Thematische Bibliographien / Art in education

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Art in education“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Art in education"

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Swenson, Anne B. „Relationships: Art Education, Art Therapy, and Special Education“. Perceptual and Motor Skills 72, Nr. 1 (Februar 1991): 40–42. http://dx.doi.org/10.2466/pms.1991.72.1.40.

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Jeong, Da-Eun. „Online Art Education and Post Art Education Discourse - Case Study on Online Art Education -“. Journal of Research in Art Education 21, Nr. 3 (31.07.2020): 67–94. http://dx.doi.org/10.20977/kkosea.2020.21.3.67.

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Siegesmund, Richard. „Art education and art world“. Visual Inquiry 10, Nr. 2 (01.08.2021): 253–55. http://dx.doi.org/10.1386/vi_00049_1.

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For your purposes as an art educator, how do you define ‘art’ and ‘artist’? Some critics argue that, in today’s art world, the ‘institutional’ definition of art reigns. What other definitions of art seem credible and useful to you as an art educator?
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White, John Howell, T. Wolff und G. Geahigan. „Art Criticism and Art Education“. Studies in Art Education 42, Nr. 1 (2000): 92. http://dx.doi.org/10.2307/1320756.

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Freedman, Kerry. „Art Education: Epistemologies of Art“. Studies in Art Education 46, Nr. 2 (Januar 2005): 99–100. http://dx.doi.org/10.1080/00393541.2005.11651783.

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Kim, Jong-Doo. „Meaning and Assignment of Art Education and Education Art“. Journal of acting studies 12 (31.08.2018): 61–77. http://dx.doi.org/10.26764/jas.2018.12.4.

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Guilfoil, Joanne K. „Art and Built Environment Education: Sidewalks as Art Education“. Art Education 45, Nr. 5 (September 1992): 17. http://dx.doi.org/10.2307/3193361.

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Granville, Gary. „Art in Education Education in Art: A Vision of Art Education in the Twenty-First Century“. Circa, Nr. 89 (1999): 10. http://dx.doi.org/10.2307/25563488.

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Joohee, Kang. „Understanding and Applying Nature Art in Art Education - Focused on Elementary Art Education -“. Korean Journal of Culture and Arts Education Studies 7, Nr. 2 (Juni 2012): 137–59. http://dx.doi.org/10.15815/kjcaes.2012.7.2.137.

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Kim, Sung-Jin. „Literature Education as Art Education“. Korean Literature Education Research 66 (31.03.2020): 74–103. http://dx.doi.org/10.37192/kler.66.3.

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Dissertationen zum Thema "Art in education"

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Lai, Shu-Ju Alice. „Virtualizing art education : An educational ethnographic case study of a distance art education course /“. The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486457871785818.

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Danner, Sarah E. „Creative Leadership in Art Education: Perspectives of an Art Educator“. Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1217001351.

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Annan, Esi Sam. „SANKOFA ART EDUCATION: A CULTURAL BASIS FOR GHANAIAN ART EDUCATION“. VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3867.

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This study is a curriculum research project that focuses on teaching the traditional arts of Ghana and enduring artistic ideas to Ghanaian basic school students. It has been designed based on data from a survey conducted with experts in Ghana arts history and on the traditional arts of Ghana. The curriculum covers the major arts practiced by the traditional artists. It also recognizes some contemporary Ghanaian artists and their artworks. This study offers insights into Ghanaian basic school art teachers’ philosophies and experience with their traditional arts. Through analysis of the findings, the major themes that emerged were changes in the assessment strategies of the national curriculum for Creative Art subject, the opportunities this new curriculum might bring to multicultural education, and the positive effect this curriculum has had on teachers’ understanding and designing of traditional art lessons.
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Silverman, Karen M. „Multicultural art education /“. View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1548.html.

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Thesis (M.S.)--Central Connecticut State University, 1999.
Thesis advisor: Dr. Cassandra Broadus-Garcia. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Art]." Includes bibliographical references (leaves 65-68).
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Smith, Timothy. „Nomadic Encounters with Art and Art Education“. The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480418270792104.

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Pedrosa, Sebastiano Gomes. „The influence of English art education upon Brazilian art education from 1941“. Thesis, Birmingham City University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332216.

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Lim, Kyungeun. „An Inquiry of How Art Education Policies are Reflected in Art Teacher Preparation| Examining the Standards for Visual Arts and Art Teacher Certification“. Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635268.

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Policy changes influence various aspects of art education such as K-12 art education curricula, state licensure systems, and contexts of art teacher preparation. Despite strong relationships between art education policy and practical fields, few studies have attempted to understand art education from the perspective of policy analysis. This study explores the connections between art education policy and the field of art education through a focus on art teacher preparation in Indiana. Additional attention was paid to perceptions of the appropriateness of alternative licensure routes in relation to policies of academic and quality standards and the extent to which visual art teachers’ sense of identity as teachers and artists is affected by appropriation of these standards.

The theoretical framework of this study is the need to understand policy appropriation of standards (including visual art and art teacher preparation standards) as an on-going process, that is continually influenced and changed by internal (human level) and external (institutional level) factors. The appropriation process is effectively expressed through practices, narratives, and texts of practitioners.

To understand the status and factors of the art education policy appropriation in art teacher preparation, I collected data as printed or digital documents, and as interviews with faculty members and pre-service art teachers in two traditional visual art teacher preparation programs in Indiana. I analyzed external (institutional level) and internal (human level) factors to adopt and work with state and national standards. While national standards for visual art education (were adopted by many states and presented as voluntary policy, in Indiana the national standards were built into the Indiana’s Academic Standards for Visual Art Standards for K-12 students. Visual art teachers were required to complete a traditional teacher preparation program and pass examinations to become licensed to teach art.

Findings reveal that faculty of higher art teacher education programs in Indiana paid attention to the national and state standards in K-12 visual art and the standards for teacher education when preparing students to become licensed K-12 art educators. External motivations were accreditations system for teacher preparation requested by Indiana Department of Education related to NCATE. Schools and districts could be external motivations that pre-service art teachers adopt the standards in order to succeed in a job market. Internal factors were respects of roles and leaders of art education associations, desires to train/be qualified teachers and attain balanced knowledge between art studio and art education. Alternative routes to licensure were viewed as economically advantageous but not supportive of high-quality education. Policy had little impact on issues of identity. I concluded with recommendations for improvement in art teacher preparation that were needs of supportive policies for pre-service teachers’ teaching and teaching licensure including traditional and alternative licensures.

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Haggar, Janette. „Issues in community art education : developing a profile of the community art educator“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ54342.pdf.

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Greh, Deborah Ellen. „Computers in art education /“. Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10778184.

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Fulton, Lori Beth. „Building Art Education Relationships with Local Art Agencies“. Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/art_design_theses/37.

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This educational study on building art education relationships between art educators and local community art agencies was conducted in early February of 2009. Data was collected by means of an art teacher survey, mailed to the homes of metro Atlanta art educators and by conducting face-to-face interviews with professionals working in the education departments of high profile metro Atlanta art agencies. The data analysis provides insight into the goals of local K-12 art educators, and they are compared to the goals of community art agencies. The findings of this study reveal that art teachers and art agencies share many common goals and face similar challenges. And together, through networking and close communication, they may better serve the needs of students K-12 as they become lifetime participants and supports of the visual arts.
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Bücher zum Thema "Art in education"

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Agency, Texas Education, Hrsg. Art education. Austin, Tex. (1701 N. Congress Ave., Austin 78701-1494): Texas Education Agency, 1988.

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Hubard, Olga. Art Museum Education. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-41288-1.

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Atkinson, Dennis. Art in Education. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/0-306-47957-5.

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konstmuseum, Göteborgs, Hrsg. Konstpedagogik: Art education. Göteborg: Göteborgs Konstmuseum, 2011.

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Andra, Johnson, und National Art Education Association, Hrsg. Art education : elementary. Reston, VA: National Art Education Association, 1992.

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Jacquie, Swift, und Birmingham Institute of Art & Design., Hrsg. Art education discourses. Birmingham: ARTicle Press, 1999.

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M, Banks Pamela, und Massachusetts College of Art, Hrsg. Art education here. [S.l.]: Massachusetts College of Art, 1987.

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Dyson, Anthony. Empathy & art education. Birmingham: Article Press, 1993.

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Andra, Johnson, und National Art Education Association, Hrsg. Art education: Elementary. Reston, VA: National Art Education Association, 1992.

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K, Guilfoil Joanne, und Sandler Alan R. 1945-, Hrsg. Built environment education in art education. Reston, Va: National Art Education Association, 1999.

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Buchteile zum Thema "Art in education"

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Gunve, Fredric. „DOING (art) EDUCATION as ART (education)“. In Studies in Arts-Based Educational Research, 237–50. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61560-8_14.

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Poulden, S. „Art education“. In Care of the Long-Stay Elderly Patient, 183–96. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-3380-5_11.

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Obiokor, Paul. „Art Education“. In African Indigenous Knowledge and the Disciplines, 99–111. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-770-4_10.

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Jackson, Penelope. „Education and Entertainment“. In The Art of Copying Art, 105–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88915-9_5.

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Cannatella, Howard. „Are We Teaching High Art or Low Art?“ In Why We Need Arts Education, 75–99. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-094-9_7.

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Gerber, Nancy. „Art Therapy Education“. In The Wiley Handbook of Art Therapy, 794–801. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118306543.ch78.

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Jensen, Vibeke, und George A. Attig. „Art for Education“. In Educating in the Arts, 47–52. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6387-9_3.

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McDonnell, Jane. „Art(s) Education“. In Reading Rancière for Education, 131–52. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96013-1_7.

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Aoyagi, Michiko. „Art and Education“. In Philosophy of Education in Dialogue between East and West, 76–91. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003271024-6.

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deCelle, F. Randy. „Art and Education“. In The Art of Stagecraft, 25–36. New York: Focal Press, 2024. http://dx.doi.org/10.4324/9781003365211-4.

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Konferenzberichte zum Thema "Art in education"

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Dan, Luo. „Art education vocational curriculum study digital art“. In Mechanical Engineering and Information Technology (EMEIT). IEEE, 2011. http://dx.doi.org/10.1109/emeit.2011.6023662.

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Omar, Nur Umairaa, Wan Samiati Andriana Wan Mohamad Daud und Siti Maaruf. „Art Appreciation Session in Visual Art Education“. In Proceedings of the 2nd International Conference on Design Industries & Creative Culture, DESIGN DECODED 2021, 24-25 August 2021, Kedah, Malaysia. EAI, 2022. http://dx.doi.org/10.4108/eai.24-8-2021.2315295.

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Radhiah, Aisyatur, Yusrianti Yusrianti und Aulia Haq Giranti. „Aesthetic Education in Theater Art Education“. In Proceedings of the 2nd International Conference on Arts and Culture (ICONARC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iconarc-18.2019.101.

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Yudiaryani, Yudiaryani, Aisyatur Radhiah, Yusrianti Yusrianti und Aulia Haq Giranti. „Aesthetic Education in Theater Art Education“. In Proceedings of the 2nd International Conference on Arts and Culture (ICONARC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iconarc-18.2019.47.

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Wang, Yujun, und Fangzhou Sun. „Integrating Art and Event Management: A Mobile Application Approach to Democratizing Art History Education“. In 12th International Conference on Software Engineering & Trends. Academy & Industry Research Collaboration Center, 2024. http://dx.doi.org/10.5121/csit.2024.140812.

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This paper presents the development of a mobile application designed to integrate event management with art history education, leveraging Dart and Flutter for frontend development and Python for backend processes, including web scraping [3]. Addressing the gap in accessible cultural education, the app combines intuitive event management with enriching art historical content, aiming to democratize art education and enhance user engagement. Through usability surveys and performance analysis, the application was evaluated for its user interface, content relevance, and technical efficiency [4]. Key findings indicated high usability and educational value, though opportunities for optimization in content loading and responsiveness were identified. Comparative analysis with existing methodologies highlighted our app's broader accessibility and interactive learning potential, surpassing limitations of classroom-bound or high-tech dependent solutions. Experimentation across various user scenarios underscored the app's effectiveness in fostering a dynamic community of art enthusiasts. The results advocate for the app's utility in making art history engaging and accessible, proposing a model for future educational tools.
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Říhová, Kristýna. „ARTWORK IN ART EDUCATION“. In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v2end065.

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Narawati, Tati, Mas Galih Sriyanti und Trianti Nugraheni. „Art Education in Community“. In 4th International Conference on Arts and Design Education (ICADE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220601.076.

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TU, Yi-fei. „Towards Ecological Art Education“. In 2022 International Conference on Creative Industry and Knowledge Economy (CIKE 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/aebmr.k.220404.105.

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Supsakova, Bozena. „CHILDREN'S DRAWING AS AN ART SCHEME FOR MODERN ART“. In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.202160.

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„On Introducing Folk Art into Higher Vocational Art Education“. In 2018 2nd International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ssah.2018.192.

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Berichte der Organisationen zum Thema "Art in education"

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Peterson, Ryan. Legal Education, Art Before Science. Ames (Iowa): Iowa State University, Januar 2020. http://dx.doi.org/10.31274/cc-20240624-952.

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Xochihua, Alexis. Looking to the Future of Education: A Social Art Practice Pedagogy. Portland State University Library, Januar 2016. http://dx.doi.org/10.15760/honors.302.

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Hendel, Susanne, Carmel Margaret Lindkvist, Gabriele Lobaccaro, Romain Nouvel, Alexander Saurbier, Nava Shahin, Tanja Siems, Tjado Voss und Maria Wall. State-of-the-Art of Education on Solar Energy in Urban Planning - Part 2: Solar Irradiation Potential Tools in Education. Herausgegeben von Tanja Siems, Katharina Simon und Karsten Voss. IEA SHC Task 51, Februar 2018. http://dx.doi.org/10.18777/ieashc-task51-2018-0002.

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Nosenko, Yuliya H., Maiia V. Popel und Mariya P. Shyshkina. The state of the art and perspectives of using adaptive cloud-based learning systems in higher education pedagogical institutions (the scope of Ukraine). [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3246.

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The article deals with the problems of using adaptive cloud-based learning systems (ACLS) in the modern high-tech educational environment and expanding access to them as tools of educational and research activity at higher education pedagogical institutions in Ukraine. The conceptual apparatus of cloud-based adaptive learning systems application and design is considered; their main characteristics are revealed; the ways of their pedagogical application are described. The experience of Institute of Information Technologies and Learning Tools of NAES of Ukraine on designing and applying of the cloud-based learning and research environment is outlined. The results of the survey of 31 higher education pedagogical institutions on using ACLS are presented. It is established that in the near future ACLS will become the driving force behind the development of new pedagogy, new strategies for personalizing education, and expanding opportunities for active learning.
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Schell, Laurie. Introduction to Case-making and Systems Change in Arts & Cultural Education. Creative Generation, Februar 2022. http://dx.doi.org/10.51163/creative-gen009.

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Introduction to Case-making and Systems Change in Arts & Cultural Education is an overview of a collaborative project between Creative Generation and ElevateArtsEd undertaken to better understand how practitioners - such as artists, educators, community leaders, and more - can make the case for and also advocate through arts and culture to drive systemic change and address complex challenges. The project seeks to expand the knowledge base of case-making and systems change in the field of arts and cultural education and provide resources to support effective actions for practitioners and young creatives. Investigating both the theory and the practice of case-making, the introductory article draws on research from three distinct sectors: cultural, education, and social justice. The approach represents both the science of advocacy-- building blocks for understanding what effective advocacy looks like-- and the art of advocacy with calls for improvisation, adaptability, and generative thinking, all characteristics of art making. The article describes six key learning themes and an expanded model for advocacy focused on self, field, and sector through an overarching lens of social justice.
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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman und Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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Oliveira, Hugo, und Jorge Bonito. Practical work in science education: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Januar 2023. http://dx.doi.org/10.37766/inplasy2023.1.0023.

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Review question / Objective: Main question: What is the current state of the art, on practical work, in science teaching at the pre-university level? Subquestions: a) What aspects are integrated into the concept of practical work? b) What are the advantages attributed to the development of practical work in science teaching? c) What types/strategies of assessment are carried out in the development of practical work? d) What are the disadvantages attributed to the development of practical work in science teaching? Eligibility criteria: Inclusion criteria: Complete and Open Access documents; Peer-reviewed studies; Studies developed on the teaching of science in pre-university teaching establishments; Publications written in English. Exclusion criteria: Systematic literature reviews; Graduation dissertations; Master's dissertations; Publications prior to 2011.
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Marshall, Jeffery H., und Valentina Calderón. Social Exclusion in Education in Latin America and the Caribbean. Inter-American Development Bank, Februar 2006. http://dx.doi.org/10.18235/0008797.

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This study provides detailed accounting of the current levels of social exclusion in education and factors contributing to them. It provides a quantitative and qualitative accounting and profiling of social exclusion in education in the region. Drawing from the micro-data of household surveys, it produces a state of the art inventory of indicators and contextual factors intervening in the delivery of a quality education at all levels to socially excluded groups, particularly ethnic and racial minorities and the poor. Included here are detailed analyses of the education profile these populations exhibit relative to other populations, their access to a quality education and the levels of attainment they achieve, and the extent to which specific targeting mechanisms are effective in mitigating structural inequities in opportunity.
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Vishwanath, Arundathi. Theatre and Art in Education for Young Women with a Focus on Theatre of the Oppressed Techniques and Embodied Therapeutic Practices. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf0105.2023.

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This project unfolded in Nanahar village in the Kangra district of Himachal Pradesh. The main objectives of this project were to spark critical thought and action amongst the participants of the programme, facilitate a process to reclaim one’s agency, equip the participants with theatre facilitation skills and equip the organisation with a theatre and art in education curriculum. The project timeline was September 2021–October 2022. A pilot workshop was initially conducted with 24 women enrolled in a skill development course, and consequently a longer 16-week workshop series was conducted for a group of 33 women.
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Woodham, Dominique. Illustrated Extension apiculture education STEAM (science, technology, engineering, art, mathematics) book to support educators teaching youth in non-formal learning settings. Ames (Iowa): Iowa State University, Januar 2020. http://dx.doi.org/10.31274/cc-20240624-864.

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