Thematische Bibliographien / Art education, teaching research, phenomenology

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Auswahl der wissenschaftlichen Literatur zum Thema „Art education, teaching research, phenomenology“

Autor: Grafiati

Veröffentlicht am 30. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Art education, teaching research, phenomenology"

Krantz, Göran. „Using the phenomenology of artistic practice to explore and compare teaching“. Research in Comparative and International Education 11, Nr. 4 (Dezember 2016): 406–21. http://dx.doi.org/10.1177/1745499916679573.

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The act of teaching is constituted by tensions between contradictory influences of national educational systems, teachers’ professional/personal identity, cultural and social values. Qualitative research methods can explore this complex situation. Indeed, narrative methods have explored teachers’ ‘life histories’. This article provides a review of the development, design and usefulness of a new qualitative method, Phenomenology of Artistic Practice (PAP). It focuses on the act of performative movement. It has been successful in the exploration of students’ experiences of dance. PAP uses performative movement, poetry and picture in a comparative process to create a ‘third space’ in which the dynamic quality of experience emerging from practice can be explored. Perspectives on the nature of experience discussed by Dewey, Vygotsky and Merleau-Ponty are included. It is argued that PAP can be useful in comparative international pedagogy because it can explore how teachers’ experience, and their practice, can help them the complex factors that influence the act of teaching.

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Straka, Annie. „Structuring arts-based analysis in portraiture research“. Qualitative Research Journal 20, Nr. 1 (05.10.2019): 76–85. http://dx.doi.org/10.1108/qrj-05-2019-0045.

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Purpose The purpose of this paper is to describe the development of an innovative arts-based analysis process within the framework of portraiture methodology. The paper provides an example of how to incorporate multi-modal forms of analysis within the portraiture framework and offers a fluid, qualitative “recipe” for researchers interested in using portraiture methodology. Design/methodology/approach The study described in this paper explores vulnerability and resilience in teaching, using poetry and visual art as integrated elements of the portraiture process. Portraiture is a qualitative, feminist, artistic methodology that draws from ethnography and phenomenology to describe, understand and interpret complex human experiences. Findings This research resulted in the methodological development of three stages of analysis within the portraiture process: drafting vignettes, poetic expression and artistic expression. These stages of data analysis highlight the methodological richness of portraiture and center the researcher’s engagement in creative, intuitive and associative processes. Research limitations/implications This study contributes to existing scholarship that extends portraiture methodology by including additional aesthetic elements and offers a roadmap for what a multi-modal, arts-based analysis process might look like within the portraiture framework. Originality/value The study presented in this paper serves as an example of qualitative research that expands methodological boundaries and centers the role of intuition, association and creativity in research. This work serves as a unique and important contribution to the portraiture literature, offering a provocative roadmap for researchers who are drawn to portraiture as an appropriate methodology to explore their inquiry.

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Camayang, Jamina G., und Romiro G. Bautista. „Learning together, learning deeper: A little teacher assisted learning engagement“. International Journal of Evaluation and Research in Education (IJERE) 10, Nr. 2 (01.06.2021): 412. http://dx.doi.org/10.11591/ijere.v10i2.21070.

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<span lang="EN-US">Peer mentoring in the dawn of new educational paradigms harnesses the act of becoming an educationist to facilitating learning in a peer mentoring practice. This study explored the opportunities of an emancipatory approach to teaching and learning under the thrust of learning together, learning deeper through the indulgence of little teachers under the peer mentoring scheme of learning. Employing the senior secondary education students (as little teachers), who came from their Student Teaching program from the Department of Education, and the junior secondary education students (as mentees), who enrolled in their Teaching Science in the Secondary Schools under the qualitative research design and phenomenology as point of inquiry, the following were found: Mentors in the mentoring process need to be approachable and accommodating; Mentees in the mentoring process need to be responsible with their learning task coupled with learning initiative; Enjoyable learning encounters, collaborative learning sessions, open and barrier-free communication, and close and rigid supervision through spoon feeding, modelling, and feedback are some of the perceived characteristics of an effective mentoring program; and Readiness of both mentors and mentees hinder the efficacy of the mentoring program. Owing to the results of the study, it is recommended that a formal mentoring program in the College of Teacher Education be institutionalized for it spurs extensive learning. </span>

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Putra, Agung Dwi. „Estetika Sema Dalam Tarekat Sufi Naqsybandi Haqqani Jakarta Sebagai Media Penanaman Pendidikan Tauhid“. Gondang: Jurnal Seni dan Budaya 1, Nr. 1 (04.12.2017): 26. http://dx.doi.org/10.24114/gondang.v1i1.7919.

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The concept of beauty (aesthetic) as a central issue to reveal the meaningfulness of the value of a form of art or artwork, can not be done by generalizing. The emergence of the phenomenon of art with the term Sema in the Sufi order Naqsybandi Haqqani Jakarta can certainly be assumed as a transformation of the values of Tauhid education based on the aesthetic concept of Sufism in the domain of Islam, because the existence of Sufi orders in general only offer spiritual teachings (aims) to achieve purification of Tawheed. This research is included in qualitative paradigm with phenomenology approach. Through this research it is revealed that the love of divinity or platonic love based on Tawheed (esoteric) is the aesthetic concept of the Naqsybandi Sema tariqa Haqqani Jakarta as the manifestation of the consciousness of the perpetrators, which is awakened through spiritual training in the tarekat. Sema in the Naqsybandi Haqqani Order of Jakarta is also known to play the role of educational media in instilling the values of Tawheed through its beautiful symbols (exoteric) and meaningful Ketauhidan.

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Barashkova, E. V., L. I. Drobysheva-Razumovskaya und L. Ya Dorfman. „INTEGRATIVE MUSICAL PSYCHOLOGY“. Education and science journal 21, Nr. 2 (05.03.2019): 96–112. http://dx.doi.org/10.17853/1994-5639-2019-2-96-112.

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Introduction. In recent decades, diverse scientific directions have been actively developed at the interface between various fields of knowledge, including social sciences and humanities. Interdisciplinary research provides a high-quality “unification” of achievements of different sciences and gains fundamental value, since they allow full information on this or that studied subject or phenomenon to be received and options of optimum solutions for difficult research tasks to be obtained. However, there are two problem zones in an integrative trend of knowledge – ontological and epistemological origin.The aim of the research was to reveal the potential of interdisciplinary research and integration of diverse directions from several disciplines by the example of musical psychology.Methodology and research methods. The provisions of the system-integrative approach and the concept of “meta-individual world” (MIW) were employed. The MIW theory justifies the heterogeneous, multi-qualitative, multi-determined nature of poly-systems.Results and scientific novelty. The subject field of musical psychology is outlined and characterised. It is shown that now it is shattered into multi-directional components from the field of psychology and musicology, which links are poorly articulated. The reason is not only in heterogeneity of basic psychological and musicological concepts, but also in the discrepancy of ontological status of objects and objects of two key structural components of the sphere under discussion. Nevertheless, there is urgent necessity for their cross-disciplinary integration and elimination of epistemological dualism in the development of scientific industry. The theoretical and logical grounds for the introduction of the concepts of “musicological” and “psychological” musical psychology are obviously provided. Differences between them are shown: if the first is turned to a piece of music, then the second – to mentality of a composer and a musician. However, they generate unequal phenomenology and lie outside to each other, although they move in the opposite direction. Therefore, the need for creation of integrative musical psychology (IMP) as psychogenetics, psychophysiology, ethnopsychology or behavioural geography is recognised. As the integrative prototype, it is proposed to use the concept of MIW, which supports the pluralistic view on IMP, i.e. IMP considers individuality (personality, mentality, consciousness) and world (external realities, social groups, culture, art) in a coherent manner. The authors proposed the idea of musical psychology transcendence – bidirectional transitions from one its subject field to another. The main point of existence of such transitions consists in the emergence of the phenomena of otherness as the form (way) of overcoming gaps between subject areas of “psychological” and “musicological” musical psychology. The present research concretises and justifies the ways of formation and development of IMP and contributes to the methodology of social sciences and humanities.Practical significance. The research materials are of practical importance for education of graduates of musical and art specialties. In the teaching and educational process, it is necessary to use the potential of two aspects of musical psychology, but not separately, in order to form and develop in students the skills of transcendental perception and analysis of pieces of music.

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van Wyk, Micheal M. „Blog Phenomenology“. International Journal of Web-Based Learning and Teaching Technologies 13, Nr. 2 (April 2018): 62–77. http://dx.doi.org/10.4018/ijwltt.2018040105.

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The higher education sector faces new opportunities and dilemmas such as budgetary constraints, changing student profiles, demanding quality assurance practices, efficient course delivery modes, the changing role of academics, and reliable assessment practices. At the same time, exciting opportunities are presented by Web 2.0, for example blogs, and information technology-integrated teaching and learning sites. This article explores the usefulness of blogs in supporting Postgraduate Certificate of Education and Bachelor of Education students who are learning to teach Economics in open distance-learning environments. An Economics blog was created for students during their teaching practice period to critically reflect on their learning processes and share teaching practice experiences to enhance professional growth. A qualitative research approach, employing an interpretive phenomenology, was used to study phenomena that are experienced by student teachers. Findings showed the usefulness of blogs as a supportive e-learning tool in constructing a teaching philosophy and the identity of student teachers. Furthermore, blogs emerged as an empowering and attractive way of fostering self-directed learning and providing evidence of achievement for warranting purposes – particularly in the context of a teacher education course at an open distance-learning university. The positive lived experiences of student teachers indicated that the subject teacher mentoring and coaching effectively facilitated teaching Economics. Moreover, it emerged that blogs embracing reflective practices presented the opportunity for self-appraisal on personal values, teaching styles and strategies of learning, thus enhancing self-efficacy.

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Emme, Michael J. „Visuality in Teaching and Research: Activist Art Education“. Studies in Art Education 43, Nr. 1 (2001): 57. http://dx.doi.org/10.2307/1320992.

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Zou, Na. „Environmental Art Teaching Equipment and Program Research“. E3S Web of Conferences 79 (2019): 01003. http://dx.doi.org/10.1051/e3sconf/20197901003.

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Once the “Internet +” action plan is proposed, all walks of life actively take measures to integrate with the Internet. Higher education should also meet the requirements of the times to achieve new developments in education and teaching. Under the new situation, the education of environmental art design in colleges and universities should not only adopt the information-based teaching tools, but also take effective teaching new measures on the basis of the specific characteristics of the subjects, and turn passive learning into active learning to improve the teaching level and quality as well as cultivate innovative, skilled and applied talents that meet the needs of society.

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Hicks, Laurie E., Graeme Sullivan, Sally McRorie, Graeme Chalmers und Michael J. Emme. „Review: Visuality in Teaching and Research: Activist Art Education“. Studies in Art Education 43, Nr. 1 (2001): 75. http://dx.doi.org/10.2307/1320993.

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Powell, Kimberly. „Teaching and Learning Emergent Research Methodologies in Art Education“. Studies in Art Education 56, Nr. 3 (April 2015): 284–87. http://dx.doi.org/10.1080/00393541.2015.11518970.

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Dissertationen zum Thema "Art education, teaching research, phenomenology"

McNeil, Isabelle. „General education, aesthetic education and value awareness : rationale for a phenomenological research“. Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24095.

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Literature in art education suggests a link between aesthetic experiences and value awareness. The existence of such a link could have important implications for the role of art education in our schools, answering to the often expressed need to address values within our educational programs. However, most available work on this subject is theoretical, and often based on untested prior assumptions. Therefore claims to knowledge of this link cannot yet be explicitly made.
It is my contention that an inquiry into the nature of aesthetic experiences is required before subsequent claims to knowledge of its relation to value awareness can be made. I also believe that phenomenology offers the best suited method for carrying out such an investigation.
This thesis is therefore concerned with the rationale for the need of a phenomenological investigation into aesthetic experiences: justifications being provided on the basis of the available literature and the phenomenological method itself.

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Dafiotis, Panagiotis. „Art practice as a form of research in art education : towards a teaching artist practice“. Thesis, Institute of Education (University of London), 2011. http://eprints.ioe.ac.uk/7362/.

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Although the borders between art practice and domains like philosophy have been questioned, education and its relation to art seems somehow to be overlooked in these exchanges. In my arts-led research I examine the ways the teaching artist may be able to cross the borders between art and education to produce a hybrid field in which hierarchical distinctions are questioned and the voices of students legitimised. Through my own practice as a teaching artist I am attempting to recognise, theorise, ground and develop a framework for this hybrid field. In my practice-led PhD I am trying to create space for an alternative, parallel possibility within art education. To do so, I draw on the work of Kester (2004) and Bourriaud (2002) who analyse dialogic artworks and relational aesthetics (respectively). I perceive art lessons as artistic events in the relational sense and the space where these exchanges take place, as an ever-evolving installation artwork. To this effect I have created a series of multimodal installations, which question the dichotomy of visual arts and pedagogy. These installations became increasingly participatory 'culminating' in a project, (The Benevolent Trap' May, 2010) which involved pertinent presentations and discussions with fellow students. Affect through the visual becomes the fulcrum for inciting dialogue on the relation between art and meaningmaking. On a theoretical level I draw on Deleuze and Guattari, and particularly on their notions of the 'rhizome' and 'smooth space'. In my practice-based research project I therefore explore art making as a meta-process in which making about making becomes a way of thinking about thinking. The quest though is to create a space where participants can revisit their own assumptions and reflect on them.

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Grubbs, Jeffrey Bryan. „Teacher Belief Research in Art Education: Analyzing a Church of Christ Christian College Art Educator Beliefs and their Influence on Teaching“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284733542.

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Bartholomee, Lucy. „How Does It Feel to be Creative? A Phenomenological Investigation of the Creative Experience in Kinetic Places“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062833/.

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How does it feel to be creative? Such a question, when approached from a phenomenological perspective, reveals new understandings about the embodied experience of creativity, and how it feels as it is being lived. This investigation begins with a provocative contrast of two environments where creativity is thought to manifest itself: school art classrooms, where creativity is often legislated from an authority figure, and New Orleans Second Line parades, where creativity is organically and kinetically expressed. A thorough review of the literature on creativity focuses on education, arts education, creative economies, psychology, and critical theorists, collectively revealing a cognitive bias and striking lack of consideration for community, freedom, and the lived experience of being creative. Further discussions in the literature also neglect sites of creativity, and the impact that place (such as a school classroom) can have upon creativity. The phenomenological perspectives of Merleau-Ponty, Heidegger, Bachelard, and Trigg support a methodological lens to grasp embodied knowledge, perceptions of placedness on creativity, and the interdependent frictions between freedom, authenticity, movement and belonging. The research method includes investigations in New Orleans in archives, examination of visual and material culture, participation in cultural practice, and formal and informal interviews. Further, the phenomena of walking and wandering became a methodology for embodied data collection that clarified the emerging rich experiences and descriptions of how it feels to be creative, especially how it feels to be creative in a creative place. What is also revealed are intense frictions, such as the tension between perceptions of personal freedom and a high demand for authenticity in terms of New Orleans traditions, that opens the space and fuels the inspiration for the abundance of creativity found in New Orleans culture.

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Langdon, Elizabeth Ann. „Place-Based and Intergenerational Art Education“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011804/.

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This qualitative inquiry explored how art educators might broaden their views of place through critical encounters with art, local visual culture, and working with older artists. I combined place-based (PB) education and intergenerational (IG) learning as the focus of an art education curriculum writing initiative with in-service art educators within a museum setting to produce PBIG art education. This study engaged art educators in cooperative action research using a multi-modal approach, including identifying and interviewing local artists to construct new understandings about local place and art to share with students and community. I used critical reflection in our cooperative action research by troubling paradoxes in local visual culture, which formed views of place including Indigenous cultures. Using Deleuze's Logic of Sense (LOS) theories of sense and event, enabled concept development through embracing the paradoxes of this research as sense producing. LOS theory of duration complements IG learning by clarifying the contributions of place and time to memory and experience. Duration suggests that place locates the virtual past, which is actualized through memories--one of the shared experiences of IG learning. Rethinking IG relationships as a sharing of experience and memory while positioning place as a commonality, dismantles ageist notions by offering alternatives to binary thinking about old and young. By triangulating participant data based on the extended epistemology of cooperative action research and Deleuze's pure event, I assess the credibility of participant learning. Critical reflection in cooperative action research combined with LOS theory is significant because the reflective aspect of action research aligns with Deleuze's pure event. Vital curricula and teacher praxes resulted when participants integrated localized experiences of place through older artists' memories and art.

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Piazza, Lisa M. „Exploring the Artistic Identity/Identities of Art Majors Engaged in Artistic Undergraduate Research“. Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6928.

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In western societies, the persona of the artist has largely been associated with prevailing myths of the creative individual including the artist as genius and outsider. In my inquiry I endeavored to understand what it means to be an artist from the perspective of budding “creatives”. In this study I explored the process of becoming an artist that is how college students construct and navigate an artistic self (selves), and the factors that influenced this process. My purpose in this multiple text narrative inquiry was to discover how undergraduate art majors construct and navigate their artistic identity/identities, particularly while engaged in an artistic undergraduate research (UR) experience. I selected to explore students engaged in an undergraduate research project as a way to understand the process of artistic becoming within a unique educational practice, and to determine the role of creativity within this process. My study involved students who participated in an undergraduate research scholarship program developed by the Office for Undergraduate Research at a large research university in the southeast of the United States. Ten undergraduate art majors participated in this study. Data included in-depth interviews, and participant writings in the form of “artist” reflective journal entries (which included both written and visual text), and a final self-reflection essay. I analyzed the interview data through a holistic- content approach (Lieblich et al., 1998). I identified specific themes in order to understand the complex, “whole” individual, which assisted me in understanding participant “artistic selves”, and how creativity played a role in this process. I analyzed participant art products using methods adapted from Riessman (2008) and Keats (2009). Three key findings emerged from my inquiry. First, for the majority of participants, the construction of artistic identity/identities involved a significant evolution in their meaning making structures. Second, the notion of “doing” for oneself through research was profound for most individuals, which resulted in a stronger sense of artistic identity/identities. The third major finding was how participants weaved their artistic identity/identities through creativity. Implications of my research underscore the need for more robust institutional support and resources to assist emerging artists with developing career skills, creating supportive environments for art majors from a variety of backgrounds to help them succeed and thrive in college, the design and implementation of additional educational practices in the arts that promote self-authorship, and the expansion of UR activities within the arts.

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Heindel, Allen J. „A Phenomenological Study of the Experiences of Higher Education Students with Disabilities“. Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5037.

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Distance education has the potential to offer a meaningful alternative for students with disabilities. Colleges and universities have opportunities to provide quality online courses to students with disabilities; yet data show these students may often choose to discontinue higher education pursuits. Little is currently known about how students with disabilities experience the distance learning environment or how institutions of higher education. This phenomenological study focuses on the quality of the learning experiences and learner satisfaction of students with disabilities in distance education courses. The purpose of this study is to investigate 1) how online learning is experienced by students with disabilities, 2) what factors facilitate or inhibit their online learning, and 3) how what instructors do to facilitate online learning is perceived by students with various disabilities. This study examines how students with various disabilities assess the quality of distance education coursework in terms of three constructs: course interaction, structure, and support. Data was gathered via interviews with consenting participants who had affirmatively responded to a study participation solicitation email and completed a brief survey. Sadly, discussions of topics related to students with disabilities experiences are still rare in the distance education literature. These interview data suggest that, despite having many tasks to which they must attend, more training for instructors is needed on how to work with students with disabilities. The Offices of Students with Disabilities Services and instructors should develop a way to work together, rather than separately, in a proactive rather than reactive fashion, to better serve the needs of students with disabilities. Further research in this area may allow students with disabilities with online courses in higher education to become more vocal about their needs from their individual perspectives and in their own words, and pave the way for improving the quality of the online learning environment for them.

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Hoben, Kelly Anne. „AUTHORSHIP, AGENCY, AND AUTHENTICITY IN THE STUDENT-CENTERED ART EXHIBITION: A PARTICIPATORY ACTION-RESEARCH CASE STUDY“. Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211980552.

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Huffstetter, Olivia Claire. „Feminist Pedagogy, Action Research, and Social Media: TabloidArtHistory's Influence on Visual Culture Education“. The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619043241765287.

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Pace, Christine R. „Art Museum Education and Well-Being“. Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1469887811.

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Bücher zum Thema "Art education, teaching research, phenomenology"

Researching the art of teaching: Ethnography for educational use. London: Rouledge, 1996.

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Research in art & design education: Issues and exemplars. Bristol, UK: Intellect, 2008.

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Researching lived experience: Human science for an action sensitive pedagogy. London, Ont: Althouse Press, 1990.

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Researching lived experience: Human science for an action sensitive pedagogy. [Albany, N.Y.]: State University of New York Press, 1990.

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Researching lived experience: Human science for an action sensitive pedagogy. 2. Aufl. London, Ont: Althouse Press, 1997.

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Researching lived experience: Human science for an action sensitive pedagogy. London: Routledge, 2016.

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NAEA Commission on Research in Art Education. Art education: Creating a visual arts research agenda toward the 21st century. Reston, VA: National Art Education Association, 1996.

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Unesco, Hrsg. The art of living in peace: Guide to education for a culture of peace. 2. Aufl. Paris: UNESCO/Unipaix, 2002.

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Artist scholar: Reflections on writing and research. Chicago: Intellect Ltd, 2011.

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Shagoury, Ruth, und Ruth Hubbard. The art of classroom inquiry: A handbook for teacher-researchers. Portsmouth, N.H: Heinemann, 1993.

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Buchteile zum Thema "Art education, teaching research, phenomenology"

Sun, Hongbo. „Research on the Innovation and Reform of Art Education and Teaching in the Era of Big Data“. In Advances in Intelligent Systems and Computing, 734–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69999-4_100.

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Gökbulut, Bayram. „Distance Education Students' Opinions on Distance Education“. In Enriching Teaching and Learning Environments With Contemporary Technologies, 138–52. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3383-3.ch008.

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This research aimed to determine the opinions of undergraduate and graduate level distance education students about the education they received. Phenomenology design, one of the qualitative research designs, was used in this study. Semi-structured interview form was used as data collection method. In this research, focus group interviews were conducted in three sessions with a total of 27 distance education students (14 master and 13 undergraduate). Distance education students prefer distance education because they work in a job; they consider distance education as a great opportunity for those who cannot receive formal education. The students stated that the distance education infrastructure of the university is technically very good; they have almost no technical problems, but they have problems when connected via mobile applications. They stated that the course contents related to informatics are old because they have received education especially in the field of informatics and emphasized the importance of renewal.

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Railean, Elena Aurel. „Education Ecosystems in the Anthropocene Period“. In Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication, 1–19. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7853-6.ch001.

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Learning and communication received much attention in applied learning theory since it provides instructional designers with opportunity to plan and innovative learning environments and spaces. However, not only do many teachers find learning and communication demanding, it also remains unclear what they should do to foster learning and communication in teaching and self-directed learning activities. This chapter investigates the issue of learning and communication from the perspective of ecology science and phenomenology. The first objective aims to identify new drives and ecological events within behavioral and cognitive processes. The second objective is to describe the concept of education ecosystem, its structure, and functions. Results show that important drives of ecological ecosystems are information overload, extra time of working on computer, old classroom settings, and the old content of textbooks This leads to importance of the practical application of the cognitive and organisational ergonomics norms in learning design. In addition, is important to remark that the behavior of drives, influenced by personalized events, marks the capacity of learning and communication of each individual.

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„Research in art education“. In Issues in Art and Design Teaching, 67. Routledge, 2003. http://dx.doi.org/10.4324/9780203422816-14.

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Altinpulluk, Hakan. „Determination of Preschool Teacher Candidates' Views on the Learning Management System Used in the COVID-19 Pandemic Process“. In Advances in Educational Technologies and Instructional Design, 209–29. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7275-7.ch011.

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The aim of this study is to examine learning management systems (LMS) in the COVID-19 pandemic process in Turkey according to preschool teacher candidates' views. The sample group of the study consists of 22 participants who are undergraduate students of the Faculty of Education, Pre-School Teaching 2nd Grade. The data were collected between 4-30 December 2020. In this study, which was carried out in qualitative research method and phenomenology design, the standardized open-ended interview form was used as the data collection tool, and content analysis was used in the analysis of the data. Live lectures, discussion forums, and assignments/online exams tools in the LMS were examined. In addition, opinions on the general usability of the LMS and suggestions for the improvement of the LMS have been presented. Some suggestions were made at the end of the research.

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„EXPLORING INTERSECTIONS IN ART EDUCATION: A COUNTER ASSESSMENT OF SOCIALLY ENGAGED ARTS- AND COMMUNITY-BASED RESEARCH“. In Teaching Artistic Research, 157–66. De Gruyter, 2020. http://dx.doi.org/10.1515/9783110665215-015.

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Lee, Jhih-yin Diane, und Wen-hao Winston Chou. „Art Education in eSports“. In Advances in E-Business Research, 222–38. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7300-6.ch011.

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Compared to marketers in traditional sports settings, eSports marketing professionals are expected to be better equipped with visual aesthetic sensitivity and creativity. Therefore, aesthetics and creativity should be included in eSports marketing curricula. When developing courses and instructing students, contemporary theories and practices for enhancing visual aesthetic sensitivity and creativity should be taken into consideration along with the different curricular and professional needs of individual students who are interested at working in the eSports industry. This chapter explains and demonstrates how to best integrate some pedagogical techniques in art education into teaching practices in eSports marketing courses.

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Kidd, Terry T. „The Rhetoric of Fear“. In Handbook of Research on Instructional Systems and Educational Technology, 69–77. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2399-4.ch007.

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Amongst the glamour and allure to teach online, the literature indicates faculty often see and experience teaching online as daunting, painful, and time consuming. While, many studies seek to detail faculty experiences with course and program design, few studies seek to understand the faculty emotional reaction and their response to online course development and online course teaching. Using phenomenology this preliminary research study sought to explore and document faculty involvement in online teaching using theories of experience, postulated by Dewey (1938) and the Unified Theory of Acceptance and Use of Technology, by Venkatesh, Morris, Davis, and Davis (2003) to analyze and give voice to the emotional experience and reaction of faculty who are involved in online teaching.

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„Applying Art-Based Self-Study Techniques within Qualitative Research Teaching“. In Best Practices for Education Professionals, 45–60. Apple Academic Press, 2016. http://dx.doi.org/10.1201/b13107-11.

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Luppicini, Rocci, und Jessica Backen. „Applying Art- Based Self- Study Techniques within Qualitative Research Teaching“. In Best Practices for Education Professionals, 27–42. Apple Academic Press, 2012. http://dx.doi.org/10.1201/b13107-4.

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Konferenzberichte zum Thema "Art education, teaching research, phenomenology"

Zupanic Benic, Marijana, und Barbara Vidovic. „ENCOURAGING CREATIVITY IN TEACHING ART“. In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2683.

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„Research on the Application of Xihaigu's Folk Art in Local Art Teaching in Colleges and Universities“. In 2017 2nd International Conference on Education & Education Research. Francis Academic Press, 2018. http://dx.doi.org/10.25236/eduer.2017.045.

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Li, Yuan. „Research of Mezzo-Soprano Singing Art and Teaching“. In 2015 International Conference on Management, Education, Information and Control. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/meici-15.2015.169.

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Gu, Wanli. „Research on Teaching Method Reform of Design Art Education*“. In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.146.

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„On the Cultivation Strategy of Art Accomplishment in Art Teaching in Higher Vocational Colleges“. In 2020 International Conference on Social Science and Education Research. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0001686.

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Edilyan, Lilianna. „INTEGRATING LITERATURE AND ART IN TEACHING EXPOSITORY WRITING COURSE“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0480.

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„Research on Application of Flip Classroom Teaching Mode in College English Teaching“. In 2018 1st International Conference on Education, Art, Management and Social Sciences. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/eamss.2018.033.

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„Research on University Art Teaching Reform under the Information Environment“. In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.039.

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Liu, Xiaoxiang. „Research on the Reform of Preschool Professional Art Teaching“. In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.209.

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„Problems and Countermeasures of Art Teaching in Higher Vocational Colleges“. In 2020 International Conference on Social Science and Education Research. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0001685.

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