ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00617.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractEducational policies and their curricula are inevitably political in their intent and design. The reintroduction of a supposed ‘national’ curriculum for British education reveals a strange notion of nationhood which retains privilege, and indeed accelerates it through the lure of (mainly) spurious competition to meet predetermined and externally defined standards. Art education does not escape this: it reflects the larger picture. Through comparing the educational policies and practices of Victorian education and art education with our own, this paper hopes to reveal commonalities and differences, and what these disclose about current values concerning the individual and the ‘na

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00618.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00619.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00620.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractWe report an approach to the teaching of drawing in the Infants school which involves children in observing real objects set in context and discussion and negotiation with the teacher of ways in which the objects might be drawn. We also report the findings of an evaluation study which showed an improvement in the drawings when children experienced the ‘negotiated drawing’ approach compared with those taught in a more conventional

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00621.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00622.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00623.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThis paper reports on a round‐table dialogue that took place in 1993 in Tucson, Arizona. The participants ‐ eight educators involved in teaching the visual arts and acting as representatives of voices from Arizona's classrooms ‐ were asked to identify and discuss problematic and practical teaching issues and dilemmas which surfaced in their diverse and multicultural classrooms during the past school year. The specific aims of the paper are two‐fold: first, to present the reader with a series of themes, voiced in the form of questions, generated by the teachers themselves as they described their dilemmas and reasons for concern; secondly, to analyse the teachers' comments further, in relation to research with reference to research in the field. This work was supported by a research grant from The Arizona Arts Education Research Institute for

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00624.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractMy initial interest in multi‐cultural art education coupled with a wish to promote more cultural equality was inspired by my two years teaching experience in Kenya, Africa. The contrast of cultures gave me an objective view of my own culture on my return home and I found that I had not only changed as a person as a result, but wanted to continue that change, which gave me the motivation to become a research student, whilst lecturing. As a lecturer in and around the Bristol area it came to my notice through informal conversations with my colleagues at work that they held quite racist views. This I felt was a very insular way of viewing the world when global communications were very efficient and wide spread. In view of this, I chose to investigate to what extent Further Education staff in art and design were racist, and to consider how that might affect students' performance in terms of self‐esteem, achievement and assessment. I took a psychodynamic approach to the interview schedule which was based on my experience and training as an art therapist, as well as an artist‐sculptor and lecturer, and used Race Awareness Training (RAT), and specific criteria to base and analyse the data collected during the research. An interpretative paradigm was used in the final analysis and evaluation of this small scale study. The qualitative methodology used was felt to be more applicable to a personal approach because it gained clearer and more honest information in this sensitive

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00625.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractWhat kind of art education best takes up the educational opportunity of cultural diversity? This article draws on Merton's distinction between local and cosmopolitan perspectives on culture to contrast different models of art education in a multicultural society. An example is given to illustrate a local perspective on education which seeks to affirm pupils in their own culture. This model is underpinned by a particular view of culture, pluralism, art and education. Alternative views on each of these constituent elements are explored in order to make a case for an alternative model of art education ‐ one which goes beyond culture and which can more properly be described as cosmopolita

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00626.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY