Multicultural Education in the Eyes of Chinese Students Through Visual Arts PDF Download
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Author: Ruojing Lyu
Publisher:
ISBN:
Category :
Languages : en
Pages : 76
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Book Description
Multicultural education as a teaching strategy supports the concepts of culture, diversity, equality, democracy, and social justice. This study aimed to explore the Chinese students' (grades 3 to 9) perceptions of multicultural education. The feedback from students who were enrolled in a school where multicultural education was implemented could offer insight into how public and private schools integrate multicultural education with the regular national curriculum in China.In this case study, student perspectives of multiculturalism were examined through a variety of data collection approaches. According to the different ways of self-expression of students in different grades, the manifestation of multiculturalism in student artworks also varied. This study's findings indicate a disconnection between the intent and outcome of the implementation of multicultural education in the Chinese context, even though the curriculum has been localized. The findings of this study suggest that stakeholders need to understand the importance of student perspectives on multicultural education to implement multicultural education better. There is also a need to establish an available resource for feedback on multicultural education from student perspectives.
Author: Ruojing Lyu
Publisher:
ISBN:
Category :
Languages : en
Pages : 76
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Book Description
Multicultural education as a teaching strategy supports the concepts of culture, diversity, equality, democracy, and social justice. This study aimed to explore the Chinese students' (grades 3 to 9) perceptions of multicultural education. The feedback from students who were enrolled in a school where multicultural education was implemented could offer insight into how public and private schools integrate multicultural education with the regular national curriculum in China.In this case study, student perspectives of multiculturalism were examined through a variety of data collection approaches. According to the different ways of self-expression of students in different grades, the manifestation of multiculturalism in student artworks also varied. This study's findings indicate a disconnection between the intent and outcome of the implementation of multicultural education in the Chinese context, even though the curriculum has been localized. The findings of this study suggest that stakeholders need to understand the importance of student perspectives on multicultural education to implement multicultural education better. There is also a need to establish an available resource for feedback on multicultural education from student perspectives.
Author: Rachel Mason
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 216
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Book Description
This book aims to explore the role of art in education in a multicultural society by linking descriptive portrayals of art education in classroom settings to theories of personal and social education.
Author: Samuel Leong
Publisher: Springer Science & Business Media
ISBN: 9400777299
Category : Education
Languages : en
Pages : 251
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Book Description
This book offers insights into the exciting dynamics permeating creative arts education in the Greater China region, focusing on the challenges of forging a future that would not reject, but be enriched by its Confucian and colonial past. Today’s ‘Greater China’ – comprising China, Hong Kong, Macau and Taiwan – has grown into a vibrant and rapidly transforming region characterized by rich historical legacies, enormous dynamism and exciting cultural metamorphosis. Concomitant with the economic rise of China and widespread calls for more ‘creative’ and ‘liberal’ education, the educational and cultural sectors in the region have witnessed significant reforms in recent years. Other factors that will influence the future of arts education are the emergence of a ‘new’ awareness of Chinese cultural values and the uniqueness of being Chinese.
Author: Elizabeth D. Hoffman
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 266
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Book Description
This study investigates whether it is possible for the education department of a museum to provide materials, including lesson plans and audio-visual materials, to art and social science teachers so that they may be able to teach high school students about Globalization through contemporary Chinese art. The central focus of the thesis is to advocate for the inclusion of a non-Western history of art and culture into the curriculum, so that U.S. students can better understand multicultural global dynamics. My main research question is: By integrating a curriculum on Chinese art and culture into a high school, can students broaden their understanding of global culture and their place in the process of globalization? Additionally, my action research was guided by many sub-questions. Through teaching a curriculum based on Chinese contemporary art and globalization, I was curious how students could develop, firstly, a perspectives consciousness; that is, the recognition or awareness that one's view of the world is not universally shared; and that others have views of the world profoundly different from one's own. China is experiencing nine to ten percent growth rates since the loosening of controls on their economy by the Central Communist Committee. By incorporating information about some of the changes that have occurred into the curriculum, how can students better understand emergent global trends? By learning about traditional and contemporary Chinese art and culture, how can the students gain a cross-cultural awareness (i.e. of the diversity of ideas and practices to be found in other countries)? How can the curriculum teach about contact and borrowing among cultures and societies (specifically between the U.S. and China), origins and development of cultures and values, historical antecedents to problems and issues? This study began as an action research project as part of my student teaching at Walter Payton College Prep in Chicago, IL in the spring of 2007. I developed a curriculum that included teaching the students about contemporary Chinese artists and about the many changes that are occurring in Chinese culture and society, and which also contained lessons about three dimensional design, and a studio lesson based on the Chinese artist Lin Tianmiao. Since then, I have broadened the project to be a curriculum package that could exist in the educational department of a museum which could be borrowed by high school art and social science teachers to be used in their classrooms. The curriculum package now includes not only the original curriculum which I used in my action research at Payton and a guide to accompany three PowerPoint presentations, but also includes: two DVDs from PBS (one about Globalization and the other about a Chinese artist, which are available to be borrowed at the School of the Art Institute's Flaxman Library), along with the lesson plans which accompany these DVDs, books for reading, and suggestions for three alternative studio projects. The action research portion of this project consisted of administering a quiz to the students at Payton on the first day in order to get a baseline assessment of how much the students knew about China. Then after several weeks of teaching them the curriculum, I administered another quiz to ascertain how much they then knew. The results of the two quizzes were compared to discern whether or not they had learned about China. I found that indeed it is possible by teaching the curriculum which I had put together about globalization and Chinese contemporary art to teach high school students about another culture. For their answers on the final quiz were not just quantitatively better than the initial quiz, they were qualitatively better and more substantive. Which leads me to conclude that they were able to gain a perspectives consciousness. My recommendations for the field are that teachers, especially art teachers, should use contemporary cultural artifacts to examine contemporary issues such as globalization. My research shows that it is possible to convey complex ideas through art and by visual means. Moreover, through learning about another country's culture, students can gain awareness that one's view of the world is not universally shared.
Author: Tatiana Chemi
Publisher: BRILL
ISBN: 9004399488
Category : Education
Languages : en
Pages : 239
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Book Description
Arts-Based Education: China and Its Intersection with the World investigates the field of arts-based educational practices and research.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764
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Book Description
Author: Susan Cahan
Publisher: Psychology Press
ISBN: 9780415911894
Category : Art
Languages : en
Pages : 456
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Book Description
Contemporary art and multicultural education is the first book of its kind to address the role of art within today's multicultural education. Co-published with the New Museum of Contemporary Art, this beautifully illustrated book provides both theoretical foundations and practical resources for art educators and students, combining exquisite color reproductions, statements from contemporary artists and interviews with notable educators. Absent from multicultural art education is an approach which connects everyday experience, social critique and creative expression with classroom learning; for students from widely-varied backgrounds and differing levels of English comprehension, art becomes a vital means of reflecting upon the nature of society and social existence. To this end, this volume features both works of art and artists' personal statements in English and Spanish with lesson plans which explore topics that connect what students learn in school to what life experiences might reveal.
Author: Helga Loeb
Publisher:
ISBN: 9780728601161
Category : Ethnic art
Languages : en
Pages : 25
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Book Description
Three papers considering multicultural art education work progressively through the problems inherent in an ethnographic approach to art education. The first paper, "A Color Conscious Art" (Nick Stanley), focuses on the construction of a serviceable philosophy for art in a multicultural society. Hidden cultural references in such an apparently value-free term as "color" are explored and two models of multicultural education are presented. In the first model, multicultural education is directed to minority ethnic groups using elements from students' own ethnic cultures. The author advocates a second model in which there is exploration of transcultural aspects of the arts, giving the student competence in multiple cultures. A technically based approach is suggested as a proper foundation for a wide-ranging art and design syllabus. The second paper, "The Missing Dimension" (Helga Loeb), addresses the problem of supplying a conceptual basis for curriculum work in ethnographically informed art and design education. Three key ideas are presented. The final paper, "Process, Object and Context" (Phil Slight), suggests an approach to the use of a wider cultural reference that assumes a double context. The first considers the original context of the art studied, while the second involves the new context within which this knowledge or awareness is handled. The document concludes that reference and attention to both contexts provide conceptual structures for experiencing in terms of the imaginative, the inventive, the aesthetic, and the emotional. (LH)
Author: Susan Cahan
Publisher: Psychology Press
ISBN: 9780415911900
Category : Art
Languages : en
Pages : 578
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Book Description
Contemporary Art and Multicultural Education is the first book of its kind to address the role of art within today's multicultural education. Co-published with The New Museum of Contemporary Art , this beautifully illustrated book is a practical resources for art educators and students. Co-published with the New Museum of Contemporary Art.
Author: Kerry Freedman
Publisher: Teachers College Press
ISBN: 9780807743713
Category : Education
Languages : en
Pages : 212
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Book Description
Offering a conceptual framework for teaching the visual arts (K-12 and higher education) from a cultural standpoint, the author discusses visual culture in a democracy.
