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1.
In September 1999, the Glasgow School of Art ‘Artists and Designers in Education’ programme was accepted as an important component of the GOALS project, an ACCESS initiative funded by the Scottish Higher Education Funding Council including students in schools as project leaders, tutors and mentors. This stable and long-term funding validates and ensures the future of an experimental key skills programme which has been carefully nurtured in Glasgow School of Art for the past ten years, often in the face of scepticism, voiced by those for whom higher education and especially higher art and design education is ‘only about engaging with, becoming expert in and in due course advancing the discipline itself’. [1]This paper suggests that key skills enhancement through supported and evaluated residencies in education is of demonstrable value to most emergent artists and designers regardless of their subsequent career trajectories.  相似文献   

2.
This paper gives a summary of a presentation made by Glen Coutts and an exhibition organised by Mark Dawes at the InSEA conference held in Glasgow during July 1997. It concerns recent developments and initiatives using artists, designers and students in Scottish schools. The presentation at InSEA was supported by slides of the students’ work and an outline of the processes used in each of the workshop sessions. During the presentation the conference had the opportunity to view the results of collaboration between artists, students and school children aged between 10 and 14 years. These projects took place over a period of five to six months, and have resulted in an ambitious project which will be completed during 1999, Glasgow’s year as UK City of Architecture and Design. The projects used visual artists to expand and enhance the art activities normally taking place in the schools. This paper reports on the following areas: developments in Art & Design Education in Scotland – the context for artists in schools, Artists and Education – two case studies and future developments – towards 1999.  相似文献   

3.
Moving Minds     
This paper explores and examines a case study based at Ivy Bank Business and Enterprise College, The Imperial War Museum North, and Liverpool John Moores University. This collaboration took place from November 2004 until February 2005 culminating in an exhibition of children's artwork as part of the ‘Moving Minds’ project at the IWM North. This project was built upon a firm foundation of common goals; an investment in educational and curriculum development; learning through an engagement with contemporary art practice; learning within the context of the museum and a belief that working collaboratively can act as an effective antidote to a perceived orthodoxy in art and design education (Steers 2004). Through practitioner enquiry this paper presents three distinct perspectives. The voice of the trainee teacher, the classroom teacher and the university lecturer demonstrate both elements of commonality and difference within the shared experience of this enterprise.  相似文献   

4.
The purpose of this article is to describe how the Department of Art Education at the University of Lapland in Finland has developed winter art as a method of environmental and community‐based art education. I will focus on the Snow Show Winter Art Education Project, a training project funded by the European Union and the State Provincial Office of Lapland. The general aim of the project was to increase the know‐how of winter art in Northern Finland. This goal was put into practice through workshops on snow construction, documentation of winter art, winter‐oriented media production, and snow and ice sculpting; through continuing education seminars, workshops, and school projects for teachers; and through public lectures and seminars on winter and winter art. In this article, I describe the challenges that winter offers to community and environment‐based art education in the North. Further, I introduce the methods of implementation and the outcomes of winter art exercises carried out by several schools in Lapland in cooperation with and inspired by the Snow Show Winter Art Education Project.  相似文献   

5.
Abstract

The paper describes the setting up and implementation of an initiative in social education in Dudley, jointly supported by Dudley LEA and The Social Morality Council. The programme developed out of earlier work in the authority including the production of a syllabus in social education for 13‐18 year olds and was in direct response to the perceived needs of schools. Work was undertaken in several schools with a special emphasis on establishing links between schools, the community and employers and was monitored by surveying the views of parents, pupils, teachers and employers. The report describes the development of the role of advisory teacher, of involvement of various external agencies, the production of resource materials and summarizes the evaluators’ key ‘findings’ resulting from the project. This information, it is hoped, may be of interest to other schools and LEAs which may be considering a social education programme.  相似文献   

6.
This research project examines how using the visual arts can develop medical insight, as part of a pilot programme for two groups of medical students. It was a UK study; a collaboration between Liverpool and Glynd? University's and Tate Liverpool's learning team. Tate Liverpool is the home of the National Collection of Modern Arts in the North of England and one of the largest galleries of modern and contemporary art outside London. The project adapted Tate Liverpool's Opening Doors course in devising and piloting a single day programme that engaged students in exploring perception, communication, emotion and narrative. Opening Doors introduces participants to modern and contemporary art and empowers them to work in new ways with groups and individuals. The exercises used as part of the programme allowed us to observe what connections and interpretations were made, and to discuss with the participants what influenced student choice and decision making in relation to specific works of art. This article will focus on the use of gallery education to highlight examples of contemporary culture to develop links between art and medicine, alongside the development of transferable skills. The study is of professional interest because it is using a cross‐disciplinary approach, broadening the disciplines involved in teaching medical skills; and could form a model for further cross‐curricular and cross‐discipline work.  相似文献   

7.
This article explores how art and design education can contribute to the imperative of climate change and help societies adapt to living more sustainably. Drawing on methods from arts‐based research and qualitative case study, it reports on an investigation into what can be learned from creating environmental art installations with preservice teachers (those training to be K‐12 teachers), as part of an environmental art education programme in a leading Canadian university. Findings support that preservice teachers experienced behavioural and attitudinal shifts towards sustainability after engaging in the processes of creating environmental art; involvement in the programme also provided opportunities for building community, engaging multiple domains of learning, modelling sustainable art‐making practices and prompting environmental activism. The results of this study inform a developing pedagogy for environmental art education in higher education settings.  相似文献   

8.
This account of a programme for PGCE Art/Design students at University College Bretton Hall, Wakefield (UK) describes an attempt in initial teacher training to develop a course of study which links art, design, environment and education. It seeks to develop a range of perceptions of the built environment, including those of the artist, the critic and the designer. The ideas and methods of working developed on this programme support students’ work in schools. The paper explains the rationale and describes the intensive workshop programme, which includes streetwork, studio sessions and critique. It reports on students’ research and their work in schools. Issues include the place of built environment studies in the Art/Design curriculum, the use of the environment as an educational resource and learning methods and teaching strategies. It comments on the satisfactions and frustrations of developing such a programme in initial teacher education. It presents the work at Bretton Hall as a case study in a wider range of work currently being developed by students, tutors and teachers involved in other courses. They have come together through the ‘Site Specific Project’ to create a research network to support curriculum innovation and teachers’ professional development.  相似文献   

9.
Partnerships between informal learning environments and schools have been cited as an innovative, effective way for museums, galleries and schools to work together to enrich classroom curricula, support student success, and facilitate the utilisation of available community museum and cultural resources. This article reports on findings from a multi‐year, exploratory arts outreach programme for 31 elementary and secondary visual art educators from a rural school district in the American South. The outreach programme was conceived in partnership with faculty from the neighbouring university's art department, school of education and university art gallery. Utilising a partnership framework, the travelling exhibit was developed through a collaborative research relationship with the participating visual art educators. Findings from this programme indicate that travelling exhibits can be an effective mode of programme delivery for informal learning environments while also supporting the content needs for classroom arts educators if the programme stresses transformative partnerships across all invested parties.  相似文献   

10.
The National Arts Education Archive (NAEA) is housed and maintained by the Yorkshire Sculpture Park (YSP), and managed by YSP coordinators and educators with a well‐established volunteer programme. This year, 2017, as part of the celebrations of the YSP's 40th anniversary, the Archive will hold its own exhibition entitled Treasures Revealed: a collection of items selected by people who have been involved in the Archive, whether as donors, volunteers, researchers, artists, trustees or steering group members. In parallel with the exhibition, this article aims to give voice to a selection of individuals and groups associated with the Archive, discussing their interests and experiences of it, and their thoughts on its value and importance as a repository of arts education materials, ideals and practices. Our primary motivations were to consider these different voices in relation to the purpose, direction and relevance of the NAEA today. These exchanges raise fundamental questions and debates about what art education is and what it might become, and how these historical collections, and creative engagements with it, might help to shape our contemporary thinking.  相似文献   

11.
This paper draws on insights from Jacques Rancière's writing on politics and aesthetics to offer new perspectives on debates in education and the arts. The paper addresses three debates in turn; the place of contemporary art in schools and gallery education, the role of art in democratic education and the blurring of boundaries between participatory art and community education. I argue that Rancière's work helps to illuminate some essentialist assumptions behind dichotomous arguments about contemporary art in the classroom—both over‐hyped claims about its value, and exaggerated fears about its threat to educational values alike. On democratic education I argue that his work highlights the importance of the aesthetic dimensions of democratic learning and, on art and community education, I issue caution against readings of Rancière's work that frame his contribution as a ‘rehabilitation‘ of the aesthetic. Although each debate is tackled discretely, the paper advances the overall argument that attention to equality in Rancière's work—both aesthetic and political—is vital when applying his philosophy to debates that occupy the boundaries of education, politics and art.  相似文献   

12.
Interior design, as a field of study, is a rapidly growing area of interest — particularly for teenagers in the United States. Part of this interest stems from the proliferation of design‐related reality shows available through television media. Some art educators and curriculum specialists in the nation perceive the study of interior spaces as a ‘practical application’ of the arts. This article discusses an experiential design problem, originally used in higher education interior design studio courses that was modified and shared with students in third grade to address national academic standards. Later, this same project was modified for use with high school students in the educator's community and with international design students in South Korea. Lastly, the project was presented in a workshop to art education students at a higher education institution. The project was modified to address (1) the age group level and (2) a topic relevant to the audience. Goals of the design project were: (1) to explore creative problem‐solving, (2) to explore the application of design elements and principles, and (3) to increase student understanding of spatial relationships within an interior environment. Findings indicate that the project supported several visual art standards, including perception and community. This project may be of interest to current and future art educators and others interested in the potential of interior design content supporting art education.  相似文献   

13.
An active approach to personal and social education, now familiar in many secondary schools, has been adapted to working with pupils in a range of special schools through an in-service programme for staff. Sylvia Lindoe, senior lecturer, Westhill College of Education, Birmingham, and Julia Bond, deputy head, Alice Stevens School, Coventry, describe the project.  相似文献   

14.
Abstract

This paper explores the continuing relevance to education of ideas about art and resistance that Jean-François Lyotard signalled in his curated exhibition in 1985 at the Centre Georges Pompidou in Paris entitled Les Immatériaux. The exhibition was for Lyotard the ‘staging’ of a resistance at the dawning of an information age that challenged the prioritisation of computerised ‘data’ through the very deconstruction of data as presented in artistic form. While the implications of this event for art exhibitions are still being theorised and debated, it is the insight Les Immat?ériaux provides as pedagogical encounter that is the focus of this article. The paper explores the exhibition in the context of the immateriality of art and develops this argument towards a notion of artistic testimony that then culminates in an analysis for the pedagogical significance of the exhibition in the information drenched, highly networked context of contemporary education.  相似文献   

15.
Abstract

I argue that the just community approach is the best available values education programme in the high schools for meeting the primary goal of feminism, the elimination of injustices due to sexism. In order to eliminate sexism, I suggest we look beneath educational policies and practices to the social and value structures of schools as institutions. Through excerpts from interviews with students, I describe the social and value structures of a democratic community which form the basis of the just community programme.  相似文献   

16.
In this article, I intend briefly to present some views of how cultural expressions can be used as a basis of artistic education of an indigenous people in a particular area. In the past 30 years, indigenous peoples have demanded that their cultural expressions (and knowledge) be included in higher education; to achieve this, they have applied diverse strategies. This integration is, however, a complex process, as universities or institutions of higher education often have to follow national programmes and regulations concerning higher education. Nevertheless, many indigenous peoples have attempted, in their regions, to create art programmes for higher education, often as part of another art programme, or as an independent programme. The case that I use in the presentation is based on my work at Sámi allaskuvla/the Sámi University College in Guovdageaidnu (Kautokeino) in the Sámi area of Norway. The main question here is: How and under what conditions is it possible to launch higher art education that has duodji as its foundation? A key question is what the significance of the overall discourse and praxis that has emerged and developed in indigenous societies is when it is transferred to higher education.  相似文献   

17.
The paper reports from one of the projects of the Economic and Social Research Council's Learning Society Research programme. The project compared initial and continuing education in Scotland and Northern Ireland, in both cases relating these to performance in England. This paper presents results from the fieldwork in Scotland, involving focus groups and individual interviews in a number of economic sectors. It discusses the use of social capital as a central concept in the research, which led to a focus on the nature of relationships between stakeholders: providers of education and training, employers, the state, the community and professional bodies.  相似文献   

18.
This ethnographic case study explored the benefits associated with culturally responsive art learning experience in a Chinese rural town in the process of urbanisation. The case of this study, Fuchong Art Education Programme (FAEP), provided culturally relevant art activities for primary and secondary rural students who cannot access enriched art programmes in schools. Art studio learning, a summer art camp, an art exhibition, neighbourhood sketching, online teaching, student home visits and teacher meetings were documented and examined over an eight-month period of fieldwork. Semi-structured interviews with the participating students, their teachers and parents and the programme coordinator were conducted to elicit the participants’ perspectives on the FAEP experience, the benefits of participation and the challenges involved in implementing a culturally responsive art programme. The emerging themes included artistic, personal, social and external benefits, which were examined in relation to previous research on the intrinsic and instrumental benefits of art learning and a local understanding of the value of community art engagement in the lives of rural people. The implications offer guidance for promoting culturally responsive art learning in rural settings.  相似文献   

19.
This multidisciplinary article presents a methodology, a research project and selected outcomes from an environmental art education course for teacher students. The course is part of an art education minor at the University of Helsinki, Department of Teacher Education. The students were asked to construct their place through an intertextual art method that provided them the means to study their place open‐endedly as a space of plural cultural meanings. Applying the results from their intertextual process, they reconstructed their place artistically. The end product was a personal work of art that included traces of their chosen places, and created a new meaning for it. The outcome is a visual space of compacted meanings from different places. Places contain history and memories important to identity construction. The results show that the intertextual reading extends the students’ concept of place as a space for relational and plural cultural meanings. Foucault's concept of heterotopia, as it applies to otherness of places and spaces, was used alongside the intertextual art method.  相似文献   

20.
ABSTRACT

This paper examines the research design for an arts-based interfaith research project that is intended to build relationships between children from different faiths and to increase research participants’ understandings of faiths other than their own. The project is funded as an Australian Research Council Future Fellowship called Early Start Arts to Counter Radicalization and has a mixed method approach that brings arts-based workshop groups for children together with focus groups for parents. Early findings demonstrate the utility of art for developing a sense of belonging and self-worth in children and clearly show ways in which art facilitates comment on complex social issues even from primary school age. The nature of such socially engaged arts-based research means it must be developed or, at the least, refined, through engagement with community and social context. As such, consideration of the urban environment that shapes the lives of the young research participants and their families forms part of the discussion undertaken.  相似文献   

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