Bibliografías temáticas / Teaching as an art

Literatura académica sobre el tema "Teaching as an art"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Teaching as an art"

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Sweeny, Robert. "Teaching Art, Teaching Artists, Teaching Art Teachers". Art Education 66, n.º 3 (mayo de 2013): 6–7. http://dx.doi.org/10.1080/00043125.2013.11519217.

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Hickman, Richard. "Art Rooms and Art Teaching". Art Education 54, n.º 1 (enero de 2001): 6. http://dx.doi.org/10.2307/3193887.

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Brinkman, Bartholomew. "The Art of Teaching Teaching". Pedagogy 6, n.º 1 (1 de enero de 2006): 173–78. http://dx.doi.org/10.1215/15314200-6-1-173.

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Paik, Nam June. "Teaching Video Art". Performing Arts Journal 17, n.º 2/3 (mayo de 1995): 42. http://dx.doi.org/10.2307/3245775.

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Howard, Rob. "Teaching Art Creatively". Gifted Education International 18, n.º 3 (enero de 2004): 266–75. http://dx.doi.org/10.1177/026142940401800305.

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Greer, W. Dwaine, Jack A. Hobbs y Jean C. Rush. "Teaching Children Art". Journal of Aesthetic Education 34, n.º 1 (2000): 120. http://dx.doi.org/10.2307/3333664.

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Moon, Bruce L. "Art Therapy Teaching as Performance Art". Art Therapy 29, n.º 4 (diciembre de 2012): 192–95. http://dx.doi.org/10.1080/07421656.2012.730954.

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Arja, Sateesh Babu,, Simi Paramban, Kumar Ponnusamy, Praveen Kottathveetil, Tarig Fadlallah Altahir Ahmed y Sireesha Bala Arja. "PROCEDURALIZING THE ART OF CLINICAL SKILLS TEACHING". International Journal of Integrative Medical Sciences 7, n.º 5 (30 de junio de 2020): 914–21. http://dx.doi.org/10.16965/ijims.2020.110.

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Garcia, Paul y Lesley Jones. "Teaching Mathematics and Art". Mathematical Gazette 76, n.º 476 (julio de 1992): 319. http://dx.doi.org/10.2307/3619183.

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Hagaman, Sally, B. Wilson, A. Hurwitz y M. Wilson. "Teaching Drawing from Art". Studies in Art Education 31, n.º 3 (1990): 189. http://dx.doi.org/10.2307/1320768.

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Tesis sobre el tema "Teaching as an art"

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Allen-Masacek, Marjorie Kirsten. "Teaching ARTifacts: Teaching art with a cultural lens". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.

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Stanley, Denise Y. "Teaching Is My Art Now". University of Sydney, 2008. http://hdl.handle.net/2123/2653.

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Doctor of Philosophy
This arts-informed inquiry is grounded in the lived experiences of five self-proclaimed artists including the researcher, who have turned to careers in teaching at varying stages of their lives. The stories of their transitions and evolving identities as both artists and teachers provide the investigative focus for this study. Although this research is relevant to teachers more generally, it specifically focuses on those who have chosen to teach Visual Arts. Particularly suited to a postmodern, arts-informed inquiry, the diverse forms of knowing that create our everyday experiences are acknowledged. The researcher became the bricoleur who collaged the individual stories of the first year artist-teachers into an integrated work of art. This constructivist approach included the use of visual imagery to transcend linguistic description. Through artworks, photographs, a self-narrative and novelette, the multiple ways these early career Visual Arts teachers came to understand themselves and their journeys are explored. This study has the potential to inform novice teachers of the transitions they may experience as they enter the teaching profession. Possible challenges, including the recognition that idealised beliefs might be traded in for more realistic representations, are discussed along with the notions of teaching as an art and the concept of resilience.
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Tooley, Sally Helene. "The Art in Teaching Writing". TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/83.

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Jensen, Jordan. "A Comparative Case Study: Investigation of a Certified Elementary Art Specialist Teaching Elementary Art vs. a Non-Art Certified Teacher Teaching Elementary Art". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2861.

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Most colleges and universities offer a general course in elementary art education to provide instruction to the elementary generalist to enable that student to later provide art instruction to students at the elementary level. This course is commonly referred to as the two-credit course in elementary art education throughout this thesis. This thesis is a case study investigation of a certified elementary art specialist and a non-art certified teacher teaching elementary art in the Subject School District in Utah. It asks and gathers data on three main questions. How is art education valuable for elementary students? What is a quality elementary art curriculum? How does an elementary art specialist change the learning experience of elementary art students? Under these three main questions the following questions are also considered: Where do teachers obtain their curricula? What research exists that describes differences between art specialists and non-art specialists teaching elementary art? What were the qualities within each art room? What types of art projects are being taught in these two different classrooms?Further, a survey was constructed to seek answers about the attitudes towards art education in the Subject School District in relation to the three questions under consideration. To ensure the maximum in statistical accuracy, the survey was sent to every elementary school in this district including all elementary administrators. The survey contained 49 statements on attitudes towards elementary art education. There were 129 elementary educators and administrators out of 2,300 from Subject School District that responded. The data from the survey was analyzed to determine where these attitudes lie and the thoughts on the importance of art education at the elementary level. The results of this survey show the typical elementary educator in Subject School District feel the arts are indeed an important part of the elementary curriculum. However, the majority do not feel fully prepared to teach a quality elementary art curriculum and feel elementary art should be taught by art specialists.
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Kim, Sunah Irvine Hope. "Art in schools: considering the profession of teaching secondary art". Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Gray, Carole. "Teaching styles in higher art education". Thesis, University of Aberdeen, 1988. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128434.

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The purpose of this study was to identify teaching styles in higher art education. The research was qualitative, and the methodology was one of triangulation, involving the views of lecturers, students, and the observer (author). Preliminary interviews with students and staff at one college provided the framework for the research and highlighted basic important variables in teaching art at college level. A 3D perspex model was designed to encourage lecturers to exteriorize and articulate in a visual/spatial way the various emphases they had in their teaching. The resultant form was a 3D 'concept map', indicating the person's approach or style. The research was replicated at another college, and extended by videotaping lecturers teaching, and interviewing students. Cluster analysis was used with the model data to establish groupings of lecturers, and when cross-referenced with the analysis of student interviews and videotapes/observations resulted in four different styles of teaching, which were labelled 'Fundamentalist', Structurist', 'Objectivist', and 'Artist'. There was found to be no real difference in style that could be attributed to the two different institutions; length of teaching experience markedly influenced styles; aims objectives and philosophies of courses had a strong influence on teaching styles.
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Partin-Harding, Melissa C. "Innovative Teaching Strategies: Teaching Art Photography In The Digital World". Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308282675.

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Netto, Amelia M. "ESOL Students in the Art Room: An Art Educator's Resource Guide". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/art_design_theses/100.

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The research conducted in this thesis is centered on the ESOL Hispanic student population, in the art classroom in Georgia. The information contained in this paper is meant to serve as a guide and resource for art educators with high populations of ESOL students in their classrooms. A review of current ESOL best practices in several content areas is included. Based on the research, guidelines and suggestions for accommodating these learners in the art room were developed, as well as a sample unit that includes three lesson plans, PowerPoint presentations and assessment rubrics.
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Ayers-Arnone, Rachael Marie. "Culturally relevant teaching in the art classroom". Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2816.

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As a practicing in-service teacher, I designed this qualitative study to explore of the use of culturally relevant curriculum in my junior high art classroom. I used participatory action research to complete this research over the span of two school years. This research allowed me to identify the elements necessary to teach a culturally relevant curriculum, such as teacher background, student-centered teaching and school support. This data is combined with stories of my experiences growing up and stories from the field. I detailed and analyzed community performance art, mask-making and installation art projects for effectiveness and student engagement. Focus groups were a major component of my data collection; I used this data to gain further information from students about their thoughts on what makes an engaging classroom and lesson. Through this study I found a high level of engagement by students. I matched my students engagement with a reciprocal level of emotional input. This study concludes with a call for more research of this kind to be completed by practicing teachers using action research in their classrooms.
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Crowder, Julie. "Teaching Mourning". VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/215.

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Abstract TEACHING MOURNING By Julie Ann Crowder, MAE A thesis submitted in partial fulfillment of the requirements for the degree of Master of Art Education at Virginia Commonwealth University. Virginia Commonwealth University, 2011 Major Director: Sara Wilson McKay, Ph.D. Interim Department Chair and Associate Professor, Art Education As a researcher I sought to understand the following research questions: 1) What were the official policies and protocols that went into effect at William Fox Elementary School after the murder of the Harvey family in January of 2006? 2) What were the experiences of the staff and parents at William Fox Elementary School after the murder of the Harvey family? 3) What critiques and or suggestions do the employees and parents have of the personal or official policies or protocols, which were carried out after the murder of the Harvey family? The purpose of this research was layered. This research was necessary in order to create an accurate picture of the difficult emotional reactions of teachers attempting to teach students how to mourn while mourning themselves. Additionally, this study identified how teachers were able to continue about the business of every day life and education when they were dealing with difficult emotional issues. Participants at William Fox Elementary experienced the tragic death of the Harvey family on New Year’s Day 2006. This research illuminated possible new ways of looking at mourning, the public/media, and ways of handling these difficulties. This research could lead to the creation of new policies or protocols that would better serve the mourning populations in schools, which lose members to violence. The members of this study were William Fox Elementary employees or parents who were on present during and after the Harvey murders. Special attention was given to the IRB process. Seven participants who had a great deal of contact with Stella were selected. The PTA-funded Art Explosions teacher, Stella Harvey’s classroom teacher, the principal, the guidance counselor, a parent, the music teacher, and the librarian were all participants. Significant findings include: the importance of the speed and selection of information given to adults at the time of a tragedy, and the child information networks that form when children are not completely informed. Additionally a variety of information and thoughts are given on the subject of mourning, both public and private. Implemented and suggested healing techniques were investigated. Lastly, several uncomfortable issues that arose, such as race and rage were explored.
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Libros sobre el tema "Teaching as an art"

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Szekely, George E. The art of teaching art. 2a ed. Boston, MA: Pearson/Education, 2006.

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The art of teaching art. Needham Heights, MA: Simon & Schuster, 1998.

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C, Rush Jean, ed. Teaching children art. Upper Saddle River, N.J: Prentice Hall, 1997.

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Rethorst, John. Why Teaching Art Is Teaching Ethics. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-19511-2.

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Parini, Jay. The art of teaching. Oxford: Oxford University Press, 2005.

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Highet, Gilbert. The art of teaching. New York: Vintage Books, 1989.

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Wilson, Brent. Teaching drawing from art. Worcester, Mass: Davis Publications, 1987.

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Children and art teaching. London: Routledge, 1988.

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Children and art teaching. London: Croom Helm, 1985.

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Lewis, Tyson y Megan Laverty, eds. Art's Teachings, Teaching's Art. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-7191-7.

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Capítulos de libros sobre el tema "Teaching as an art"

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Hay, Penny. "Contemporary art and children's art". En Teaching Art Creatively, 54–63. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315691114-3.

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Rethorst, John. "Art and Truth". En Why Teaching Art Is Teaching Ethics, 57–67. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-19511-2_6.

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El Miedany, Yasser. "Teaching: Art or Science?" En Rheumatology Teaching, 3–8. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98213-7_1.

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Cannatella, Howard. "Are We Teaching High Art or Low Art?" En 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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Marcus, Alan S., Jeremy D. Stoddard y Walter W. Woodward. "Art Museums". En Teaching History with Museums, 189–206. Second edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315194806-9.

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Meyer, Melinda A., M. Holly Nowak, Lora Homan Zill, J. Camille Dempsey, Janyce J. Hyatt, Rosemary A. Omniewski, Cory Wilkerson, Tania Bogatova, Joyce A. Miller y Michael A. Tomlinson. "The Art in Action Project". En Teaching Creatively and Teaching Creativity, 37–50. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5185-3_3.

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El Miedany, Yasser. "The Art of Patient Education". En Rheumatology Teaching, 155–73. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98213-7_10.

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El Miedany, Yasser. "The Art of Teaching Undergraduates". En Rheumatology Teaching, 93–116. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98213-7_7.

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El Miedany, Yasser. "The Art of Teaching Nurses". En Rheumatology Teaching, 131–54. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98213-7_9.

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Hay, Penny. "Art processes and practices". En Teaching Art Creatively, 17–53. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315691114-2.

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Actas de conferencias sobre el tema "Teaching as an art"

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"Cover Art". En 2015 International Conference on Learning and Teaching in Computing and Engineering (LaTiCE). IEEE, 2015. http://dx.doi.org/10.1109/latice.2015.60.

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Tarbell, Roberta y LiQin Tan. "Animating art history for teaching". En ACM SIGGRAPH 2002 conference abstracts and applications. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/1242073.1242082.

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Matossian, Michele. "Teaching art with 3D software". En ACM SIGGRAPH 2004 Educators program. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1186107.1186115.

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

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Li, Xu. "Exploration of Graffiti Art in Children's Art Teaching Reform". En 2017 7th International Conference on Mechatronics, Computer and Education Informationization (MCEI 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/mcei-17.2017.49.

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Zhang, Li. "Feasibility Study on the Fusion of Traditional Art Teaching and New Media Art Teaching". En 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.194.

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Herrick, R. J. y J. M. Jacob. "The art and technology of teaching". En 34th Annual Frontiers Education. IEEE, 2004. http://dx.doi.org/10.1109/fie.2004.1408797.

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Evans-Palmer, Teri. "THE ART OF TEACHING WITH HUMOR". En 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1769.

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Fomina, Zinaida. "TEACHING A FOREIGN LANGUAGE THROUGH ART". En International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2232.

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Eber, Dena Elisabeth, Bonnie Mitchell y Heather Elliott. "Teaching gems for art and design". En ACM SIGGRAPH 2002 conference abstracts and applications. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/1242073.1242078.

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Informes sobre el tema "Teaching as an art"

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Gifford, John L. Teaching and Learning the Operational Art of War: An Appraisal of the School of Advanced Military Studies. Fort Belvoir, VA: Defense Technical Information Center, enero de 2000. http://dx.doi.org/10.21236/ada381852.

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Pérez, Francisco y Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
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Pezzino, Mario y Andrea Enrico Riganti. Co-creation of teaching resources and co-teaching: a double-act to teach threshold concepts. The Economics Network, marzo de 2022. http://dx.doi.org/10.53593/n3523a.

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Korol, A. Non-traditional Methods of Teaching Based on Emotional and Evocative Dramatic Art in the Creative Development of the Personality. Lardy Publishing House, 2018. http://dx.doi.org/10.31812/123456789/3287.

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Non-traditional methods of teaching are ways of improvement to the activity of the individual in the process of learning and creative work. It is the result from the destruction of usual stereotypes in knowledge and skills that starts off mechanisms of spontaneous activities, an integration of logical and evocative components. Current study examines the method of emotional and evocative drama art as a way of improvement to effectiveness in the learning and creative activities of the personality.
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Цегельська, М. В. Teaching Politically Correct Language. Криворізький державний педагогічний університет, 2004. http://dx.doi.org/10.31812/123456789/5582.

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Carrasquel, Jacobo. Are Case Studies a Good Teaching Tool for CS1? Fort Belvoir, VA: Defense Technical Information Center, enero de 1995. http://dx.doi.org/10.21236/ada294844.

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Zachry, Anne, J. Flick y S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Wimpenny, Katherine, Arinola Adefila y Alun DeWinter. A Needs Analysis Report Contextualising the State of the Art in International Online Teaching and Learning, with Particular Attention to the Jordanian Case. Coventry University, 2018. http://dx.doi.org/10.18552/jovital/2018/001.

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Oliveira, Hugo y Jorge Bonito. Practical work in science education: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, enero de 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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Yechkalo, Yuliia, Viktoriia Tkachuk, Tetiana Hruntova, Dmytro Brovko y Vitaliy Tron. Augmented Reality in Training Engineering Students: Teaching Techniques. [б. в.], junio de 2019. http://dx.doi.org/10.31812/123456789/3176.

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The research aim. The research is intended to theoretically substantiate, develop and test methods of applying augmented reality to training future engineers. The research tasks include adaptation of augmented reality tools to apply them to laboratory classes while training future engineers; visualization of theoretical models of physical phenomena and processes using augmented reality tools; theoretical substantiation and development of methods of applying augmented reality to training future engineers. The research object is training future engineers at engineering universities. The research subject is methods of applying augmented reality to training future engineers. The research results are the following. There are analyzed national and foreign researches into issues of applying augmented reality to training future engineers at engineering universities. The augmented reality tools (HP Reveal) is adapted to be used in laboratory classes in physics while training future engineers. There are created augmented reality objects in the form of educational videos in which the structure of laboratory machines and procedures of working with them are explained. Methods of applying augmented reality to training future engineers at engineering universities are developed.
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