a series of foundational concepts, including Intentionality, Quality, Artistic Perspective, Assessment and Praxis, which are used as a reflective framework and illuminated by case studies from a wide range of teaching-artist practice. Readers are also offered questions to guide their practical application, charts to complete, and a research process to follow. The editors, both key practitioners in their field, also offer their own reflection in order to closely examine the practice of teaching in and through drama/theatre. The book is brimming with invitations to apply new concepts to practice, and guidance for extending practice into new areas. It is a call to drama/theatre teaching artists to consider the power of reflexive practice.
Everyday Artists
Title | Everyday Artists PDF eBook |
Author | Dana Frantz Bentley |
Publisher | Teachers College Press |
Pages | 161 |
Release | 2015-04-25 |
Genre | Education |
ISBN | 0807772062 |
For the young child, art is a way of solving problems, conceptualizing the world, and creating new possibilities. In Everyday Artists, the author addresses the disconnect that exists between the teaching of art and the way young children actually experience art. In doing so, this book questions commonly held notions and opens up exciting new possibilities for art education in the early childhood classroom. A practicing teacher herself, Bentley uses vignettes of children’s everyday activities—from block building to clean-up to outdoor play—to help teachers identify and scaffold the genuine artistic practice of young children. Book Features: Tangible examples of everyday arts experiences told through lively classroom stories.An examination of the teacher’s role with suggestions of appropriate ways to support children’s artistic expression.Clear explanations of how inquiry and creativity contribute to the overall thinking and learning of the young child.A “Voice of the Teacher” section that offers teaching strategies for extending children’s thinking and learning.A wide-range of ideas for teachers who feel they do not know how to “do” art. Dana Frantz Bentley is a teacher researcher and preschool teacher at Buckingham Browne and Nichols School in Cambridge, Massachusetts. She received a Doctorate of Education, Art, and Art Education from Teachers College, Columbia University. “Much has been written about the role of the arts in education, especially about the importance of the arts to early childhood learning. Dana Frantz Bentley endows the arts with an additional and central kind of significance rooted in a broad conception of cognition.” —From the Foreword by Judith M. Burton, Teachers College, Columbia University “Like the young children she describes, Dana Frantz Bentley is an ‘everyday artist,’ making something ‘beautiful’ of her informed and thoughtful pedagogy. There is much to learn from the artful reflection and generative inquiry of this inspired early childhood educator.” —Jessica Hoffmann Davis, author of Why Our Schools Need the Arts