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In Dialogue: Initial Steps Toward Inquiry, Meaning-Making, and Democracy 在对话中：迈向探究、创造意义和民主的第一步
Art Education Pub Date : 2024-01-02 DOI: 10.1080/00043125.2023.2269363
Heather Kaplan
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引用次数: 0
Art and Crisis: Preservice Teachers’ Coping Amid Constantly Changing Landscapes 艺术与危机：职前教师在不断变化的环境中的应对之策
Art Education Pub Date : 2024-01-02 DOI: 10.1080/00043125.2023.2269366
J. Scott Baker, Daniel Gebur, Jessica Sester, Jamie Smith, Whitney Yambrick
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引用次数: 0
Making Together, Learning Together: Social Connection, Collaboration, and Disability at the Columbus Museum of Art 共同制作，共同学习：哥伦布艺术博物馆的社会联系、协作和残疾问题
Art Education Pub Date : 2024-01-02 DOI: 10.1080/00043125.2023.2268501
Shannon Thacker Cregg, D. Kletchka
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引用次数: 0
Teaching Peace Education Through Art 通过艺术开展和平教育
Art Education Pub Date : 2024-01-02 DOI: 10.1080/00043125.2024.2302296
Michelle S. Bae-Dimitriadis
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引用次数: 0
Cultivating Children’s Resilience: A Preservice Art Teacher Training Project 培养儿童弹性:职前美术教师培训项目
Art Education Pub Date : 2023-09-03 DOI: 10.1080/00043125.2023.2224693
Yiwen Wei, Kori L. Mosley
{"title":"Cultivating Children’s Resilience: A Preservice Art Teacher Training Project","authors":"Yiwen Wei, Kori L. Mosley","doi":"10.1080/00043125.2023.2224693","DOIUrl":"https://doi.org/10.1080/00043125.2023.2224693","url":null,"abstract":"Click to increase image sizeClick to decrease image size AcknowledgmentThank you to the four cooperating art teachers and nine participating practicum students for their dedication to this project. We also want to thank the three anonymous reviewers, whose insights have significantly improved the manuscript.Notes1 Title I schools receive additional funding to support “high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards” (U.S. Department of Education, Citation2018, para. 1).2 The demographic data of the four schools were verified and retrieved on January 5, 2022, from the School Quality Profiles of Virginia Department of Education (https://schoolquality.virginia.gov).Additional informationFundingVCU REAL Challenge Grant supported this project in the fall 2021 semester.Notes on contributorsYiwen WeiYiwen Wei, Assistant Professor, Department of Art Education, Virginia Commonwealth University in Richmond. Email: weiy2@vcu.eduKori L. MosleyKori L. Mosley, Adjunct Faculty and University-Based Teacher Educator, Department of Art Education, Virginia Commonwealth University in Richmond. Email: klmosley@vcu.edu","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Beyond Stereotype: Contemporary Art in Children’s Picture Books About Going to the Museum 超越刻板印象:关于去博物馆的儿童绘本中的当代艺术
Art Education Pub Date : 2023-09-03 DOI: 10.1080/00043125.2023.2227543
David M. Donahue, Jordán Sandoval
{"title":"Beyond Stereotype: Contemporary Art in Children’s Picture Books About Going to the Museum","authors":"David M. Donahue, Jordán Sandoval","doi":"10.1080/00043125.2023.2227543","DOIUrl":"https://doi.org/10.1080/00043125.2023.2227543","url":null,"abstract":"Click to increase image sizeClick to decrease image size Notes1 Crazy is a word with negative connotations that stigmatizes mental illness and marginalizes the people who experience it. In this article, we quote this word and use it judiciously to unpack the stereotypes and biases it reveals about contemporary art.Additional informationNotes on contributorsDavid M. DonahueDavid M. Donahue, Professor, School of Education, University of San Francisco in San Francisco, California. Email: ddonahue@usfca.eduJordán SandovalJordán Sandoval, Assistant Director of Student Services, Art and Art History Department, Stanford University in Stanford, California. Email: jsandova@stanford.edu","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Confluence of Pedagogical Frameworks: Crafting a Blueprint for Inspired Learning 教学框架的融合:为启发式学习打造蓝图
Art Education Pub Date : 2023-09-03 DOI: 10.1080/00043125.2023.2261829
Ami Kantawala
{"title":"Confluence of Pedagogical Frameworks: Crafting a Blueprint for Inspired Learning","authors":"Ami Kantawala","doi":"10.1080/00043125.2023.2261829","DOIUrl":"https://doi.org/10.1080/00043125.2023.2261829","url":null,"abstract":"For educators, a framework serves as a conceptual guide that outlines how and why learning should occur. It includes the strategies and methods we can use. Why do certain teaching methods excel in specifi c contexts? Why do students succeed with one framework and falter with another? Th ese questions defi ne the essence of pedagogical frameworks and assist educators in navigating the intricacies of teaching and learning. Historically, education focused on memorization and repetition with teachers as the primary knowledge bearers. As our understanding of learning deepened, pedagogical models have evolved. Th e 20th century, championed by progressive educators like John Dewey, Rudolph Steiner, and Maria Montessori—to name a few—transitioned toward hands-on, real-world educational approaches that emphasized holistic education and child-centered learning. However, by the 1950s, the movement declined, partly due to its associations with communism. Th e 1970s saw a resurgence of these ideas, inspired by Paulo Friere and others. By the 1980s, while innovations like David Kolb’s adaptation of experiential learning were emerging, they were still anchored in the foundational ideas of progressive education (Kolb & Kolb, 2005). In the 21st century, the landscape has shift ed. From constructivist to inquiry-based models, we now have a plethora of pedagogical frameworks. Th e introduction of digital technology has also reshaped the scene, bringing forth systems like online learning and blended classrooms, which combine both traditional and emergent techniques. Th is editorial highlights some pivotal educational frameworks discussed by authors in this issue, including culturally relevant pedagogy (CRP), participatory action research (PAR), social–emotional learning (SEL), and technological pedagogical content knowledge (TPACK), which infuses technology into pedagogical practices. I invite you to dive deeper into these frameworks, using them as a foundation to refl ect upon and build a more refl exive practice.","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learning and Teaching Visual Arts Through Virtual Exhibitions: A Teacher–Curator Pedagogy 通过虚拟展览学习和教授视觉艺术:一种教师-策展人教学法
Art Education Pub Date : 2023-09-03 DOI: 10.1080/00043125.2023.2227531
Cheung-On Tam
{"title":"Learning and Teaching Visual Arts Through Virtual Exhibitions: A Teacher–Curator Pedagogy","authors":"Cheung-On Tam","doi":"10.1080/00043125.2023.2227531","DOIUrl":"https://doi.org/10.1080/00043125.2023.2227531","url":null,"abstract":"Click to increase image sizeClick to decrease image size Notes1 The entire exhibition is available at the following link: https://artspaces.kunstmatrix.com/en/exhibition/7951515/the-moment-with-my-pet.Additional informationFundingThe Research Grants Council supported this work under the General Research Fund [18611320], Hong Kong SAR.Notes on contributorsCheung-On TamCheung-On Tam, Department of Cultural and Creative Arts, The Education University of Hong Kong, Tai Po, New Territories. Email: cotam@eduhk.hk","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Equity Pedagogy: Beliefs Shape Teachers’ Interactions With Students 公平教学法:信念塑造师生互动
Art Education Pub Date : 2023-09-03 DOI: 10.1080/00043125.2023.2230392
Christina D. Chin
{"title":"Equity Pedagogy: Beliefs Shape Teachers’ Interactions With Students","authors":"Christina D. Chin","doi":"10.1080/00043125.2023.2230392","DOIUrl":"https://doi.org/10.1080/00043125.2023.2230392","url":null,"abstract":"challenge White privileging (see Chin, 2015); I encourage readers to seek out this model and to embark on such paths of self-reflection as well. As an instructor of preservice art educators, I engage my students in critical self-reflection on their biases, and strongly encourage our student teachers to embrace values/ beliefs and corresponding behaviors that evidence beliefs in equity, justice, and empowerment. When I demonstrate teacher– student interactions (to be detailed shortly) as practices for my undergraduate students, I explain why we do them in terms of promoting equity, and how these actions reflect our beliefs in equity. I find that students, future art educators, are more likely to adopt these behaviors as habits when they understand why they are doing them, as they want to promote equity. My hope is that readers, both preservice and in-service art educators, will be motivated in the same way. In what follows are examples of how our equity values are exhibited by what we do—how we interact with our students. Our actions show our beliefs. First, we look at some of the key beliefs underlying our actions, as related to equity.","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examining Three Populations of Preservice Teachers: SEL and Art Integration in Elementary Classrooms 考察三个职前教师群体:SEL与小学课堂艺术整合
Art Education Pub Date : 2023-09-03 DOI: 10.1080/00043125.2023.2235115
Libba Willcox, Kate McCormick
{"title":"Examining Three Populations of Preservice Teachers: SEL and Art Integration in Elementary Classrooms","authors":"Libba Willcox, Kate McCormick","doi":"10.1080/00043125.2023.2235115","DOIUrl":"https://doi.org/10.1080/00043125.2023.2235115","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsLibba WillcoxLibba Willcox, Department of Art Education, Art History, and Art Therapy, Indiana University–Purdue University Indianapolis in Indianapolis. Email: swillcox@indiana.edu.Kate McCormickKate McCormick, State University of New York at Cortland in Cortland. Email: kate.mccormick@cortland.edu","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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