| Art in Education: Identity and Practice 2002 Edition Contributor(s): Atkinson, D. (Author) |
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ISBN: 1402010842 ISBN-13: 9781402010842 Publisher: Springer OUR PRICE: $104.49 Product Type: Hardcover - Other Formats Published: January 2003 Annotation: This book draws upon important developments in contemporary philosophy and the social sciences, particularly semiotics, hermeneutics, post-structuralism and psychoanalysis, which focus on the centrality of language, discourse and power in order to understand social processes. It applies such study to the professional field of art in education and in doing so develops new insights into how art practice is conceived in this field and how children, students and teachers acquire their particular identities. The distinctive and unique approach of the book is that it opens up art education to the broader field of social enquiry into practice, subjectivity and identity thereby situating art education within a shifting ideological and political space. New perspectives are opened for teachers, teacher educators and student teachers as well as researchers and other professionals involved in art education. |
| Additional Information |
| BISAC Categories: - Education | Teaching Methods & Materials - Arts & Humanities - Education | Educational Psychology - Education | Evaluation & Assessment |
| Dewey: 707.12 |
| LCCN: 2002043255 |
| Series: Landscapes: The Arts, Aesthetics, and Education |
| Physical Information: 0.58" H x 6.32" W x 9.9" (1.16 lbs) 206 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: 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. |