Art in Education: Identity and PracticeSpringer Science & Business Media, 2005 M12 28 - 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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... 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 ...
... 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 ...
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... art work of many students. It is important to note that my interest in the difference of students' art practices is not simply concerned with formal qualities; rather, it is to do with the representational or expressive logics, the ...
... art work of many students. It is important to note that my interest in the difference of students' art practices is not simply concerned with formal qualities; rather, it is to do with the representational or expressive logics, the ...
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... art. I will also argue that in different contexts of teaching and learning art different pedagogised identities are ... drawing and painting and on students acquiring a series of skill and techniques in other areas such as printmaking ...
... art. I will also argue that in different contexts of teaching and learning art different pedagogised identities are ... drawing and painting and on students acquiring a series of skill and techniques in other areas such as printmaking ...
Página 7
... art practice and the importance of bringing artists into the educational sphere to work with children and students. Mason (1988) and Chambers (1998) are strong and articulate advocates of inter-cultural approaches to art education ...
... art practice and the importance of bringing artists into the educational sphere to work with children and students. Mason (1988) and Chambers (1998) are strong and articulate advocates of inter-cultural approaches to art education ...
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... student's art practices. I shall consider how young children's and older student's art work in the form of drawings or mixed media constructions function as visual signs. By employing the term signification I will move from an ...
... student's art practices. I shall consider how young children's and older student's art work in the form of drawings or mixed media constructions function as visual signs. By employing the term signification I will move from an ...
Contenido
1 | |
42 | 42 |
SEMIOTICS HERMENEUTICS | 47 |
THE SEMIOTICS OF CHILDRENS DRAWING | 57 |
EXPERIENCE AND THE HERMENEUTICS | 79 |
IDENTITY AND PRACTICE | 93 |
IDENTITY AND PSYCHOANALYSIS | 113 |
THE FIELD OF ART IN EDUCATION | 137 |
DIFFERENCE AND PRACTICE | 159 |
THEORISING | 185 |
REFERENCES | 197 |
iii | 200 |
SUBJECT INDEX | 203 |
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Términos y frases comunes
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