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Artykuły w czasopismach na temat "Visual art education"
HUGHES, PHILIP. "Visual Education and Art Education". Journal of Art & Design Education 8, nr 1 (marzec 1989): 37–44. http://dx.doi.org/10.1111/j.1476-8070.1989.tb00740.x.
Pełny tekst źródłaKindler, Anna M. "Visual Culture, Visual Brain, and (Art) Education". Studies in Art Education 44, nr 3 (kwiecień 2003): 290–96. http://dx.doi.org/10.1080/00393541.2003.11651745.
Pełny tekst źródłaDuncum, Paul. "Clarifying Visual Culture Art Education". Art Education 55, nr 3 (maj 2002): 6. http://dx.doi.org/10.2307/3193995.
Pełny tekst źródłaPark, Jeong-Ae. "Mapping Visual Culture Education in Art Education Discuourse". Journal of Research in Art Education 8, nr 2 (lipiec 2007): 15–30. http://dx.doi.org/10.20977/kkosea.2007.8.2.15.
Pełny tekst źródłaSmith, Peter J. "Visual Culture Studies versus Art Education". Arts Education Policy Review 104, nr 4 (marzec 2003): 3–8. http://dx.doi.org/10.1080/10632910309600049.
Pełny tekst źródłaAdams, Jeff. "Editorial: Visual Art‐Based Education Research". International Journal of Art & Design Education 38, nr 3 (sierpień 2019): 558–61. http://dx.doi.org/10.1111/jade.12253.
Pełny tekst źródłaLee, Alan. "Art Education and the National Review of Visual Education". Australian Journal of Education 53, nr 3 (listopad 2009): 217–29. http://dx.doi.org/10.1177/000494410905300302.
Pełny tekst źródłaHausman, Jerome, John Ploof, James Duignan, W. Keith Brown i Nicholas Hostert. "The Condition of Art Education: Critical Visual Art Education [CVAE] Club, Winter 2010". Studies in Art Education 51, nr 4 (lipiec 2010): 368–74. http://dx.doi.org/10.1080/00393541.2010.11518814.
Pełny tekst źródłaTrafí-Prats, Laura. "Art Historical Appropriation in a Visual Culture-Based Art Education". Studies in Art Education 50, nr 2 (styczeń 2009): 152–66. http://dx.doi.org/10.1080/00393541.2009.11518763.
Pełny tekst źródłaLee, Na-Rye, i Kyung-Chul Jeong. "Visual Culture Art Education Utilizing Neon Color". Journal of the Korea Contents Association 11, nr 2 (28.02.2011): 303–11. http://dx.doi.org/10.5392/jkca.2011.11.2.303.
Pełny tekst źródłaRozprawy doktorskie na temat "Visual art education"
Taylor, Kristin Vanderlip. "Visual Art Communities of Practice| Cultivating Support for Beginning Visual Art Teachers". Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816921.
Pełny tekst źródłaVisual art teachers, from beginning to veteran, often report experiencing feelings of professional isolation and a desire for content-specific support and collaborative professional learning experiences. Mentoring and Induction Programs (IPs) offered by schools and districts continue to fall short of meeting the needs of beginning visual art teachers in particular. There are a large number of visual art teachers in the state of California, especially in Los Angeles County, yet there are no visual art specific support networks for beginning visual art teachers to help them navigate their first years teaching. Collaborative learning groups, such as communities of practice (CoP), may offer visual art teachers opportunities to learn together and support one another in shared learning, yet none have been formally documented in Los Angeles County as a means of supporting novice art educators. The Exploratorium in San Francisco, CA has established a community of practice called the Teacher Induction Program (TIP) to support beginning science teachers with content-specific pedagogy during their first two years of teaching. Using the TIP as a framework, a visual art professional growth support community was outlined for this study based on the needs and concerns of visual art teachers reported throughout the literature. Beginning visual art teachers in Los Angeles County were interviewed to help the researcher better understand their existing and desired supports, as well as their individual needs and concerns as new teachers. The visual art CoP was proposed to them to elicit feedback about its anticipated values (immediate, potential, applied) based on their lived experiences as first or second year PK-12 public school visual art teachers in Los Angeles County.
Muirheid, Amanda J. "Visual Culture within Comprehensive Art Education and Elementary Art Curriculum". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/80.
Pełny tekst źródłaMacKarrell, Peter M. "Implications of visual disturbance for art education". Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019568/.
Pełny tekst źródłaReibel, Shannon. "THE FUTURE OF AESTHETICS IN/AND VISUAL CULTURE ART EDUCATION IN 21ST CENTURY ART EDUCATION". VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1752.
Pełny tekst źródłaKirby, Lynne M. "Puppetry in the Visual Arts Classroom". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268103635.
Pełny tekst źródłaLim, 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.
Pełny tekst źródłaPolicy 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.
Betz, Jennifer. "ASSESSMENT PRACTICES INELEMENTARY VISUAL ART CLASSROOMS". Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2625.
Pełny tekst źródłaEd.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
Lutz, Constance A. "Visual Art Teachers’ Ranges of Understanding and Classroom Practices of Assessment for Student Learning In Visual Art Education". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397567104.
Pełny tekst źródłaCamara, Del. "Visual arts: Teaching creativity from within". Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3628.
Pełny tekst źródłaChristopoulou, Martha. "Conceptualising a visual culture curriculum for Greek art education". Thesis, University of Roehampton, 2008. https://pure.roehampton.ac.uk/portal/en/studentthesis/conceptualising-a-visual-culture-curriculum-for-greek-art-education(c7f68387-643e-4199-9fda-fa45c687350b).html.
Pełny tekst źródłaKsiążki na temat "Visual art education"
Department of Education and Science. Arts education: Visual art. Dublin: Stationery Office, 2000.
Znajdź pełny tekst źródłaRod, Taylor. The visual arts in education: Completing the circle. London: Falmer Press, 1992.
Znajdź pełny tekst źródłaFatuyi, Rufus Boboye. Art and culture education: Selected topic on visual learning. [Nigeria: s.n.], 1996.
Znajdź pełny tekst źródłajagodzinski, jan. Visual art and education in an era of designer capItalism. Basingstoke: Palgrave Macmillan, 2010.
Znajdź pełny tekst źródłaTalmage, Karen Loden. Climbing art obstacles in autism: Teaching visual-motor skills through visually structured art activities. Raleigh, NC: Tasks Galore Publishing Inc., 2007.
Znajdź pełny tekst źródłaJagodzinski, Jan. Visual Art and Education in an Era of Designer Capitalism. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230113602.
Pełny tekst źródłaFetter, Bette. Being visual: Raising a generation of innovative thinkers. Elgin, Ill: Grape Lot Press, 2012.
Znajdź pełny tekst źródłaHaanstra, Folkert. Effects of art education on visual-spatial ability and aesthetic perception: Two meta-analyses. Amsterdam: Thesis Publishers, 1994.
Znajdź pełny tekst źródłaMichael, Benton. Secondary worlds: Literature teaching and the visual arts. Buckingham [England]: Open University Press, 1992.
Znajdź pełny tekst źródłaCornia, Ivan E. Art is elementary: Teaching visual thinking through art concepts. Layton, UT: Gibbs Smith, 1994.
Znajdź pełny tekst źródłaCzęści książek na temat "Visual art education"
Räsänen, Marjo. "Interpreting Art Through Visual Narratives". W Landscapes: The Arts, Aesthetics, and Education, 183–95. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0043-7_13.
Pełny tekst źródłaLivingston, Susan B. "Extravagant Bodies: Abjection in Art, Visual Culture and the Classroom". W Art, Excess, and Education, 111–28. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21828-7_7.
Pełny tekst źródłaAbidin, Hazlin Aisha Zainal, i Siti Zuraida Maaruf. "Interactive Visual Art Education Pedagogical Module: Typography in Visual Communication". W Envisioning the Future of Online Learning, 171–82. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0954-9_15.
Pełny tekst źródłaStankiewicz, Mary Ann. "A Great Art Awakening". W Developing Visual Arts Education in the United States, 149–81. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-54449-0_7.
Pełny tekst źródłaBjörk, Helena. "Post-internet Verfremdung". W Post-Digital, Post-Internet Art and Education, 285–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_17.
Pełny tekst źródłaJagodzinski, Jan. "Alain Badiou’s Challenge to Art Education: The Truth of Art, the Art of Truth". W Visual Art and Education in an Era of Designer Capitalism, 141–54. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230113602_9.
Pełny tekst źródłaBasaree, Ruzaika Omar, Rafeah Legino i Mohd Yusof Ahmad. "Visual Art Approach to Promoting Malaysia’s Art and Cultural Heritage Overseas". W International Colloquium of Art and Design Education Research (i-CADER 2014), 675–82. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-332-3_69.
Pełny tekst źródłaLiao, Christine. "Creating a STEAM Map: A Content Analysis of Visual Art Practices in STEAM Education". W STEAM Education, 37–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04003-1_3.
Pełny tekst źródłaLau, Chung Yim. "Popular Visual Culture in Art Education: A Group Creativity Perspective". W Landscapes: the Arts, Aesthetics, and Education, 83–95. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7729-3_7.
Pełny tekst źródłaRegev, Dafna. "Art Therapy for Blind Students or with a Severe Visual Impairment (B/SVI)". W Art Therapy with Special Education Students, 41–61. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003156918-3.
Pełny tekst źródłaStreszczenia konferencji na temat "Visual art education"
Omar, Nur Umairaa, Wan Samiati Andriana Wan Mohamad Daud i Siti Maaruf. "Art Appreciation Session in Visual Art Education". W 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.
Pełny tekst źródłaSalam, Sofyan. "Visual-Art Education for Character Development". W Proceedings of the International Conference on Arts and Design Education (ICADE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icade-18.2019.74.
Pełny tekst źródła"Coordination of Visual Culture and Art Education". W 2018 International Conference on Education Technology, Economic Management and Social Sciences. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etemss.2018.1612.
Pełny tekst źródłaDewi, Happy Indira, Zulfitria Zulfitria i Ahmad Susanto. "Outdoor Learning Method with Visual Art Maestro for Children’s Art Performance". W 2nd International Conference on Arts and Design Education (ICADE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200321.036.
Pełny tekst źródłaTihanyi, Timea. "THE VISUAL GONE VIRTUAL: ART EDUCATION DURING A PANDEMIC". W 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0770.
Pełny tekst źródłaVasikova, Jana. "INTERPRETATION AND USE OF VISUAL ART IN PRESCHOOL EDUCATION". W 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1142.
Pełny tekst źródłaSharipova, Anastasiia Aleksandrovna. "The Role of Visual Art in Art Studies and Aesthetic Education of Adolescents". W All-Russian Scientific Conference with International Participation, Chair Liudmila Aleksandrovna Burovkina. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75798.
Pełny tekst źródłaAsliana, Sridewi. "Historical Representation Into the Visual Art Language". W 4th International Conference on Arts and Arts Education (ICAAE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210602.037.
Pełny tekst źródłaWahyuddin, Martono, Wahyuddin Ridwan i Martono Martono. "The Use of Media Audio Visual Learning Appreciation of Visual Art at Junior High School Class IX". W Proceedings of the International Conference on Art and Arts Education (ICAAE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icaae-18.2019.4.
Pełny tekst źródłaCheema, Aneeka. "Twitter Gardens: A Visual Tool for Art Education, Meaning-Making, Documentation of Education, Art, and Critical Thinking Spaces". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442782.
Pełny tekst źródłaRaporty organizacyjne na temat "Visual art education"
Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, sierpień 2021. http://dx.doi.org/10.21201/2021.7932.
Pełny tekst źródłaБондаренко, Ольга Володимирівна, Олена Володимирівна Пахомова i Володимир Йосипович Засельський. The use of cloud technologies when studying geography by higher school students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3254.
Pełny tekst źródłaBondarenko, Olga V., Olena V. Pakhomova i Vladimir I. Zaselskiy. The use of cloud technologies when studying geography by higher school students. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3261.
Pełny tekst źródłaTabinskyy, Yaroslav. VISUAL CONCEPTS OF PHOTO IN THE MEDIA (ON THE EXAMPLE OF «UKRAINER» AND «REPORTERS»). Ivan Franko National University of Lviv, marzec 2021. http://dx.doi.org/10.30970/vjo.2021.50.11099.
Pełny tekst źródłaSymonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha i Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3759.
Pełny tekst źródłaNahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, luty 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.
Pełny tekst źródłaSemerikov, Serhiy O., Mykhailo M. Mintii i Iryna S. Mintii. Review of the course "Development of Virtual and Augmented Reality Software" for STEM teachers: implementation results and improvement potentials. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4591.
Pełny tekst źródłaIatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, Iryna I. Deinega, Andrii V. Iatsyshyn, Oleksandr O. Popov, Yulii G. Kutsan, Volodymyr O. Artemchuk, Oleksandr Yu Burov i Svitlana H. Lytvynova. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3749.
Pełny tekst źródłaYatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, luty 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.
Pełny tekst źródłaVakaliuk, Tetiana A., Olha V. Korotun i Serhiy O. Semerikov. The selection of cloud services for ER-diagrams construction in IT specialists databases teaching. CEUR Workshop Proceedings, czerwiec 2021. http://dx.doi.org/10.31812/123456789/4371.
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