Bibliographies thématiques / Art in education

Littérature scientifique sur le sujet « Art in education »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 4 mars 2023

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  1. Articles de revues
  2. Thèses
  3. Livres
  4. Chapitres de livres
  5. Actes de conférences
  6. Rapports d'organisations

Articles de revues sur le sujet "Art in education":

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Swenson, Anne B. « Relationships : Art Education, Art Therapy, and Special Education ». Perceptual and Motor Skills 72, no 1 (février 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, no 3 (31 juillet 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, no 2 (1 août 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 et G. Geahigan. « Art Criticism and Art Education ». Studies in Art Education 42, no 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, no 2 (janvier 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 août 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, no 5 (septembre 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, no 89 (1999) : 10. http://dx.doi.org/10.2307/25563488.

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Kim, Sung-Jin. « Literature Education as Art Education ». Korean Literature Education Research 66 (31 mars 2020) : 74–103. http://dx.doi.org/10.37192/kler.66.3.

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HUGHES, PHILIP. « Visual Education and Art Education ». Journal of Art & ; Design Education 8, no 1 (mars 1989) : 37–44. http://dx.doi.org/10.1111/j.1476-8070.1989.tb00740.x.

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Articles de revues Thèses Livres

Thèses sur le sujet "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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Livres sur le sujet "Art in education":

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Agency, Texas Education, dir. 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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Werner, Jeff, et Kristoffer Arvidsson. Konstpedagogik : Art education. Sous la direction de Göteborgs konstmuseum. Göteborg : Göteborgs Konstmuseum, 2011.

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

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Andra, Johnson, et National Art Education Association, dir. Art education : Elementary. Reston, VA : National Art Education Association, 1992.

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

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Andra, Johnson, et National Art Education Association, dir. Art education : elementary. Reston, VA : National Art Education Association, 1992.

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

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

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Chapitres de livres sur le sujet "Art in education":

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Gunve, Fredric. « DOING (art) EDUCATION as ART (education) ». Dans 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 ». Dans 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 ». Dans 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 ». Dans 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 ? » Dans 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 ». Dans 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, et George A. Attig. « Art for Education ». Dans 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 ». Dans 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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Brown, Neil C. M. « Constraints on Art in Education : Realism and Art Education ». Dans Studies in Philosophical Realism in Art, Design and Education, 17–23. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42906-9_2.

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Martinez, Jaime E. « Art ». Dans The Search for Method in STEAM Education, 93–109. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55822-6_6.

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Actes de conférences sur le sujet "Art in education":

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Dan, Luo. « Art education vocational curriculum study digital art ». Dans 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 et Siti Maaruf. « Art Appreciation Session in Visual Art Education ». Dans 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 et Aulia Haq Giranti. « Aesthetic Education in Theater Art Education ». Dans 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 et Aulia Haq Giranti. « Aesthetic Education in Theater Art Education ». Dans 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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Říhová, Kristýna. « ARTWORK IN ART EDUCATION ». Dans 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 et Trianti Nugraheni. « Art Education in Community ». Dans 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 ». Dans 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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« On Introducing Folk Art into Higher Vocational Art Education ». Dans 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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« Inheritance and Development of Folk Art in Art Education ». Dans 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000933.

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Wen, Yi. « On the Importance of Art Theory in Art Education ». Dans 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France : Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.346.

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Rapports d'organisations sur le sujet "Art in education":

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

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Nosenko, Yuliya H., Maiia V. Popel et 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.], septembre 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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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman et Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], juillet 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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Schell, Laurie. Introduction to Case-making and Systems Change in Arts & ; Cultural Education. Creative Generation, février 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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Oliveira, Hugo, et Jorge Bonito. Practical work in science education : A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, janvier 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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Sena Rivas, WR, S. Casillas Martín, M. Cabezas González et 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, janvier 2019. http://dx.doi.org/10.4185/rlcs-2019-1325en.

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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva et Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, juillet 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Anayatova, Dilraba, Marina Basu, Saiarchana Darira, Andrew Freiband, Devynn Glanz, Atota Halkiyo, Setrag Hovsepian et al. Turn it around ! An education guide to climate futures. Mary Lou Fulton Teachers College, mai 2022. http://dx.doi.org/10.14507/oge-tia.

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Building on the scientific evidence and keeping in focus policy promises made over the decades, this report mobilizes the power of socially engaged art to bring together visions and voices of youth from across the globe in a collective effort to address the root causes of the climate crisis. It starts with the premise that education is directly implicated in the climate crisis and our failure to imagine alternatives. But it can also be the catalyst for radical change. Aiming to shift and shuffle the dominant knowledge systems and categories with the cards from the Turn It Around! deck, this report urges you to turn toward the reality of the climate crisis by capturing its devastating impacts from youth perspective in a way statistical data might not. It challenges existing education policies, practices, and patterns as no longer possible, tolerable, or even thinkable. With the powerful imagination and creativity of youth, the report activates a series of turning points — intergenerational, decolonial, methodological, and pedagogical — in order to turn around the environmental catastrophe, while reconfiguring the role of education toward ecologically just and sustainable futures.
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Demartini-Svoboda, Jana. A study of art education in the elementary school curriculum as amplification of other academic subjects and as a promoter of creativity in the learning process. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.3159.

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