Home About us Contact
|
Home About us Contact | ||
|
|
||
Arts Education (arts + education)
Selected AbstractsGallery of the Future: New Directions in Arts EducationINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2000Ken Baynes The arts at the end of the 20th Century are dynamic: they are playing an increasingly important role in the life of individuals and the structuring of society. But they are also changing dramatically. It is my argument that arts education will need to change practice to match. The aim here is to discuss some of the key changes and values that will require a response from schools. Where do we look for evidence of these changes? Can we say what they are? I believe that we can. There are specific themes or directions now current in the arts which are likely to continue into the future. In the main they stem from the dynamism created by the interaction between art, technology and social change. [source] Towards a New Art Curriculum: Reflections on Pot Fillers and Fire LightersINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2000Gordon Bell This contribution is derived from an address presented to the NSEAD Annual Conference (1999),Towards a New Arts Education' in association with Bretton Hall, a specialist institution for the arts and education, to mark the 50th anniversary of its Foundation in September 1949. [1] An analysis of the role of art and design education is set in the context of an arts related curriculum and the case for an interdependent, teachable and accessible programme is outlined. Proposals for the maintenance and development of a future for arts education is tested against certain key questions and a theory of ,good teaching' in the arts [source] Gallery of the Future: New Directions in Arts EducationINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2000Ken Baynes The arts at the end of the 20th Century are dynamic: they are playing an increasingly important role in the life of individuals and the structuring of society. But they are also changing dramatically. It is my argument that arts education will need to change practice to match. The aim here is to discuss some of the key changes and values that will require a response from schools. Where do we look for evidence of these changes? Can we say what they are? I believe that we can. There are specific themes or directions now current in the arts which are likely to continue into the future. In the main they stem from the dynamism created by the interaction between art, technology and social change. [source] Cultural arts education as community development: An innovative model of healing and transformationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 116 2007Kwayera Archer-Cunningham This chapter discusses a three-tiered process of collective experiences of various artistic and cultural forms that fosters the healing and transformation of individuals, families, and communities of the African Diaspora. [source] Critical Postcolonial Dance Pedagogy: The Relevance of West African Dance Education in the United StatesANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2010Ojeya Cruz Banks This dance ethnography examines work conducted by the Dambe Project,a nonprofit organization that specializes in African performing arts education and mentorship. The study focuses on the implications of the organization's dance pedagogy in light of its postcolonial context and the importance of West African dance education in the United States. The study strives to be a conversation between the fields of anthropology and education, dance studies and postcolonial studies.,[pedagogy, African dance, urban education, decolonization] [source] | ||||||||||