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. |
من داخل الكتاب
النتائج 1-5 من 77
... Artistic Creativity, Ethics, and the Authentic Self 1225 Bennett Reimer 84 Conceptions of Creativity in Drama Education 1229 Kathleen Gallagher International Commentaries 84.1 Korea: Su-Jeong Wee 1241 84.2 Taiwan: Wei-Ren Chen 1243 85 ...
... artistic level, we are increasingly witnessing the generation of innovative artwork with mixed forms of representation, where the visual, auditory, and kinesthetic combine to create new types of art. This development has not transformed ...
... artistic field: autonomy, heteronomy, dualism, and temporality. Artistic/intellectual fields exercise both autonomy and heteronomy. Autonomy refers to claims that the field exists independently of social forces and is staffed by ...
... artistic lineage to ancient Greece and Rome, looking to classical forms of art, discussions of aesthetic values, and models of education as precedents for visual art (Bennett, 1926; Efland, 1990; Macdonald, 2004). Dual attitudes toward ...
... artistic taste but not the technical proficiency professional artists acquired through hard work (Sloan, 2000). Early evidence that European children drew comes from the Sixth Day of Boccaccio's Decameron, written about 1350 (Brown ...
المحتوى
7 | |
39 | |
45 | |
67 | |
95 | |
102 | |
141 | |
Experiencing the Visual and Visualizing Experiences | 179 |
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 |
International Commentary | 194 |
Drama and Theater in the Curriculum | 203 |
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 |
The Weakest Link in DramaTheater Education 587 | 586 |
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 |
An Ethnomusicological Perspective | 829 |
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 |
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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