Relevant bibliographies by topics / Art and craft education

Academic literature on the topic 'Art and craft education'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Art and craft education"

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Kokko, Sirpa. "Orientations on studying crafts in higher education." Craft Research 13, no. 2 (September 1, 2022): 411–32. http://dx.doi.org/10.1386/crre_00086_1.

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Crafts in higher education (HE) are scattered and typically lack departments of their own, instead being integrated in art, design, technology, education or culture-oriented departments. The purpose of this research is to shed light on the orientations of crafts in HE programmes that have crafts as their foci. Based on document analysis of the curricula of one American and four European (Finland, Sweden, Estonia and United Kingdom) craft study programmes and fieldwork observations, the following five orientations were identified: educational crafts, traditional crafts, critical crafts, cultural heritage of crafts and design-based crafts. Both similarities and differences were found. The targets, prospective career paths and pedagogical methods of these study programmes were adapted to the broader targets of the various departments. Craft teaching followed the basic principles of studio pedagogy. The sought-after skill acquisition level varied from expressive purposes to ability to make quality products. There were also differences in whether a programme focused on a specific craft field or covered a broad spectrum. The requirements of academization were adapted in all study programmes. However, the role of writing differed from free and short reflective writing in the art department to a strict academic writing style in the education department. Professional goals varied from becoming a teacher or an artist to self-employment in a small-scale craft enterprise or achieving commercial success in industrial production. Concerns about losing craft traditions and dedication to maintaining them were shared across programmes. Despite being situated on the outskirts of academia, the status of crafts as an HE discipline adds value and visibility to the crafts and strengthens their identities.
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Wisdiarman, Wisdiarman, Ariusmedi Ariusmedi, Erwin Erwin, and Suib Awrus. "EMPOWERING THE JUNIOR HIGH SCHOOL TEACHERS IN BUKITTINGGI TO OVERCOME THE PROBLEMS IN LEARNING CRAFTS." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 19, no. 2 (December 3, 2018): 159. http://dx.doi.org/10.24036/komposisi.v19i2.101776.

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Crafting in junior high school consists of some learning materials such as handcrafting, processing, engineering, and cultivating. The learning material that must be given junior high school students in Bukittinggi is crafting because it is appropriate with the conditions of the area that is close to the centers of handicrafts. In fact, the problem found from the observation was that the teachers generally (82,73%) are not from the art and craft education. The teachers who are from art or craft education will be easier to teach crafts than those who are not. Those who are not from art education got problems in the implementation of craft learning materials. It was happened because they did not master or did not have enough experience about it. Moreover, the junior high school teachers also lacked of learning strategies that are in line with the demands of the 2013 curriculum. As a result, the implementation of craft learning, especially craft materials, did not run well. The solution offered to solve the above-mentioned problems was the application of science and technology with several approaches; 1) designing, 2) counseling by presenting training material, 3) training in crafting and designing learning strategies, and 4) mentoring. The results of this activity were; 1) Most of junior high school teachers (77.77%) have mastered the craft materials given, especially makrame and woven crafts, 2) Most of them (88.88%) have mastered learning strategies that are in line with scientific approaches in the 2013 Curriculum. Keywords: Increasing teachers’ ability, craft learning, craft learning materials, learning strategies in 2013 curriculum
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Gale, Richard A., and Lloyd Bond. "Assessing the Art of Craft." Journal of General Education 56, no. 2 (January 1, 2007): 126–48. http://dx.doi.org/10.2307/27798072.

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ABSTRACT Assessment of craft in the creative/fine/performing arts is not different in any fundamental way from assessment of other competencies. By investigating the nature of critique and proposing a structural approach to examination/evaluation, we address process and goals of assessment, providing access points for this difficult aspect of general education.
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Sugiarto, Eko, Tjetjep Rohendi Rohidi, and Dharsono Sony Kartika. "The art education construction of woven craft society in Kudus Regency." Harmonia: Journal of Arts Research and Education 17, no. 1 (June 16, 2017): 87. http://dx.doi.org/10.15294/harmonia.v17i1.8837.

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<p>One example of society-based local art which is constantly enculturated is woven craft of Desa Jepang (Jepang Village) Kecamatan Mejobo in Kudus Regency. This paper aims at explaining the enculturation of woven craft grown in Jepang village Kudus Regency Central Java Province Indonesia as a form society-based art education. The approach employed in this study was qualitative with the cased study as the research design. Data were collected through observation, non-structural interview, as well as documentation study with interactive model analysis. Research results show that art education grows within the society as the result of enculturation process of woven craft art in Jepang Village that takes place in the forms of: (1) the transmission of the craft skill and (2) the transmission of socio-cultural values. The transmission process is done between the old and young generations both in informal and non-formal ways. The woven craft of Jepang Village as an art product that has been enculturated is unique in terms of its form, media, technique, idea, as well as the modification aspects.</p>
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Granrose, John T. "The Art and Craft of Teaching." Teaching Philosophy 8, no. 2 (1985): 188–89. http://dx.doi.org/10.5840/teachphil19858250.

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Galkina, Marina. "Traditions of folk culture and education." E3S Web of Conferences 284 (2021): 08015. http://dx.doi.org/10.1051/e3sconf/202128408015.

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The research on problems on preserving identity of tradition folk art and craft for strategic objective to design modern methods and tools in order to contribute to the creation of an education process. Experience was acquired in conducting relevant large-scale festivals, competitions, science conferences clearly demonstrated the younger generations growing ability in ownership to provide effective Russian Art cultural. Increased attention to realize workshops with Folk art and craft in the Moscow region system of additional education indicated positive dynamic for introducing teachers and children’s through period 2010-2020 years. It is notable for protection cultural historical heritage areas of Moscow region, which directed towards traditional Russian decorative Art especially over the past years.
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Cowie, Edward. "Book Review: Teaching Art, Craft and Design." Australian Journal of Education 38, no. 1 (April 1994): 97–98. http://dx.doi.org/10.1177/000494419403800107.

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Steers, John. "Art, Craft, and Design Education in Great Britain." Art Education 42, no. 1 (January 1989): 6. http://dx.doi.org/10.2307/3193182.

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Ali, Mohammed Feroz. "Challenges Faced by Secondary Teachers in Teaching Arts Education in Fiji - A Case Study of Western Division." IRA International Journal of Education and Multidisciplinary Studies 10, no. 3 (April 6, 2018): 48. http://dx.doi.org/10.21013/jems.v10.n3.p4.

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<p>Art and craft education is the area of learning which is based upon the visual, drawing, painting, pottery, weaving, print making, making artifacts using recycled materials and to name a few. This research focuses on the challenges<strong> </strong><strong>faced by secondary teachers in teaching Arts Education.</strong> The idea was researched to establish how art and craft education can be utilized to increase levels of confidence, motivation and skills in Secondary school teachers. The research used a mixed method approach for gathering results. This study, using a questionnaire designed by the investigator, provided an insight into secondary art and craft teachers, principals and curriculum developers of art education. A group of 20 participants was selected through convenient sampling for the purpose of this study. Findings show a positive correlation between the art and craft program at the center of this research and the advancement of the skill acquisition, motivation and confidence. The recommendations after the study and analysis of results should enshrine great details on how art and craft can become a mainstream subject and shed its light on the minds of the children to gain its due respect and position to where it naturally belongs.</p>
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Kokko, Sirpa, Gunnar Almevik, Harald C. Bentz-Høgseth, and Pirita Seitamaa-Hakkarainen. "Käsitöö uurimise meetoditest Soomes, Rootsis ja Norras / Mapping the methodologies of the craft sciences in Finland, Sweden and Norway." Studia Vernacula 13 (November 18, 2021): 14–36. http://dx.doi.org/10.12697/sv.2021.13.14-36.

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The craft sciences have emerged as a field of academic research in Finland, Sweden and Norway since the early 1990s. In Finland, craft research has examined various aspects of crafts using a multidisciplinary approach adapting a range of methods from other academic disciplines according to the research topic. Another source has been the schools of domestic sciences in which craft research has been a recognized field. In Sweden and Norway, craft research has developed strongly in architectural conservation and cultural heritage with a focus on traditional craftsmanship and the performative elements of intangible cultural heritage. This article offers an overview of the developments and progress of the field of craft sciences in these countries, inluding its methodological approaches, with a focus on Ph.D theses. Through mapping recurrent methodological approaches, the following categories were derived: craft reconstruction, craft interpretations, craft elicitation, craft amplification and craft socialization. The aim of the classification, and the model derived from it, is to help researchers and students understand better how different types of knowledge relate to different research methods and apply them within their own research. The puropse of the research is to create a common infrastructure for research and education in order to connect and strengthen the dispersed academic communities of craft research and to establish craft science as a formally recognized discipline within the academic system. The authors of the article have granted permission to have the original research article published in Craft Research Journal 11 (2), CC-BY-NC-ND to be translated from English and published in Estonian. The translation is accompanied with a brief contextualising afterword by the editorial team of Studia Vernacula. Keywords: craft sciences, crafts, craft research, craft education, sloyd, research methods, art research
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Dissertations / Theses on the topic "Art and craft education"

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Wallace, Kyle S. "An Exploratory Study of Learning Journeys for Makers in the Fields of Art, Craft andDesign: An Investigation of the Blurred Boundaries between Art, Craft, and Design." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460024614.

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De, Muro Theodore Edward. "Making a case for clay in art education /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1130215x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: David S. Nateman. Dissertation Committee: Judith Burton. Includes bibliographical references (leaves 203-216).
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Johns, Melissa. "Tenacious Threads: Crazy Quilts as an Expressive Medium for Making Art." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/94.

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In this arts-based study, I will discuss using craft techniques such as crazy quilting in the creative process of making art. The paper describes the history of crazy quilts, a brief summary of artists who use quilts as a medium, and a description of how teaching craft-making skills in the classroom can encourage students to use them for art-making.
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Kontle, Bitha. "An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27349.

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In this study, I undertook to investigate how the requirements of formative and summative assessment influence the practices of teachers of art, craft and design in Botswana junior secondary schools (BJSS) in relation to the continuous assessment portfolio (CAP). I used qualitative research methods for data collection, mainly using in-depth interviews with individual teachers of art, craft and design. I also used grounded theory approach to interpret and analyse the collected data. The sample was chosen from different junior secondary schools near Gaborone, in Botswana. Interviewees had common qualification entry requirements while their experiences and backgrounds were different. The theoretical and conceptual frames underpinning the study are mainly Bourdieu's theory of practice and Lave and Wenger's theory of communities of practice. I focused my study on using these theoretical and conceptual frames to help describe the basis for the participants' choice in their judgements during their development of students' CAP. The outcome of this study makes claim that the teachers of art, craft and design who participated in the study clearly understood the requirements of the CAP. However, they chose to ignore these requirements due to the pressures originating from the tensions between formative assessment at school level and summative assessment at the level of the national examinations. These choices result in teachers undertaking activities which emphasize doing well in the national examinations rather than developing the students' skills for future use. This practice results from teachers' efforts to gain recognition for themselves and their schools as a result of outstanding national examination results. Good performance by their students in national examinations enhances their reputation as teachers and makes them eligible to be entrusted with national responsibilities such as being appointed moderators and examiners.
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De, Jong Connie J. "[Re]Focusing Global Gallery's Educational Programs: A Guide to Transforming Vision to Action for Fair Trade Organizations." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218547473.

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DIRKS, STEFANIE. "An Appalachian Arts Project: A New Model to Promote Communal Art Interaction." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211923981.

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Al-Boloushi, Laila. "The problems and prospects of incorporating a living craft tradition (Al-Sadu) inspired by Islamic geometric design into art higher education courses in Kuwait." Thesis, University of Exeter, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529275.

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Alvares, Sonia Carbonell. "Maragogipinho - as vozes do barro: práxis educativa em culturas populares." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-11052016-163601/.

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Este trabalho apresenta uma observação acurada do universo da cerâmica no povoado de Maragogipinho, Bahia. A pesquisa revela quem são os mestres e mestras do barro, dá a conhecer o seu processo criativo e educativo. Esses homens e mulheres são protagonistas do patrimônio cultural imaterial brasileiro, eles detêm e socializam conhecimentos que perpassam gerações, saberes tecidos em práticas de ensino não sistematizadas e nem legitimadas pelas culturas hegemônicas. A educação artesanal está fundada na ancestralidade, na repetição e na invenção, no constante diálogo entre a tradição e a emergência da modernidade: novas formas de criação e antigos segredos de ofício se misturam, numa tensão permanente entre transformação e conservação. O artesão e a artesã vivem o seu legado cultural e o mantêm vivo, reinventando-o e atualizando-o eternamente. Essa herança conserva a conexão com o passado, mas se reveste de novos símbolos e significados no presente para fortalecer a identidade dos autores e de suas comunidades, e para dar sentido ao futuro.
This work presents an accurate observation of the pottery universe in the village of Maragogipinho, Bahia. The research reveals who are the masters of clay, makes known their creative and educational process. These men and women are protagonists of the brazilian intangible cultural heritage, they preserve and socialize knowledge across generations, originated in unsystematic practices, not legitimized by the hegemonic cultures. Craft Education is established on ancestry, on repetition and invention, in constant dialogue between tradition and the emergence of the modernity: new ways of creating and old trade secrets are mixed on a permanent tension between transformation and conservation. The craftsman lives his cultural legacy and keeps it alive reinventing and updating it forever. This heritage preserves the connection with the past, but acquires new symbols and meanings to strengthen the identity of the authors and their communities, and to make sense of the future.
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Simons, Jennifer. "Enhancing the use of professional craft knowledge in process drama teaching /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031014.145035/index.html.

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Thesis (Ed.D.) -- University of Western Sydney, 2002.
A portfolio submitted in fulfilment of the requirements for the award of the degree of Doctor of Education, University of Western Sydney, November, 2002. Bibliography : leaves 134-137.
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MacDonald, Margaret. "Elwyn Richardson and The Early World of Art Education in New Zealand." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5114.

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This study examines the work of Elwyn Stuart Richardson, director and teacher of Oruaiti School between 1949 and 1962, an experimental school in Northland, New Zealand and places it with the context of the history of art education in New Zealand. After documenting the historical and educational reform contexts of the first half of the twentieth century, Richardson’s philosophy of art education is framed through an analysis of moments of his early life, schooling and teaching experiences. Richardson (1925-) is best known for his book In the Early World published by the New Zealand Council of Educational Research in 1964. The book describes his work as a teacher at Oruaiti and highlights his pedagogical belief that the most powerful learning arises out of children’s own lives and experiences, that learning through the arts raises students’ potential for self-knowledge, critical discernment, imagination, understanding, awareness and empathy for others, and that the arts have an important role to play in the fostering of community and social reform. The administration of art and craft education in the New Zealand primary school during Richardson’s years at Oruaiti was shaped by early advances in manual and technical education. The development of these reforms and the varied educational doctrines school officials used to advocate for the inclusion of these subjects in the curriculum are examined from 1885 to 1920. As well, significant educational policies and events in the 1920s provided exposure to progressive education ideology from abroad. These initiatives contributed to the great interest in child art which grew out of the New Education movement of the 1930s. New ideas about the development of artistic ability in children led to innovative policies in art and craft education that transformed teaching practices and the place of art and craft in New Zealand schools during the 1940s and 1950s. The newly formed Art and Craft Branch of the Department of Education in 1946 reorganised the administration of art education to change public perceptions of art, create contexts of art appreciation and develop community education in tandem with primary school art education. Examining Richardson’s educational biography is another lens used to understand his philosophy and pedagogy. Oruaiti's status as an experimental school is explored through the unique relationship of Oruaiti School to the Art and Craft Branch of the Department of Education. Further, Richardson’s developing educational philosophy, in particular his ideas about artistic ability in children and the growth of aesthetic standards, is explored relative to the teaching practices of his day. The study also uncovers the critical role that science played in Richardson’s educational pedagogy and curriculum and the profound influence Richardson’s early educative experiences were to have on the development of his educational philosophy. Locating Richardson’s work within its historical context demonstrates both that he worked in an environment which was hospitable to educational experimentation in the field of art and crafts, and that, on many levels, he transcended the educational practices of his times.
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Books on the topic "Art and craft education"

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Cannatella, Howard. Creating a better place to live: The argument for craft education. Champaign, Ill: Common Ground Pub., 2011.

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1930-, Lancaster John, and National Society for Education in Art & Design., eds. Art craft and design in the primary school. Corsham,Wilts: National Society for Education in Art and Design, 1986.

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The craft of teaching: A guide to mastering the professor's art. 2nd ed. San Francisco, Calif: Jossey-Bass, 1988.

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Nel, Rika. Art & craft: Ideas and techniques : an arts education guide for teachers. Windhoek, Namibia: Macmillan Namibia, 2008.

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Something special: Seasonal and festive art and craft for children. Twickenham: Belair, 1990.

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Dunlop, Julia. The art & craft of graphic design: Techniques and projects. Chicago, Ill: Chicago Review Press, 1994.

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W, Compton Donald, Baizerman Michael, Stockdill Stacey Hueftle, and American Evaluation Association, eds. The art, craft, and science of evaluation capacity building. San Francisco: Jossey-Bass, 2002.

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Ghoting, Saroj Nadkarni. Art and craft activities for early literacy @ your fingertips. Chicago: American Library Association, 2010.

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Art, kids, and Christian education: How to use art in your Christian education program. [Minneapolis, Minn.]: Augsburg Fortress, 2001.

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Goddard, Sally. No need to rack your brain for craft ideas. Edmonton: Reidmore Books, 1995.

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Book chapters on the topic "Art and craft education"

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Fautley, Martin. "Music Education in England as a Political Act: Reflections on a Craft Under Pressure." In Music Education as Craft, 51–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67704-6_5.

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Wildavsky, Aaron. "Learning from Education: If We’re Still Stuck on the Problems, Maybe We’re Taking the Wrong Exam." In The Art and Craft of Policy Analysis, 333–51. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58619-9_13.

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Silah, Sumardianshah, Ruzaika Omar Basaree, Badrul Isa, Raiha Shahanaz Redzuan, and Zuraimi Zakaria. "The Structure of Malay Woodcarving Motifs in Craft Education Module." In Proceedings of the 2nd International Colloquium of Art and Design Education Research (i-CADER 2015), 429–39. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0237-3_43.

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Esmond, Bill. "‘The industrious muse?’ Commodification and Craft in Further and Higher Education." In The Industrialisation of Arts Education, 23–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05017-6_2.

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Talib, Mohd Tazul Akmal Mohd, Abdul Rahim Jalil, Verly Veto Vermol, and Rusmadiah Anwar. "Designing ‘Embouchure Clay’ Parameter Formulation: Sabak Earth Ceramic Craft." In Proceedings of the 2nd International Colloquium of Art and Design Education Research (i-CADER 2015), 511–19. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0237-3_50.

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Taylor, Steven S. "Craft and Art." In Leadership Craft, Leadership Art, 109–22. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137012784_7.

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Fitzpatrick, Tal, and Stephanie Dunlap. "Care through craft." In Care Ethics and Art, 131–43. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003167556-13.

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Sapiro, Ian. "Craft, Art, or Process." In The Routledge Companion to Screen Music and Sound, 305–17. New York ; London : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315681047-25.

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Atkinson, David M. "Transcending Art’s Craft." In Thinking the Art of Management, 85–106. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230589988_5.

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Russell, Tom. "Teacher Craft Knowledge." In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_209-4.

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Conference papers on the topic "Art and craft education"

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Buechley, Leah. "Celebrating Art, Craft and Computation." In FabLearn Europe'18: Conference on Creativity and Making in Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3213818.3213879.

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Zheng, Xin. "Classic Craft: Fuzhou Bodiless Lacquer Ware." In 4th International Conference on Art Studies: Science, Experience, Education (ICASSEE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200907.081.

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Zheng, Z. "On the Relationship between Modern Industrial Design and Traditional Craft." In 2015 2nd International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-15). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icelaic-15.2016.168.

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Setiahati, Ignasius Putera, and Lisnani Lisnani. "Student’s Interest and Creativity in Cultural Art and Craft Lessons." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.55.

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Zhang, Xiaofei. "Study on the Strategies for the Industrialization Development of Henan Traditional Craft Arts." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.124.

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Li, Na. "Study on Inheritance and Innovation of Henan Nanyang Pyrograph Craft in Costume Design." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.135.

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Nursalim, Agus. "Developing Students’ Creative Response in Batik Craft Subject (Higher Order Thinking-Based Learning Implementation in Art Education)." In 2nd International Conference on Arts and Design Education (ICADE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200321.062.

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Doyle, Shelby Elizabeth. "Bringing Bauhaus Back: Digital Architecture + Contemporary Craft." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.12.

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“The Bauhaus believes the machine to be our modern medium of design and seeks to come to terms with it.”—Walter Gropius, The Theory and Organization of the Bauhaus German architect Walter Gropius founded the Bauhaus in 1919 and after fourteen prolific years, it closed. Despite its short tenure, the ramifications of the Bauhaus are still present in architectural education and practice. Its core objective was a radical, and still unrealized, concept: the unity of art and technology. The introduction of contemporary digital tools, techniques, and materials make this unity possible in new and profound ways thereby extending the Bauhaus project into the present day as a meaningful model for architectural education and digital craft.
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Puspita, Arianti A., Meirina Triharini, and Muhammad Risfan Badrus Salam. "A Study on Museum Artifact Digitization using Photogrammetry Method for Preservation and Design Education." In ICON ARCCADE 2021: The 2nd International Conference on Art, Craft, Culture and Design (ICON-ARCCADE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211228.045.

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Xiong, Yiyue. "Research on Strategy of Nantong Traditional Craft Revitalization." In 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.49.

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Reports on the topic "Art and craft education"

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Pickar, Charles K. Blitzkrieg: Operational Art or Tactical Craft. Fort Belvoir, VA: Defense Technical Information Center, May 1992. http://dx.doi.org/10.21236/ada253540.

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Aston, Thomas, and Marina Apgar. The Art and Craft of Bricolage in Evaluation. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/ids.2022.068.

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This CDI Practice Paper by Tom Aston and Marina Apgar makes the case for ‘bricolage’ in complexity-aware and qualitative evaluation methods. It provides a framework based on a review of 33 methods to support evaluators to be more intentional about bricolage and to combine the component parts of relevant methods more effectively. It discusses two cases from practice to illustrate the value added of taking a more intentional approach. It further argues that navigating different forms of power is a critical skill for bricolage, and that doing so can help to ensure rigour.
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England, Lauren. Crafting Professionals: craft higher education & sustainable business development. University of Dundee, 2020. http://dx.doi.org/10.20933/100001183.

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Xochihua, Alexis. Looking to the Future of Education: A Social Art Practice Pedagogy. Portland State University Library, January 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, and Maria Wall. State-of-the-Art of Education on Solar Energy in Urban Planning - Part 2: Solar Irradiation Potential Tools in Education. Edited by Tanja Siems, Katharina Simon, and Karsten Voss. IEA SHC Task 51, February 2018. http://dx.doi.org/10.18777/ieashc-task51-2018-0002.

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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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Oliveira, Hugo, and Jorge Bonito. Practical work in science education: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 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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Schell, Laurie. Introduction to Case-making and Systems Change in Arts & Cultural Education. Creative Generation, February 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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Burov, Oleksandr Yu, and Arnold E. Kiv, eds. Proceedings of the 3rd International Workshop on Augmented Reality in Education (AREdu 2020). [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4112.

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This volume represents the proceedings of the 3rd International Workshop on Augmented Reality in Education (AREdu 2020), held in Kryvyi Rih, Ukraine, in May 13, 2020. It comprises 23 contributed papers that were carefully peer-reviewed and selected from 41 submissions. The accepted papers present the state-of-the-art overview of successful cases and provides guidelines for future research.
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Sena Rivas, WR, S. Casillas Martín, M. Cabezas González, and A. Barrientos. Educommunication in the context of youth and adult education in Latin America: A state of the art based on a systematic literature review. Revista Latina de Comunicación Social, January 2019. http://dx.doi.org/10.4185/rlcs-2019-1325en.

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