The book examines art and its dimensions such as art as spirituality, yoga and so on. Traces the historical development of Art Education and place of Art Education in the Indian Education System since independence. The work is embedded with Sanskrit verses showing the perception of traditional India and also the modern times. It looks into the objectives of Education, with special reference to art. Identifies the components of creativity with reference to Art. Develops the means to enhance creativity through Art Education. Studies the factors affecting creativity with reference to Art. It also encompasses the review of researches in art, creativity and art education.
This work presents an extensive examination of the largely separate histories of art education and art therapy, emphasizing meaningful ways in which the two have been both successfully connected and purposefully disconnected. It seeks to open a dialogue between art therapy and art education so that each may consider how innately bound to one another they are, and to explore how this relationship may be strengthened. Practical suggestions are offered for art educators to develop a basic understanding of some of the basic principles of art therapy and the nature of development and creativity, thereby providing additional strategies for teachers to design pedagogy that will allow them to successfully and thoughtfully teach to a wide variety of learners.
The purpose of this book is to review Conceptualizing Art Criticism And Art Education For Effective Practice. researchers explains about history of art education in the world and art criticism approaches. Moreover researchers explained about Art criticism is driven by various individual perceptions, world views, mores, and values. Conceivably there are as many effective methods of art criticism as there are reasons for critiquing.
This research reveals that art education in elementary and secondary schools in China has changed dramatically since 1978, and those changes have been, for the most part, positive. Chinese art education can be separated into three periods: prior to 1966; 1966- 1976; and 1978-present day. During the different dynasties and periods prior to 1966, art education existed in different forms. Art education was nearly terminated during the Cultural Revolution (1966-1976), the most chaotic period in China’s history. In 1978, with the Chinese Economic Reform, started by Deng Xiaoping, and the opening of trade with the outside world, which resulted in a rich exchange of ideas, China’s position on education changed radically. It began to hold a series of meetings to determine the state of K-12 education and art education in China. Since 1978, the method of art teaching no longer follows the old teaching model that emphasized skill and copying in painting and drawing. This study details the evolution of changes in K-12 art education in China since 1978 up until present day.
Providing a truly global and comprehensive perspective, 30,000 Years of Art charts a course through art history that tracks seminal and lesser known works in all of the fields of both the fine and decorative arts. Featuring over 600 works across all media, from painting and sculpture to textile, metalwork, and ceramic, and updated to include new works from the 20th and 21st centuries, 30,000 Years of Art presents the defining moments, both big and small, of art history. Each entry is accompanied with informative texts written by 35 of the world's leading museum curators, academics and archaeologists providing insights into each work that clearly explain their importance. An illustrated timeline, full index and extensive glossary of schools and movements make 30,000 Years of Art, an indispensable addition to any art library.
The purpose of this book is to review the causes of the decline of Iranian contemporary art education. Academic art education problems identify and effective solutions to improve the quality of art education in Iran. Art education in Iran has faced difficulties during the past two decades. Although in this book authors try to find relationship between Iranian familiarities with the West and establishing art schools with the references to the role of court in Qajar and Pahlavi era, which interested the Western art and sent artists to West to learn new perspective of art. Moreover the aim of this study is review Iran's higher art education system, and how the lack of quality and effective management has influenced it. It faces plenty challenges and crises, and needs reform and transformation. Although authors review the different dimensions of Master-Apprentice education system and its transformation into an academic system. Training was based more on genuine moral and spiritual principles. In conclusion, modifying deficiencies and upgrading the system of art education can help Iran to find its position in art.
This study is focused on the Art and Artists of Weya Community near Macheke about 170km South East of Harare and its implications for Art Education in Zimbabwe. This was a case study qualitative in nature. The study……. like most modern African art Weya Art was a result of a workshop by an expatriate IIse Noy (1987-1991) the idea to the participants borrowing from the West African tradition called applique. Hand sewing skills of Weya women were ideal for producing wall hangings in pictorial compositions. All Weya Art applique, painting, embroidery and sadza batik use a social documentary approach. Themes of Weya Art range from domestic village scenes to prostitution, changing roles for women socially and economically.
According to UNESCO (1994) the child with special educational needs is entitled to regular access, full education and curriculum adaptation. In Ireland, since the introduction of the Education Act (1998) and the EPSEN Act (2004) there has been a significant shift in government policy towards the creation of inclusive learning environments for a diverse society. This book addresses the significant challenges for both art teacher and art student with special educational needs in mainstream post-primary education. The approach to the research taken was qualitative in nature with certain aspects of quantitative study. From the analysis, three key recurring topics emerged which allowed the author to discuss the findings in thematic form. Visual art education and inclusive practice in mainstream post primary schools; sufficient access to art education for all: and the identity of the disabled student in relation to the curriculum. This book should be especially useful to teachers and student teachers of art craft and design. It should also be helpful to special educational needs assistants and to parents of children with disabilities.
Chase, Chance & Creativity – The Lucky Art of Novelty
The most strategic steps of a dialogue mechanism based on intercultural education are training and raising international mediators, and building an international mediation mechanism within the intercultural education system. The first chapter develops peace education from differences and creates an “Intercultural Consensus Model. The chapter “Social Mass Media Education” draws the main frame of mass media education by explaining a sensitive communication style for social media education and the realization of news terminology with creative communication strategies. The goal of art-based education is to enable students to think creatively and complete learning processes, produce new solutions with different points of view for the problems they face. The aim of contemporary art and education is to learn to see and look; to be cerative in life style and to create a personality which questions and criticizes; to have self-confidence and developed virtues; also to create a personality which is civilized, peaceful and sophisticated. Special education methods for social education by the leadership of art is the main subject of the third and fourth chapter.
Art Towns California – Communities Celebrating Creativity
How do visual art educators reach students who have visual impairments? When given this challenge, it is interesting to see how the use of visual language impacts learning. This book documented the use and purposes of language during a preservice teaching experience for art education students from the University of Texas at Austin. While gaining practical experience in the art class at the Texas School for the Blind and Visually Impaired, they gained awareness of the importance language has in teaching the visually impaired. In an art classroom designed specifically for pupils who have various visual impairments, language becomes an essential tool in teaching. A case study documenting the various uses of language in teaching reveals how language becomes the bridge between touch and vision. Through art-making and descriptive language the pupil creates knowledge. Learning semantics that describe the child's world- how art is made, how art looks,and how the process of art-making takes place. All art experiences relate to the pupils' lives through a combination of descriptive language and the other senses. Words provide the bridge to greater understanding.
People are behaviorally and psychologically complex to a point that we cannot separate ourselves from our values, beliefs, and assumptions. In education, beliefs influence what, why, and how something is taught. This qualitative case study analyzed one art education professor who teaches at a Protestant Christian Church of Christ affiliated university. Analyzed was the art educator’s belief system in connection with pedagogical practices of art teaching in the areas of art history, art criticism, and art making. This research utilized literatures from art education, teacher belief research, and Christian theology, analyzing the interconnectedness of personal and professional belief systems in shaping and influencing pedagogical practice in art education.
This study explores the state of art education in Turkey as revealed by pre-service art education university instructors, and the potential of incorporating visual culture studies in pre-service art education in Turkey. The instructors’ ideas about visual culture and its impact on art education, its contents (objects), and its practices within the context of Turkey are examined, with a focus on a pedagogical approach that emphasizes the perception and critique of popular culture and everyday cultural experiences, and the analysis of media including television programs, computer games, the internet, and advertisements. The aim of the study is to benefit pre-service art teacher education in Turkey and in general. It provides the rationale, the nature and pedagogy of visual culture, and provides insights into the potential contribution of the concept of visual culture to the understanding of art and improvement of art teacher training.
This study set to evaluate the operation of the Art and Design professional studies curriculum in Zimbabwe teacher education. The results among other things reveled that there is a two-fold discrepancy in the Professional Studies curriculum being experienced by the learner teachers in teacher education. There is, firstly, a discrepancy between the ideal professional study curriculum knowledge constitutive interest and the colleges’ planned curriculum knowledge constitutive interest. Then secondly, there is discrepancy between the planned curriculum and the implemented curriculum as experienced by the learners. Various economic, material, physical and human factors identified limit the full implementation of the planned curriculum. The study has recommended other approaches to the teaching of Professional Studies Art and Design which will aid the development of important but neglected types of knowledge through critical and evaluative mode of inquiry.