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Search Results for 'Art education' (Keyword)
8 items found 1 / 1
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1   |   From section Research Methods
Polyptych Construction as Historical Methodology: An Intertextual Approach to the Stories of Central Technical School’s Past
Adopting the lens of “new histories” as the basis for the author's inquiry into the institutional legacy of the art program at Toronto’s Central Technical School (CTS), the author created a methodological framework informed by the traditional art form of the polyptych, in which many panels are joined together to show and tell multilayered stories connected to a central theme, to demonstrate visually how stories are interrelated, and to present openings to other stories. This article describes how the author came to see the polyptych as a methodological frame by unpacking its historic roots; by exploring how it operates in contemporary historical research; and by reflecting on how his identity as an artist, teacher, and researcher influences the way he organizes stories within this framework.
Publication Year: 2015    |    Updated in ITEC: March 2, 2017
2   |   From section Theories & Approaches
Thinking through Practice: Exploring Ways of Knowing, Understanding and Representing the Complexity of Teaching
In this article, the author presents the foundations of a research programme developing an understanding of teaching practice in secondary visual arts classrooms. The data reveal that core practices of visual arts teaching were evident, in relation to instructional methods, selection and use of resources, in the focus of programming and in approaches to relationships with colleagues and with students. The author has developed four propositions that provide the basis of a practice-based approach to teacher education.
Publication Year: 2013    |    Updated in ITEC: May 27, 2015
3   |   From section Trends in Teacher Education
Expanding Our "Frames" of Mind for Education and the Arts
In this article, the author explores the role of the arts in education through the lens of current research in cognitive neuroscience. The article explains that although arts education has largely used multiple intelligences theory to substantiate its presence in classrooms and schools, this relationship has ultimately hindered the field of arts education's understanding of the relationship between the arts, human development, and learning. The author argues that as we strive toward the new theory of whole-mindedness, learners can be freed from their labeling - and so can the arts in education. The arts not only represent a wide spectrum of crafts and domains valued by society in so many ways, but also represent core modalities that align with cognitive constructs in the mind-brain - constructs that are critical to our development as individuals and to a society that has entered a visual revolution.
Publication Year: 2013    |    Updated in ITEC: November 12, 2014
4   |   From section Instruction in Teacher Training
Co-constructing Imaginative Spaces: Public Art in Pre-service Teacher Education
This article explores the potential of public art pedagogy to co-construct imaginative spaces in pre-service teacher education. Based upon a collaborative venture between two professors and an arts-based educational organization, this paper describes and analyzes key features and relations that were influential in transforming the response of a resistant professor and students.
Publication Year: 2012    |    Updated in ITEC: December 25, 2012
5   |   From section Teacher Educators
From School Teacher to University Lecturer: Illuminating the Journey from the Classroom to the University for Two Arts Educators
This article explores the experiences of two arts educators, both of who are described as early career researchers at the university level. Furthermore, the paper investigates the events, personal and social conditions, places, and the subsequent joys and challenges they encountered in their progression from secondary school teachers to arts educators. The authors conclude with a number of recommendations concerning the transition from school teaching to becoming a novice university academic in the field of education
Publication Year: 2011    |    Updated in ITEC: November 1, 2011
6   |   From section Teacher Education Programs
Enhancing the Role of the Arts in Primary Pre-service Teacher Education
Author Dan Davies
This research explored the impact upon pre-service teachers' orientations towards the arts of a performing arts week within a one-year postgraduate teacher education programme. Findings indicated that the performing arts week had helped to strengthen participants' self-image as artistic individuals who recognise the value of the arts in children's education.
Publication Year: 2010    |    Updated in ITEC: August 15, 2010
7   |   From section Trends in Teacher Education
The Arts and Elementary Education: Shifting the Paradigm
This paper makes the case that study of artworks in the service of developing perceptive and imaginative capacities is critical to K-12 education, and begins in the elementary grades. Recently, as Lincoln Center Institute began to further define and explore its work, its people developed the Capacities for Imaginative Learning, which can be cultivated not only through the study of artworks, but across the curriculum. This paper describes the beginnings of research on the nature and efficacy of the Capacities in fostering learning across the curriculum.
Publication Year: 2009    |    Updated in ITEC: May 19, 2013
8   |   From section Teacher Education Programs
Arts-Informed Inquiry in Teacher Education: Contesting the Myths
Arts-informed inquiry has attracted a great deal of controversy in recent times as it has gained popularity as an educational research methodology in teacher education. The paper suggests principles for its use in exploring relevant questions in teacher education research and investigates some of the issues that have been used to challenge its integrity.
Publication Year: 2008    |    Updated in ITEC: December 15, 2010
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