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Books on the topic 'Art education, teaching research, phenomenology'

Author: Grafiati

Published: 30 June 2021

Last updated: 1 February 2022

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1

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

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2

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

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3

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

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4

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

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5

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

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6

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

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7

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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8

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

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9

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

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10

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

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11

Miller, Power Brenda, ed. The art of classroom inquiry: A handbook for teacher-researchers. Portsmouth, NH: Heinemann, 2003.

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12

Center for Arts in the Basic Curriculum. A fifty school arts education demonstration project: To include music, literature/creative writing, visual arts, drama and dance in the core curriculum of public elementary schools. [S.l: The Center, 1989.

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13

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

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14

1953-, Hetland Lois, and J. Paul Getty Trust, eds. Beyond the soundbite: Arts education and academic outcomes : conference proceedings from Beyond the soundbite : what the research actually shows about arts education and academic outcomes : the Getty Center, Los Angeles, California, August 24-26, 2000. Los Angeles: J. Paul Getty Trust, 2001.

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15

Emery, Lee. Changing technologies in art and technology education: A research study exploring the teaching of three dimensional studies in wood, metal, textiles and ceramics. Melbourne, Vic: University of Melbourne, Department of Language, Literacy and Arts Education, 1999.

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16

Cambi, Franco, and Giovanni Mari, eds. Giulio Preti. Florence: Firenze University Press, 2011. http://dx.doi.org/10.36253/978-88-6655-044-0.

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In the period following the Second World War Giulio Preti was one of the leading exponents of Italian philosophy. A master of open critical thought, cultivated in the light of a rationalism that dialogued with, and integrated into his own philosophical model, many of the currents and stances of the global research scenario. Phenomenology, Marxism, pragmatism, neopositivism, transcendentalism and structuralism: in Preti all of these found an organic and original synthesis. Further, his particular brand of rationalist-critical thought touched on many aspects of philosophical knowledge: theoretical philosophy, the philosophy of science, that of language and that of art, from ethics to politics and even taking in the history of philosophy, offering authoritative contributions in every sphere. One hundred years after his birth, the University of Florence and the heir to the Faculty in which he lectured at length, the Faculty of Education, has decided to honour his memory with this anthology of studies, penned by former pupils and others and also by younger scholars, to once again focus the wealth of this thought and its, in many respects, current relevance. Even now, this particular brand of open, critical rationalism can offer a benchmark for addressing the new issues for philosophical reflection thrown up by modern society and culture.

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17

(Editor), Elliot W. Eisner, and Michael D. Day (Editor), eds. Handbook of Research and Policy in Art Education. Lawrence Erlbaum, 2004.

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18

(Editor), Howard Gardner, and David Perkins (Editor), eds. Art, Mind & Education: Research from Project Zero. University of Illinois Press, 1989.

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19

Handbook of Research and Policy in Art Education. Lawrence Erlbaum, 2004.

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20

W, Eisner Elliot, and Day Michael D, eds. Handbook of research and policy in art education. Mahwah, N.J: National Art Education Association, 2004.

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21

D, La Pierre Sharon, Zimmerman Enid, and National Art Education Association, eds. Research methods and methodologies for art education. Reston, Va: National Art Education Association, 1997.

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22

Flood, Charles B. Condition of Arts Education: Select Research. Nova Science Publishers, Incorporated, 2013.

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23

Howard, Gardner, and Perkins David N, eds. Art, mind, and education: Research from Project Zero. Urbana: University of Illinois Press, 1989.

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24

Manen, Max Van. Researching Lived Experience. 2nd ed. Univ of Western Ontario, 1997.

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25

New Technologies and Art Education: Implications for Theory, Research, and Practice. National Art Education Association (NAEA), 1997.

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26

On Writing Educational Ethnographies: The Art of Collusion. Trentham Books, 2005.

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27

Council, Ontario Arts, ed. Making the case for arts education: A summary of research and trends in arts education-- and how to use them to strengthen the arts education programs in your community. Toronto: Ontario Arts Council, 1997.

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28

Hubbard, Ruth Shagoury. The Art of Classroom Inquiry: A Handbook for Teacher-Researchers. Heinemann, 1993.

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29

Daichendt, G. James. Artist-Scholar: Reflections on Writing and Research. Intellect, Limited, 2014.

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30

Using Art As Research in Learning and Teaching: Multidisciplinary Approaches Across the Arts. Intellect, Limited, 2018.

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31

Hubbard, Ruth Shagoury, and Brenda Miller Power. The Art of Classroom Inquiry: A Handbook for Teacher-Researchers. Heinemann, 2003.

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32

Julia, Smith, and Louis Bergonzi. Effects of Arts Education on Americans' Participation in the Arts (Research Division Report (National Endowment for the Arts. Research Division), 36). Seven Locks Pr, 1996.

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33

Gallery, Arnolfini, and University of the West of England. Art on Tour., eds. Way in, way out: An action research project which documents the'Helplines' series of talks and workshops organised by Arnolfini Education and Art on Tour. (Bristol): Published by Arnolfini Gallery and Art on Tour, 1996.

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34

Leggo, Carl, Barbara Bickel, and Susan Walsh. Arts-Based and Contemplative Practices in Research and Teaching: Honoring Presence. Taylor & Francis Group, 2016.

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35

Arts-Based and Contemplative Practices in Research and Teaching: Honouring Presence. Taylor & Francis Group, 2014.

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36

Loveless, Natalie. How to Make Art at the End of the World: A Manifesto for Research-Creation. Duke University Press, 2019.

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37

How to Make Art at the End of the World: A Manifesto for Research-Creation. Duke University Press, 2019.

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38

Loveless, Natalie. How to Make Art at the End of the World: A Manifesto for Research-Creation. Duke University Press, 2019.

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39

McCarthy, Marie, Charles Fowler Colloquium on Innovation in Arts Education (1999 :. University of Maryland), and Richard Deasy. Enlightened Advocacy: Implications of Research for Arts Education Policy and Practice : The 1999 Charles Fowler Colloquium on Innovation in Arts Education, ... of (State-of-the-Arts Series, No. 4). Univ of Maryland at College Park, 2001.

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40

Psychiatry, the State of the Art:Vol. 8:History of Psychiatry, National Schools, Education, and Transcultural Psychiatry (Psychiatry, the State of the Art, Vol 8). Springer, 1985.

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41

Anderson, Michael, and Colleen Roche, eds. The State of the Art. Sydney University Press, 2015. http://dx.doi.org/10.30722/sup.9781743320273.

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The State of the Art: Teaching Drama in the 21st Century presents cutting-edge scholarship from leading drama education in New South Wales. This collection features discussions that are directly relevant to drama teachers in primary and secondary schools, artists and theatre makers, drama education researchers and those interested in the relevance of arts and drama education in reforming the curriculum. The book reminds of the connection between practice and research in drama education, and reflects changes in curriculum and new areas of research on: playwriting improvisation and play building young people as audiences technology and drama education dialogue in drama education the opportunities for drama as a curriculum change event The scholarship assembled here reflects some of the best and most insightful reflections on how research can directly inform the transformation of learning and teaching.

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42

Knoors, Harry, and Marc Marschark, eds. Evidence-Based Practices in Deaf Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.001.0001.

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This volume presents the latest research on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. It is written by internationally recognized researchers and practitioners. In their contributions they discuss the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. The volume focuses on the topic of transforming state-of-the-art research into teaching practices in deaf education. It does so by addressing how we can improve outcomes of deaf education through professional development of teachers, construction and implementation of evidence-based teaching practices, and considering “the whole child,” thus emphasizing the importance of integrative, interdisciplinary approaches.

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43

Smith, Johanna. Puppetry in Theatre and Arts Education. Bloomsbury Publishing Plc, 2019. http://dx.doi.org/10.5040/9781350012936.

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Connecting the art of puppetry with deeper learning for children, this workbook offers a comprehensive guide on how to bring puppetry into the classroom. It places puppet design, construction and manipulation at the heart of arts education and as a key contributor to ‘manual intelligence’ in young people. Packed with practical, illustrated exercises using materials and technology readily available to teachers, Puppetry in Theatre and Arts Education shows you how the craft can enliven and enrich any classroom environment, and offers helpful links between puppetry, the curriculum and other aspects of education. Informed by developments in assessments and cognitive research, this book features approachable puppetry activities, educational strategies and lesson plans for teachers that expand any syllabus and unlock new methods of learning, including: - Making puppets from basic materials and everyday objects - Puppetizing children’s literature - Puppetizing science - Film-making with puppets Puppetry in Theatre and Arts Education is a core text for arts education courses as well as an essential addition to any teacher’s arsenal of teaching strategies.

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44

The Expected Knowledge: What can we know about anything and everything? Tiruchirappalli: Sivashanmugam Palaniappan, 2012.

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45

Honorato, Hercules Guimarães. Relato de uma experiência acadêmica: O "eu" professor-pesquisador - Vol III. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-378-7.

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This study aims to present the plurality of the teacher’s perception, which emerges from the actions taken to minimize the difficulties that come up in remote education. Its relevance is found in the actions and reactions of those involved, and make up possibilities for generating public policies that motivate and foster quality education. The following research question guided this work: What lessons could be learned by those involved in their teaching practice after schools reopen? An exploratory research was carried out, by choosing the methodological approach of qualitative research. Data collection was performed using an online questionnaire, directed to teachers who worked in the classroom and started working in remote education. Sharing knowledge is complex and demands a variety of actions, interventions, processes that, however sophisticated the technology used, it certainly does not allow to develop all the strategies that the teacher uses in the classroom. Technologies help with physical distance. But we believe the exchange that happens naturally between teacher and student, and between student and student, exists only when everyone is in the same physical environment, under the same physical and human conditions, especially in basic education. The lessons learned: (i) improve our training or post-training with the introduction of disciplines related to digital and technological means; (ii) understand that remote education is a possibility to be applied in our teaching practice; (iii) include viable teaching, learning and assessment alternatives in the Political Pedagogical Project; (iv) at parent-teacher conferences or class meetings, seek to collect all possible observations, both positive and negative. We need to considerate new routes, minimize the questions that arise during practice, in order to adapt to the new technological strategies of the art of teaching.

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46

Voigt-Zimmermann, Susanne, ed. Miteinander sprechen – verantwortlich, kompetent, reflektiert. Frank & Timme, 2021. http://dx.doi.org/10.26530//20.500.12657/49674.

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Speech science has a history of over 120 years. In addition to the self-image of the discipline, this book focuses on everything that makes the subject so attractive: With its vital research and teaching subject, speaking and people talking to each other, it is both application-oriented and up-to-date. This explains the continuing high level of interest among students, research partners, and practical professional fields in education, art, media, counseling, therapy, and prevention. With study locations in Halle, Jena and Marburg, Speech Science is represented throughout Germany. As an interdisciplinary research and working subject with links to linguistics, medicine, pedagogy, psychology, politics and sociology, among others, there are also diverse collaborations in research, teaching and practice. This volume offers surprising insights into the diversity of speech science – from its history to the present to an outlook on what will be possible in the future. Susanne Voigt-Zimmermann holds a degree in speech science. After scientific, speech-educational, and clinical-therapeutic activities at the universities of Jena, Heidelberg, and Magdeburg, she has been a professor of speech science at the Department of Speech Science and Phonetics at Martin Luther University Halle-Wittenberg since 2017.

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