Art Education最新文献_第4页

The Art of Black Power: Identity and Activism 黑人权力的艺术:身份与行动主义

Art Education Pub Date : 2023-07-04 DOI: 10.1080/00043125.2023.2207419

Marie Huard

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Stories of Online Art Education: Transitions and Challenges During the Pandemic 在线艺术教育的故事:大流行期间的过渡与挑战

Art Education Pub Date : 2023-07-04 DOI: 10.1080/00043125.2023.2211216

Borim Song, Marian G. Lim, Kyung-Soon Lim

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Confronting Anti-Asian Racism in Art and Visual Culture Education 面对艺术与视觉文化教育中的反亚裔种族主义

Art Education Pub Date : 2023-05-04 DOI: 10.1080/00043125.2023.2167902

Ryan Shin, Jaehan Bae, Borim Song

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“There’s a Pandemic Going On!”: Data Visualization as Critical Place-Based Education in Challenging Times “正在发生大流行!”:在充满挑战的时代，数据可视化是关键的基于地方的教育

Art Education Pub Date : 2023-05-04 DOI: 10.1080/00043125.2023.2167156

Joy G. Bertling, Lynn Hodge, Ericka Ryba

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Stepping Back to Step Forward: Reflection in a Community of Practice 退而求进：实践共同体中的反思

Art Education Pub Date : 2023-05-04 DOI: 10.1080/00043125.2023.2167384

C. Nordlund, Julia L. Hovanec

{"title":"Stepping Back to Step Forward: Reflection in a Community of Practice","authors":"C. Nordlund, Julia L. Hovanec","doi":"10.1080/00043125.2023.2167384","DOIUrl":"https://doi.org/10.1080/00043125.2023.2167384","url":null,"abstract":"Educators may craft 1,000 to 1,500 decisions a day, making teaching not a matter of prescribed steps but a mass of involvements and responses (Goldberg & Houser, 2017; Good & Brophy, 2008). Teaching is a complex collection of creative actions with ongoing consequential choices and decisions; therefore, it necessitates educators’ ongoing reflection. As educators who currently serve art teacher candidates at Kutztown University of Pennsylvania, a small public university in the rural Northeast serving a student population primarily identifying as state residents, we view ourselves, our preservice educators, and our pedagogy in a state of ceaselessly becoming (Nordlund, 2019; Unrath & Nordlund, 2009). As we constantly seek to rework ourselves and expand our lens on the world, we continuously think about how we might inculcate reflection as a habit of mind in our teacher candidates who are embarking on a lifetime of collaborative learning. We define reflective practice as a serious consideration or intentional thought focused on refining purposes and practices. Reflection is an act of seeking betterment. We consider great educators to be those who know why they do what they do (L. M. Danielson, 2009) because they have a good sense of when to step back and think deeply—a pause to reflect. Within the pandemic’s uncertainty and daily onslaught of the unforeseen, we noticed our teacher candidates finding it challenging to step back and reflect. The pandemic’s ever-changing mandates perpetuated flux in classrooms and art spaces and required greater attention and intention from educators. This climate was an opening for reflection as a means for sensemaking. Our teacher candidates’ reflections easily moved away from asset-based introspection (Bertling, 2019; Klein & Miraglia, 2017) to negative feelings such as regret and judgment. This facilitated the need to house and support their acts of reflection in a community of practice. Reflection in a Community of Practice","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44009680","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

How Critical Art Pedagogies Changed Student Perspectives on a COVID-19 Culture Crisis World 批判性艺术教学法如何改变学生对新冠肺炎文化危机世界的看法

Art Education Pub Date : 2023-05-04 DOI: 10.1080/00043125.2023.2167386

Jordan Raymond

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Pandemic Pivoting: The Use of Home Wi-Fi Accounts and Fast-Food Parking Lots for Teachers’ Internet Connectivity 流行病转向:使用家庭Wi-Fi帐户和快餐停车场为教师提供互联网连接

Art Education Pub Date : 2023-05-04 DOI: 10.1080/00043125.2023.2167157

T. Harlow, Yang Yang, S. Ackermann, Beth Dobberstein, Bob Reeker, Tim Needles

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Inspiring Creativity in a Virtual Learning Environment: Supporting Community College Students Through Engagement With the Arts 在虚拟学习环境中激发创造力:通过参与艺术来支持社区大学生

Art Education Pub Date : 2023-05-04 DOI: 10.1080/00043125.2023.2167815

Mindi Reich-Shapiro, Kristin Scarola

引用次数: 0

Using Photographs to Teach the Human Rights of Children Caught Up in Armed Conflicts 用照片教陷入武装冲突的儿童的人权

Art Education Pub Date : 2023-05-04 DOI: 10.1080/00043125.2023.2177438

T. Holland, E. Nogrady

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Reflecting and Adapting: The Role of Reflective Practice in Transforming Education During the Pandemic and Beyond 反思与适应:反思实践在大流行期间及其后教育变革中的作用

Art Education Pub Date : 2023-05-04 DOI: 10.1080/00043125.2023.2203665

A. Kantawala

{"title":"Reflecting and Adapting: The Role of Reflective Practice in Transforming Education During the Pandemic and Beyond","authors":"A. Kantawala","doi":"10.1080/00043125.2023.2203665","DOIUrl":"https://doi.org/10.1080/00043125.2023.2203665","url":null,"abstract":"Schön (1983) explains that reflection-in-action occurs during an actual experience or event. Thus, in our teaching practices, this involves adapting and responding to emerging classroom needs and challenges in real-time. In the same vein, artists engage in reflection-in-action as they continuously assess, adjust and experiment with their own work and techniques while immersed in the artistic process. Both educators and artists rely on reflection and adaptation for growth and skill development. Simply put, reflection-in-action entails thinking on one’s feet and being attuned to classroom dynamics or artistic nuances while making informed decisions based on immediate observations and interactions. On the other hand, reflection-on-action happens after an experience or event and also encompasses a deliberate retrospective analysis of one’s actions and outcomes to identify areas for improvement. In the context of teaching, reflection-on-action requires educators to critically examine instructional strategies, classroom management techniques, and student interactions, which enables us to understand the methods that worked, the ones that didn’t, and how we can strengthen our practice overall. For artists, this reflective process involves assessing their creative choices and artistic techniques. Therefore, reflection-on-action allows teachers and artists to learn from their experiences, which enables us to make informed decisions about modifying our practices to achieve better outcomes. Reflecting and Adapting:","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46813267","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