Art in Education: Identity and Practice
Springer Science & Business Media, 2002 - 206 páginas
MEMORY SEED My introduction to teaching art began in September 1971 when I took up a post as art teacher in a secondary school in the West Riding of Yorkshire. Apart from my desire to survive and establish myself amongst students and staff I remember holding firm ideas about what I should be teaching. In relation to drawing and painting I had clear expectations concerning practice and representation. Students’ art work which did not correspond to these I rather naively) considered as weak and in need of correction. I assumed wrongly that when students were making paintings and drawings from observation of objects, people or landscape, they should be aiming to develop specific representational skills associated with the idea of ‘rendering’ a reasonable likeness. I was reasonably familiar with the development of Western art and different forms of visual representation and expression and I knew, for example, that the projection system perspective is only one and not the correct rep- sentational system for mapping objects and their spatial relations as viewed from a particular point into corresponding relations in a painting or drawing. Nevertheless I still employed this mode of projection as an expectation or a criterion of judgement when teaching my students.
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INTERPRETATION AND PRACTICE
THE SEMIOTICS OF CHILDRENS DRAWING
EXPERIENCE AND THE HERMENEUTICS
IDENTITY AND PRACTICE
IDENTITY AND PSYCHOANALYSIS
THE FIELD OF ART IN EDUCATION
DIFFERENCE AND PRACTICE
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Términos y frases comunes
ability able according action appears approach argue art education art in education art practice assessment attempt become Chapter child complex conception concerned consider constitute constructed contexts contrast create cultural depicted describe desire difficult discourses discussed drawing practices effect emphasis employed England established example experience explore expression field Figure frameworks function glass hermeneutic idea identification identities implication important individual interests interpretation involves issues kind knowledge Lacan language lines looking meaning narrative National Curriculum natural notion objects observational painting particular pedagogised identities perception perspective placed plate positions possible present produced projection question Real reality refer regulated relation represent representation respond semiotic sense shape signifier skills social space specific strategies structure suggests symbolic teachers teaching and learning theory tion traditional understanding understood valued visual
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