Art Education最新文献_第5页

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":" ","pages":"4 - 7"},"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

Unveiling the Invisible: A Conversation With Derald Wing Sue on Addressing Racism and Microaggressions in Educational Settings 揭开隐形:与德拉德·永苏关于解决教育环境中的种族主义和微侵犯的对话

Art Education Pub Date : 2023-05-04 DOI: 10.1080/00043125.2023.2203666

A. Kantawala

引用次数: 0

Exploring the Concept of Art Teacher as Moral Support in The Dreaming Art Studio 梦中美术馆美术教师道德支撑理念探析

Art Education Pub Date : 2023-03-04 DOI: 10.1080/00043125.2022.2153561

Dianna Huxhold

引用次数: 0

Mapping as Artistic Practice 制图作为艺术实践

Art Education Pub Date : 2023-03-04 DOI: 10.1080/00043125.2022.2153553

Leslie Gates

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Reaching Across Remote Worlds: Collaboration Between In-Service and Prospective Art Teachers in the Age of COVID-19 跨越遥远的世界:COVID-19时代在职和未来艺术教师之间的合作

Art Education Pub Date : 2023-03-04 DOI: 10.1080/00043125.2022.2153565

Borim Song, Steven Taylor, K. Wheeler, Michael D. Winstead

引用次数: 0

Agency, Vision, and Voice: Community College Students Work With an Artist-in-Residence to Photograph Their Dreams 机构、视觉和声音：社区大学生与常驻艺术家合作拍摄他们的梦想

Art Education Pub Date : 2023-03-04 DOI: 10.1080/00043125.2022.2153571

Lori Ungemah, Julia Beck Vandenoever

引用次数: 0

An Arts-Based Journey: A Mother–Daughter’s Dialogue on Cultural Hybridity, Displacement, and Being an Asian American 以艺术为基础的旅程:一对母女对文化混杂、位移和身为亚裔美国人的对话

Art Education Pub Date : 2023-03-04 DOI: 10.1080/00043125.2022.2153552

Yichien Cooper, Emilie Cooper

引用次数: 1

Developing a Politics of Attunement in Art Teacher Preparation: Documentation and Collage in a Precarious Present 在美术教师准备中培养一种调教政治：不稳定的当下的文献与拼贴

Art Education Pub Date : 2023-03-04 DOI: 10.1080/00043125.2022.2153557

Christina Hanawalt

{"title":"Developing a Politics of Attunement in Art Teacher Preparation: Documentation and Collage in a Precarious Present","authors":"Christina Hanawalt","doi":"10.1080/00043125.2022.2153557","DOIUrl":"https://doi.org/10.1080/00043125.2022.2153557","url":null,"abstract":"This article is situated amid the ongoing effects of multiple crises in the United States—the COVID-19 pandemic, pressing calls for racial justice in the face of continued police violence against Black Americans, and the storming of the U.S. Capitol building at the incitement of Donald J. Trump in the final weeks of his presidency. In addition to these crises, our present time is marked by an environmental crisis that has led anthropologists to use the term Anthropocene to define the current “epoch in which human disturbance outranks other geological forces” (Tsing, 2015, p. 19). Given the cumulation and intensity of these multifaceted issues facing society, scholars like Anna Lowenhaupt Tsing (2015) have recognized a pervasive sense of precarity, described as the condition of being vulnerable to human and nonhuman others at a time when “we can’t rely on the status quo; everything is in flux, including our ability to survive” (p. 20). Yet, in the face of all of this, Tsing proposed that we should move toward understanding precarity as something other than a state of being provoked by crises that are exceptions to an otherwise smooth unfolding of life. Instead, she suggested that precarity, in fact, describes the ongoing condition of our world—a world that is always in process and that rests on the uncertain. According to Tsing, each moment of experience is characterized by the continuous coming together of elements and forces past and present, human and nonhuman entities gathering and entangling to produce life as infinitely contingent and unpredictable—but also always open to the possibility of something new. In Tsing’s view, precarity, as a state of being, presents us with conditions ripe with possibilities for new understandings, new ways of being, and the potential for change.","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"76 1","pages":"8 - 18"},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43402009","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

Standing On the “Right” Side of History: How Can We Remain Alert and Stop Eliminating Black Artists and Institutions From Our Curriculum? 站在历史的“正确”一边:我们如何保持警惕，停止从我们的课程中消除黑人艺术家和机构?

Art Education Pub Date : 2023-03-04 DOI: 10.1080/00043125.2023.2185441

A. Kantawala

引用次数: 0

Evidence of Transformative Learning Experience From the Art Museum’s Adult Program 来自艺术博物馆成人项目的变革性学习经验的证据

Art Education Pub Date : 2023-03-04 DOI: 10.1080/00043125.2022.2153574

Juyoung Yoo

{"title":"Evidence of Transformative Learning Experience From the Art Museum’s Adult Program","authors":"Juyoung Yoo","doi":"10.1080/00043125.2022.2153574","DOIUrl":"https://doi.org/10.1080/00043125.2022.2153574","url":null,"abstract":"47 The inquiry-based approach in museum education often takes the form of an educator asking open-ended questions to facilitate discussions around artworks, while encouraging students in careful observation and interpretive processes (Terrassa et al., 2016). Openended questions might include “What do you notice?,” “Can you describe what you see?,” and “What makes you say that?” (Herz, 2010). However, although art museums are emphasizing learners’ experiences and their interpretative processes, many of these institutions still continue their “traditional deeply engrained, didactic, and expert driven practices” for adult learners (Clover & Bell, 2013, p. 40). Accordingly, adult learners are still more accustomed to lecture-based tours. For example, to encourage a group of adults to observe the details and share their imaginative thoughts about an abstract sculpture—tall, rectangular, empty in the center, and made of smooth marble stone—I asked them to imagine that they were the air surrounding the sculpture, and then asked what they saw and how they felt. Right away, one woman with a frown on her face stopped me and told me that she wanted to learn about the artist’s philosophy and intention, as well as the meaning of the artworks, and that I should talk instead of asking questions. Soon after, most of the participants walked away and looked for wall labels.","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"76 1","pages":"47 - 52"},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47310044","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: 1