| Título: | Mira! Looking, Listening, and Lingering in Research With Children | | Autor(es): | Christine Marmé Thompson | | Resumo: | Abstract: "This article considers the importance of visual art research with children as a means of understanding contemporary cultural pratices, particularly the choices children make in representing their cultural experience in drawings and through the dialogues that surround them. The intricacies of realtionship between the image of the child held by understand, and the relationship between child and adult cultures, present tensions between expectations, ideals, and realities, between the lived experiences of contemporary children and the often imperfectly remebered chilhoods of the previous generation. A pedagogy of listening is suggested as a way of knowing children within the type of "third pedagogical sites" advocated by Wilson (2005,2007) as places within classrooms where children's culture is welcomed and explored." | | Publicado em: | In: Visual Arts Research. - ISSN 0736-0770. - Vol.35, Nº1 (Summer 2009), p. 24-34 | | Assuntos: | Educação das crianças | Desenvolvimento da linguagem | Linguagem das crianças | Práticas pedagógicas | Práticas educativas | Papel da escola | Relações escola-família | | CDU: | 371 | 316.6 | 37.062 | | Veja também: | Thompson, Christine Marmé | | Localização: | |
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| Título: | Visual Culture in Art Education, Circa 2009 | | Autor(es): | Paul Duncum | | Resumo: | Abstract: "The article offers a personal view of the current status of visual culture in art education. The author argues that all the activity suggests that visual culture is now an art educational paradigm, though the great divergence of pratice and understanding suggests it is a name only. Evidence suggesting the current paradigmatic nature of visual culture includes the number of publications and conference presentations on visual culture; reports of classroom activity; robust debate among proponents; outside criticism; and a sense that for many it has become naturalized as part of their accepted practice. At the same time the great divergence among this activity includes employing the term as though it continued primarily to mean traditional art forms and practices; only superficially related to popular culture; idea development without any specific content; a dialogic and critical inquiry pedagogy; an exclusive focus on deconstruction; deconstruction of one media and response in another media; and, finally, practices that emulate media education. The author concludes by claiming that visual culture in art education remains a work in progress." | | Publicado em: | In: Visual Arts Research. - ISSN 0736-0770. - Vol. 35, Nº 1 (Summer 2009), p. 64-75 | | Assuntos: | Cultura visual | Expressão plástica | Aprendizagem visual | Comunicação visual | | CDU: | 159.92 | 371 | 7.01 | | Veja também: | Duncum, Paul | | Localização: | |
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| Título: | A conversation about mentoring | | Autor(es): | Terry Barret ; Ivy Chevers, Laura Evans, Kendra Girardot, Rina Kundu, Shari Savage | | Publicado em: | In: Visual Arts Research. - ISSN 0736-0770. - Vol. 35 Nº 2 (Winter 2009), p. 1-10 | | Assuntos: | Técnicas pedagógicas | Ensino superior - Estados Unidos da América | Competências da leitura | | CDU: | 371 | 001.8(73) | | Veja também: | Barret, Terry | Chevers, Ivy | Evans, Laura | Girardot, Kendra | Kundu, Rina | Savage, Shari | | Localização: | |
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| Título: | Mentoring relations within A / r / tographic inquiry | | Autor(es): | Nadine M. Kalin ; Daniel T. Barney e Rita L. Irwin | | Resumo: | Abstract: "This essay offers a conversation on mentoring within dissertation research from the perspectives of a graduate student, new assistant professor, and senior admnistrator. Specifically, we revisit the mentoring spaces and relations within which we were immersed while partaking in a form of arts - based educational research known as a/r/tography. We articulate an orientation toward mentoring that extends into interactive and relational forms that are in line with current discourses on mentoring within doctoral research. As we analyze our work together, we simultaneosly deconstruct the ways in wich we have supported and unsettled one another. While we share narratives from our experiences, we also reveal those relations that underpin a provisional pedagogy of mentoring within a/r/tography." | | Publicado em: | In: Visual Arts Research. - ISSN 0736-0770. - Vol. 35 Nº 2 (Winter 2009), p. 11-23 | | Assuntos: | Formação de professores | Ensino reflexivo | Ensino da escrita | | CDU: | 371 | | Veja também: | Kalin, Nadine M. | Barney, Daniel T. | Irwin, Rita L. | | Localização: | |
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| Título: | Establishing Collaborative Dialogue : the mentor and the apprentice | | Autor(es): | Ami Kantawala, Lisa Hochtritt, James Haywood Rolling Jr., Dan Serig, Kryssi Staikidis | | Resumo: | Abstract: "This essay shares observations and insights about principles of mentoring in the form of five individual recollections about our experiences with our mentor and dissertation advisor, Graeme Sullivan. Dialogue i focuses on the historical and cultural antecedents of the mentor-mentee relationship, whereas dialogue 2 highlights the rich potencial of teaching and learning, and that the potencial to see things from new perspectives is ever present. Dialogue 3 describes the mentor-mentee relationship that deepened with the idea of intellectual rigor and play, risk and experiment, the pratice of art making and the happenstance of serendipity within the context of the research act. Dialogue 4 offers becomes the meta-modus opreandi of the relationship among doctoral student/artist, dissertation advisor, and dissertation art pratice/research. the concluding dialogue focuses on the language of possibility in mentoring, wich shapes the research process and both mentee and mentor. These reflections can also be seen within the spirit of an open dialogue and collaboartions between us as our mentor continues to reach us, allowing us to seed the fields we have settled in and as we generate our own reincarnations." | | Publicado em: | In: Visual Arts Research. - ISSN 0736-0770. - Vol. 35 Nº 2, (Winter 2009), p. 40-50 | | Assuntos: | Relações professor-aluno | Discurso pedagógico | Discurso pedagógico | Formação de professores | | CDU: | 37.064(043) | 371 | | Veja também: | Kantawala, Ami | Hochtritt, Lisa | Rolling Jr., James Haywood | Serig, Dan | Staikidis, Krissy | | Localização: | |
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| Título: | Beyond aesthetics : returning force and truth to art and its education | | Autor(es): | Jan Jagodzinski | | Resumo: | Abstract: "This essay argues for a fundamental change in the direction of art, its education and research that draws on Alain Badiou's notion of inaesthetics and negative affirmation as wll as Deleuze's reorientation of aesthetics. I draw omn the inspiration of Vicent Lanier's critical spirit and Irwin Kaufmann's ideas on art, creativity, and reaserch as they appear in the firts issue of Studies in Art Education to argue for such a line of flight. A number of neologisms are introduced that develop this potentiality of the force and truth of art that are "beyond aesthetics" as it is commonly understood." | | Publicado em: | In: Studies in art education. - ISSN 0039-3541. - Vol.50 Nº4 (Summer 2009), p. 338-351 | | Assuntos: | Mudança de atitudes | Desenvolvimento individual | Criatividade | Educação artística | | CDU: | 316.61 | 371 | | Veja também: | Jagodzinski, Jan | | Localização: | |
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| Título: | Forget this article : on sholary oblivion, institucional amnesia, and erasure of research history | | Autor(es): | Mary Hafeli | | Resumo: | Abstract: "Eternal return is a condition that characterizes the world of art education and scholarship, though it seems that the phenomenon goes largely unnoticed by many writing in the field today. The failure to name our work as part of an existing familyof idas, with themes that may date back to the yaers 1950-1970 or earlier, has implications not only for how we understand the evolution of the field's knowledge base but also for the sophistication and depth of our scholarship. This article reveals how,as a custom, contemporary researchers in art education rarely reference early research from the field. citing evidence from personal experience and from an analysis of citations in research articles published over the past 5 years in Studies in Art Eduactio, i present reasons why the condition exists generally in art eduaction scholarship. Finally, i argue that our custom of not acknowledging early research results in a fragmented, incoherent knowledge base, a condition that may ultimately deter substantive refinemets in our pratice." | | Publicado em: | In: Studies in art education. - ISSN 039-3541. - Vol.50 Nº4 (Summer 2009), p. 369-381 | | Assuntos: | Mudança educativa | Organização escolar | Sistemas de ensino | | CDU: | 371 | | Veja também: | Hafeli, Mary | | Localização: | |
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