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Author:
Publisher: BRILL
ISBN: 9460911226
Category : Education
Languages : en
Pages : 227
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Book Description
Essays on Aesthetic Education for the 21st Century, co-edited by Tracie Costantino and Boyd White, brings together an international collection of authors representing diverse viewpoints to engage in dialogue about the ongoing critical relevance of aesthetics for contemporary art education.
Author:
Publisher: BRILL
ISBN: 9460911226
Category : Education
Languages : en
Pages : 227
Get Book Here
Book Description
Essays on Aesthetic Education for the 21st Century, co-edited by Tracie Costantino and Boyd White, brings together an international collection of authors representing diverse viewpoints to engage in dialogue about the ongoing critical relevance of aesthetics for contemporary art education.
Author: Gayatri Chakravorty Spivak
Publisher: Harvard University Press
ISBN: 0674072383
Category : Philosophy
Languages : en
Pages : 624
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Book Description
During the past twenty years, the worldÕs most renowned critical theoristÑthe scholar who defined the field of postcolonial studiesÑhas experienced a radical reorientation in her thinking. Finding the neat polarities of tradition and modernity, colonial and postcolonial, no longer sufficient for interpreting the globalized present, she turns elsewhere to make her central argument: that aesthetic education is the last available instrument for implementing global justice and democracy. SpivakÕs unwillingness to sacrifice the ethical in the name of the aesthetic, or to sacrifice the aesthetic in grappling with the political, makes her task formidable. As she wrestles with these fraught relationships, she rewrites Friedrich SchillerÕs concept of play as double bind, reading Gregory Bateson with Gramsci as she negotiates Immanuel Kant, while in dialogue with her teacher Paul de Man. Among the concerns Spivak addresses is this: Are we ready to forfeit the wealth of the worldÕs languages in the name of global communication? ÒEven a good globalization (the failed dream of socialism) requires the uniformity which the diversity of mother-tongues must challenge,Ó Spivak writes. ÒThe tower of Babel is our refuge.Ó In essays on theory, translation, Marxism, gender, and world literature, and on writers such as Assia Djebar, J. M. Coetzee, and Rabindranath Tagore, Spivak argues for the social urgency of the humanities and renews the case for literary studies, imprisoned in the corporate university. ÒPerhaps,Ó she writes, Òthe literary can still do something.Ó
Author: Boyd White
Publisher: Peter Lang Incorporated, International Academic Publishers
ISBN: 9781433120114
Category : Affective education
Languages : en
Pages : 0
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Book Description
Aesthetics, Empathy and Education is essential reading for pre-service teachers, graduate students and instructors. The text is divided into four sections addressing issues such as research Methodology, the self as the research subject, education and empathy and classroom practice.
Author: Friedrich Schiller
Publisher: Lulu.com
ISBN: 1300832959
Category : Art
Languages : en
Pages : 195
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Book Description
Art is the right hand of Nature. The latter has only given us being, the former has made us men.-Friedrich Schiller Only through Beauty's morning-gate, dost thou penetrate the land of knowledge. - Friedrich Schiller Friedrich Schiller Grace is the beauty of form under the influence of freedom. Friedrich Schiller - - Friedrich Schiller
Author: David Russell
Publisher: Princeton University Press
ISBN: 0691196923
Category : History
Languages : en
Pages : 214
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Book Description
The social practice of tact was an invention of the nineteenth century, a period when Britain was witnessing unprecedented urbanization, industrialization, and population growth. In an era when more and more people lived more closely than ever before with people they knew less and less about, tact was a new mode of feeling one’s way with others in complex modern conditions. In this book, David Russell traces how the essay genre came to exemplify this sensuous new ethic and aesthetic. Russell argues that the essay form provided the resources for the performance of tact in this period and analyzes its techniques in the writings of Charles Lamb, John Stuart Mill, Matthew Arnold, George Eliot, and Walter Pater. He shows how their essays offer grounds for a claim about the relationship among art, education, and human freedom—an “aesthetic liberalism”—not encompassed by traditional political philosophy or in literary criticism. For these writers, tact is not about codes of politeness but about making an art of ordinary encounters with people and objects and evoking the fullest potential in each new encounter. Russell demonstrates how their essays serve as a model for a critical handling of the world that is open to surprises, and from which egalitarian demands for new relationships are made. Offering fresh approaches to thinking about criticism, sociability, politics, and art, Tact concludes by following a legacy of essayistic tact to the practice of British psychoanalysts like D. W. Winnicott and Marion Milner.
Author: Ruth Heilbronn
Publisher: Emerald Group Publishing
ISBN: 178743625X
Category : Education
Languages : en
Pages : 249
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Book Description
This book makes a strong case for the abiding relevance of Dewey’s notion of learning through experience, with a community of others, and what this implies for democratic 21st century education. Curricular and policy contexts in Spain, Cameroon, the US and the UK, explore what reading Dewey contributes to contemporary education studies.
Author: Julian Sefton-Green
Publisher: Routledge
ISBN: 1136730036
Category : Education
Languages : en
Pages : 653
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Book Description
The concept of creative learning extends far beyond Arts-based learning or the development of individual creativity. It covers a range of processes and initiatives throughout the world that share common values, systems and practices aimed at making learning more creative. This applies at individual, classroom, or whole school level, always with the aim of fully realising young people’s potential. Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists. Containing a mixture of newly commissioned chapters, reprints and updated versions of previous publications, this book brings together major theorists and current research. Comprising of key readings in creative education, it will stand as a uniquely authoritative text that will appeal to those involved in initial and continuing teacher education, as well as research academics and policy specialists. Sections include: a general introduction to the field of creative learning arts learning traditions, with sub sections on discrete art forms such as drama and visual art accounts of practice from artist-teacher partnerships whole school change and reforms curriculum change assessment evaluative case studies of impact and effect global studies of policy change around creative learning.
Author: Steven Henry Madoff
Publisher: MIT Press
ISBN: 0262134934
Category : Art
Languages : en
Pages : 387
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Book Description
Leading international artists and art educators consider the challenges of art education in today's dramatically changed art world. The last explosive change in art education came nearly a century ago, when the German Bauhaus was formed. Today, dramatic changes in the art world—its increasing professionalization, the pervasive power of the art market, and fundamental shifts in art-making itself in our post-Duchampian era—combined with a revolution in information technology, raise fundamental questions about the education of today's artists. Art School (Propositions for the 21st Century) brings together more than thirty leading international artists and art educators to reconsider the practices of art education in academic, practical, ethical, and philosophical terms. The essays in the book range over continents, histories, traditions, experiments, and fantasies of education. Accompanying the essays are conversations with such prominent artist/educators as John Baldessari, Michael Craig-Martin, Hans Haacke, and Marina Abramovic, as well as questionnaire responses from a dozen important artists—among them Mike Kelley, Ann Hamilton, Guillermo Kuitca, and Shirin Neshat—about their own experiences as students. A fascinating analysis of the architecture of major historical art schools throughout the world looks at the relationship of the principles of their designs to the principles of the pedagogy practiced within their halls. And throughout the volume, attention is paid to new initiatives and proposals about what an art school can and should be in the twenty-first century—and what it shouldn't be. No other book on the subject covers more of the questions concerning art education today or offers more insight into the pressures, challenges, risks, and opportunities for artists and art educators in the years ahead. Contributors Marina Abramovic, Dennis Adams, John Baldessari, Ute Meta Bauer, Daniel Birnbaum, Saskia Bos, Tania Bruguera, Luis Camnitzer, Michael Craig-Martin, Thierry de Duve, Clémentine Deliss, Charles Esche, Liam Gillick, Boris Groys, Hans Haacke, Ann Lauterbach, Ken Lum, Steven Henry Madoff, Brendan D. Moran, Ernesto Pujol, Raqs Media Collective, Charles Renfro, Jeffrey T. Schnapp, Michael Shanks, Robert Storr, Anton Vidokle
Author: Stefano Mastrandrea
Publisher: Roma TrE-Press
ISBN: 8897524834
Category : Education
Languages : en
Pages : 219
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Book Description
Questo libro è il risultato di un progetto di ricerca internazionale finanziato e con sede presso l'Università di Roma Tre (coordinato da Stefano Mastandrea). Lo scopo del progetto di ricerca è stato quello di creare un questionario su larga scala per indagare atteggiamenti, motivazioni, tratti di personalità, emozioni e processi di apprendimento in materia di visite museali da parte di giovani adulti. Il gruppo di ricerca era costituito da studiosi di otto diversi Paesi: Austria, Francia, Ungheria, Italia, Nuova Zelanda, Portogallo, Taiwan e Stati Uniti. I partecipanti della ricerca (N = 2.247) erano costituiti da un campione di studenti universitari senza specifica formazione artistica, provenienti da tre diversi Dipartimenti (psicologia, educazione e sociologia). I risultati principali hanno mostrato che circa il 75% del campione totale ha visitato almeno un museo negli ultimi 12 mesi e circa il 40% ha visitato tra 2 e 5 musei. I musei più visitati sono stati quelli di arte moderna. I partecipanti hanno riportato un buon livello di soddisfazione rispetto alle visite condotte. Complessivamente le emozioni prevalenti riferite alle visite erano la curiosità, l'interesse e il piacere; tuttavia, le emozioni variavano a seconda del tipo di museo visitato: godimento estetico per l'arte antica, godimento estetico e interesse per l'arte moderna, divertimento e curiosità per i musei scientifici. Nell’ottobre 2013 è stato organizzato a Roma, dal Dipartimento di Scienze della Formazione e dal Laboratorio di Psicologia Sperimentale dell'Università Roma Tre, un congresso a cui hanno partecipato tutti i partner internazionali del progetto presentando i risultati di ogni singola unità di ricerca. I dati e i risultati presentati al congresso e i successivi sviluppi costituiscono i capitoli di questo libro.
Author: Shin, Ryan
Publisher: IGI Global
ISBN: 1522516662
Category : Art
Languages : en
Pages : 417
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Book Description
Art is a multi-faceted part of human society, and often is used for more than purely aesthetic purposes. When used as a narrative on modern society, art can actively engage citizens in cultural and pedagogical discussions. Convergence of Contemporary Art, Visual Culture, and Global Civic Engagement is a pivotal reference source for the latest scholarly material on the relationship between popular media, art, and visual culture, analyzing how this intersection promotes global pedagogy and learning. Highlighting relevant perspectives from both international and community levels, this book is ideally designed for professionals, upper-level students, researchers, and academics interested in the role of art in global learning.
