International Handbook of Research in Arts EducationLiora Bresler Springer Science & Business Media, 04/09/2007 - 1629 من الصفحات Providing a distillation of knowledge in the various disciplines of arts education (dance, drama, music, literature and poetry and visual arts), the Handbook synthesizes existing research literature, helps define the past, and contributes to shaping the substantive and methodological future of the respective and integrated disciplines of arts education. While research can at times seem distant from practice, the Handbook aims to maintain connection with the lived practice of art and of education, capturing the vibrancy and best thinking in the field of theory and practice. The Handbook is organized into 13 sections, each centering on a major area or issue in arts education research. These areas include: History of arts education, curriculum, evaluation, cultural centers, appreciation, composition, informal learning, child culture, creativity, the body, spirituality, and technology. The individual chapters address cross-cultural research related to the central theme of the section from the perspectives of the particular arts discipline. Interludes provide reflective thoughts on the theme. |
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... English Language Arts, contrasts teach- ing as replication, with an approach that emphasizes the experience of poetic lan- guage, itself particularly influenced by rational humanism and the Progressivist curriculum ideology. She then ...
... English-language printed book on education. Focusing on education for noble children (those who might grow up to be governors of public welfare), Elyot recommended that children with a natural interest in drawing, painting or carving be ...
... English universities (Calhoun, 1993; Carline, 1968). The classical thesis, the South Kensington system and its descendents, tended to be associated with art education for social con- trol, art instruction that served the economic needs ...
... English schools. Oxford, UK: Pergamon Press. Swift, J. (1995). Controlling the masses: The reinvention of a “national” curriculum. Journal of Art & Design Education, 14(2), 115–127. Tatsutomi, Y. (1997). Changes in teacher's ...
... English master to a prestigious boys ' independent school in Cambridge , Henry Caldwell Cook ( 1917 ) , adopted the Platonic term “ play - way ” and used drama as the central methodology for teaching English . Pupils successfully ...
المحتوى
31 | |
39 | |
65 | |
84 | |
93 | |
102 | |
111 | |
141 | |
Child Culture | 857 |
Implications of the Notion | 864 |
Musical Meaning in Childrens Cultures | 881 |
The Culture of Childhood and the Visual Arts 899 | 898 |
A Story of Visual Cultural and Pedagogical Webs | 917 |
Social and Cultural Issues | 939 |
Research on Drama and Theater for Social Change | 945 |
Critical Social Issues in Dance Education Research | 965 |
Experiencing the Visual and Visualizing Experiences | 179 |
On Learning to Draw and Paint as an Adult | 197 |
Narrative as Artful Curriculum Making | 219 |
Imagining Ms Eddy Alive or the Return of the Arts Teacher | 239 |
Dance Curriculum Research | 245 |
Music and Arts Education from the Point of View | 265 |
Curriculum and Instruction | 313 |
Assessment and Evaluation | 335 |
Harmonizing Assessment and Music in the Classroom 361 | 360 |
Reflections on a Line from Dewey | 389 |
Assessing English within the Arts | 395 |
Wrestling with Assessment in Drama Education | 409 |
Assessment and Evaluation in Education and the Arts | 423 |
Composition | 445 |
Compositional Process in Music | 453 |
Four Metaphors of the Composing Process | 477 |
Metaphor and the Mission of the Arts | 497 |
Writing and Devising Performance | 503 |
Research in Choreography 517 | 516 |
Art and Metaphor Body and Mind | 533 |
Composing in Visual Arts | 543 |
Appreciation | 562 |
Exploring Similarity and Difference 605 | 604 |
The Changing Role of Poetry | 623 |
Teaching Toward Appreciation in the Visual Arts 639 | 638 |
The Arches of Experience | 657 |
Excerpts from | 666 |
Visitors | 679 |
Questions Asked in Artmuseum Education Research | 701 |
Art Information Arts Learners The Role of Libraries 721 | 720 |
An Exploration of Music | 729 |
Cultural Centers and Strategies of Being Creativity | 755 |
Informal Learning | 777 |
Two or More Forms of Music | 799 |
Learning Aesthetic Values in African Musical Worlds | 803 |
An Ethnomusicological Perspective | 829 |
The Pulse of Art What is and What Might be | 985 |
Aesthetics and Black | 1007 |
War Violence and Peace in the Arts | 1021 |
Challenges for Arts Educators | 1031 |
Social Issues in Art and VisualMaterial Culture Education | 1055 |
The Body | 1081 |
I Am Therefore I Think | 1109 |
Dance Pedagogy and the Soma | 1119 |
Astonished by a Stone Art and the Eloquence of Matter 1137 | 1136 |
The Body as Represented and Experienced through | 1143 |
A Critical Aesthetics | 1161 |
Creativity | 1172 |
Creativity as Research Practice in the Visual Arts | 1181 |
Routes to Understanding Musical Creativity | 1199 |
Artistic Creativity Ethics and the Authentic Self | 1225 |
The Art of Creativity | 1247 |
Human Music 1253 | 1252 |
Creativity Research in Dance | 1273 |
Technology | 1291 |
Computerbased Technology and Music Teaching | 1311 |
Media Technologies | 1331 |
Technology and Arts Education | 1355 |
Technology in Dance Education | 1381 |
Spirituality | 1398 |
Spirituality in the Musical Experience | 1405 |
Art as Selfcultivation | 1425 |
The Force that Rides the Sound | 1443 |
Dance and Spirituality in Educative Practice | 1449 |
Astonishing Wonder Spirituality and Poetry | 1459 |
Concerning the Spiritual in Art Education | 1479 |
Education Spirituality and the Arts | 1495 |
Authors Biographies | 1517 |
International Advisory BoardBiographies | 1545 |
Subject Index | 1555 |
Author Index | 1583 |
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