Literatura científica selecionada sobre o tema "Visual Arts education"
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Artigos de revistas sobre o assunto "Visual Arts education"
Walling, Donovan R. "Rethinking Visual Arts Education". Phi Delta Kappan 82, n.º 8 (abril de 2001): 626–31. http://dx.doi.org/10.1177/003172170108200813.
Texto completo da fonteSimpson, Alan, e Rod Taylor. "Visual Arts in Education". Journal of Aesthetic Education 29, n.º 3 (1995): 111. http://dx.doi.org/10.2307/3333546.
Texto completo da fontePascoe, Robin, Judith Dinham, Neil C. M. Brown, Kath Grushka, Judith MacCallum e Peter Wright. "Visual Education - Repositioning Visual Arts and Design". International Journal of Learning: Annual Review 12, n.º 6 (2007): 77–86. http://dx.doi.org/10.18848/1447-9494/cgp/v14i06/45375.
Texto completo da fonteGingell, John. "The visual arts and education". Impact 2006, n.º 13 (dezembro de 2006): vi—38. http://dx.doi.org/10.1111/j.2048-416x.2006.tb00109.x.
Texto completo da fonteChanda, Jacqueline. "Multicultural Education and the Visual Arts". Arts Education Policy Review 94, n.º 1 (outubro de 1992): 12–16. http://dx.doi.org/10.1080/10632913.1992.9940918.
Texto completo da fonteBorcoman, J. W. "Public Education in the Visual Arts". Curator: The Museum Journal 12, n.º 1 (9 de julho de 2010): 39–44. http://dx.doi.org/10.1111/j.2151-6952.1969.tb01763.x.
Texto completo da fonteFunke, Mary Louise. "Mass Education and the Visual Arts". Curator: The Museum Journal 12, n.º 1 (9 de julho de 2010): 60–65. http://dx.doi.org/10.1111/j.2151-6952.1969.tb01766.x.
Texto completo da fonteLippi, Donatella, Raffaella Bianucci e Simon Donell. "The visual arts and medical education". Knee Surgery, Sports Traumatology, Arthroscopy 27, n.º 11 (12 de outubro de 2019): 3397–99. http://dx.doi.org/10.1007/s00167-019-05744-4.
Texto completo da fonteCharon, Rita. "The visual arts and medical education". Social Science & Medicine 20, n.º 3 (janeiro de 1985): 301. http://dx.doi.org/10.1016/0277-9536(85)90245-x.
Texto completo da fonteHelvacı, İsmail. "On Visual Arts Teachers’ Ideas about Positions of Visual Arts Education in Turkey". Procedia - Social and Behavioral Sciences 93 (outubro de 2013): 628–30. http://dx.doi.org/10.1016/j.sbspro.2013.09.251.
Texto completo da fonteTeses / dissertações sobre o assunto "Visual Arts education"
Roper, Robyn. "An investigation of the impact of visual culture on visual arts practice and visual arts education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/620.
Texto completo da fonteVroombout, Lynn. "Striking a balance between formalism and expression in visual arts practice and visual arts education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/859.
Texto completo da fonteKirby, Lynne M. "Puppetry in the Visual Arts Classroom". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268103635.
Texto completo da fonteCamara, Del. "Visual arts: Teaching creativity from within". Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3628.
Texto completo da fonteNannini, Priscilla Barranqueiros Ramos. "Ilustração : passeio pela poesia visual /". São Paulo : [s.n.], 2007. http://hdl.handle.net/11449/86984.
Texto completo da fonteResumo: O objetivo da presente pesquisa é explicitar o quanto a ilustração colabora para a formação visual dos pequenos leitores e descobrir o valor estético da linguagem imagem no livro infantil. O tema é relevante tanto para a arte como também para a educação. Alguns questionamentos em minha pesquisa: Qual a relação que as crianças têm com a ilustração? Como determinada imagem pode sensibilizar o olhar infantil? A ilustração pode ampliar os horizontes da percepção? O quanto esta linguagem ajuda o leitor a fruir e conhecer as linguagens visuais? Após o levantamento bibliográfico especializado, elenco como alguns autores visualizam a ilustração e qual a sua importância ao longo do tempo, situando-se historicamente e culturalmente, no Brasil e no mundo. Descrevo como ela aparece nos livros ilustrados, e o diálogo que tem como o texto verbal. A partir do discurso desses autores, procuro embasar hipótese de que a ilustração desempenha um papel importante no aprendizado e na formação de fruidores da linguagem visual. Rui de Oliveira e Donis A. Dondis defendem a idéia de educar e sensibilizar o olhar das crianças, e por isso são usados como referência teórica. Com base no conceito de Vygostky sobre criatividade, justifico a relevância dessa pesquisa e formulo uma possível abordagem teórica para investigar a relação que ocorre na leitura das ilustração pela criança e seu aprendizado e a facilidade para ler/ entender outras imagens da sua realidade. Para entender as ilustrações, é preciso observar suas especificidades. Em aspectos formais destaco como é desenvolvida, suas pricipais características e técnicas usadas. Como fundamento temos Arnheim, Luis Camargo e Faria, que dão amplos conceitos para a análise e compreensão de aspectos formais de imagens e da ilustração, especificamente. Na sequência, busco a visão de pessoas que de alguma maneira estão ligadas às ilustrações do livro de literatura infantil.
Abstract: The focus of the research is to turn clear how importat the ilustration is to collaborate with the formation of the small readers and the image language aesthetic value in the child book. The topic is relevant to the art as well as it is to education. Some questions in my research: What relationship do children have to such illustration? How persuasive an image is to catch the eyes of a child? Is the illustration able to broaden the horizons of their perception? How much does this language can help the reader to enjoy and know the visul language? After a apecialized bibliographical survey, the cast of some authors visualized the illustration as well as its importance through years placing it, historically and culturally in Brazil and allover the world. I describe how it's shown in the ilustrated books, and the dialogue it has with the verbal texts. From the speech of these authors, I intend to establish my hypothesis that the illustration develops an important role in the learning and formation of the possessors of the visual language. Rui de Oliveira and Doins sustain the idea of educating and turning sensible the eyes of the children, and because of this, they are known as theoretical references. On base of Vygostky's conception about creativity, I focus the relevance of this research and formulate a possible theoretical approch to investigate the relation which happens among the reading ofthe illustration by the children and their learning and the facility to read and understand other images of their reality. To understand the illustration, it is necessary to observe specificity. In formal aspects, I highlight their main characteristics and the use of technical role models. We have Arnhhein, Luis Camargo and Faria which give wide specifically conceptions to the analysis and comprehension of formal aspects of the image and illustration.
Mestre
Nannini, Priscilla Barranqueiros Ramos [UNESP]. "Ilustração: passeio pela poesia visual". Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/86984.
Texto completo da fonteCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O objetivo da presente pesquisa é explicitar o quanto a ilustração colabora para a formação visual dos pequenos leitores e descobrir o valor estético da linguagem imagem no livro infantil. O tema é relevante tanto para a arte como também para a educação. Alguns questionamentos em minha pesquisa: Qual a relação que as crianças têm com a ilustração? Como determinada imagem pode sensibilizar o olhar infantil? A ilustração pode ampliar os horizontes da percepção? O quanto esta linguagem ajuda o leitor a fruir e conhecer as linguagens visuais? Após o levantamento bibliográfico especializado, elenco como alguns autores visualizam a ilustração e qual a sua importância ao longo do tempo, situando-se historicamente e culturalmente, no Brasil e no mundo. Descrevo como ela aparece nos livros ilustrados, e o diálogo que tem como o texto verbal. A partir do discurso desses autores, procuro embasar hipótese de que a ilustração desempenha um papel importante no aprendizado e na formação de fruidores da linguagem visual. Rui de Oliveira e Donis A. Dondis defendem a idéia de educar e sensibilizar o olhar das crianças, e por isso são usados como referência teórica. Com base no conceito de Vygostky sobre criatividade, justifico a relevância dessa pesquisa e formulo uma possível abordagem teórica para investigar a relação que ocorre na leitura das ilustração pela criança e seu aprendizado e a facilidade para ler/ entender outras imagens da sua realidade. Para entender as ilustrações, é preciso observar suas especificidades. Em aspectos formais destaco como é desenvolvida, suas pricipais características e técnicas usadas. Como fundamento temos Arnheim, Luis Camargo e Faria, que dão amplos conceitos para a análise e compreensão de aspectos formais de imagens e da ilustração, especificamente. Na sequência, busco a visão de pessoas que de alguma maneira estão ligadas às ilustrações do livro de literatura infantil.
The focus of the research is to turn clear how importat the ilustration is to collaborate with the formation of the small readers and the image language aesthetic value in the child book. The topic is relevant to the art as well as it is to education. Some questions in my research: What relationship do children have to such illustration? How persuasive an image is to catch the eyes of a child? Is the illustration able to broaden the horizons of their perception? How much does this language can help the reader to enjoy and know the visul language? After a apecialized bibliographical survey, the cast of some authors visualized the illustration as well as its importance through years placing it, historically and culturally in Brazil and allover the world. I describe how it's shown in the ilustrated books, and the dialogue it has with the verbal texts. From the speech of these authors, I intend to establish my hypothesis that the illustration develops an important role in the learning and formation of the possessors of the visual language. Rui de Oliveira and Doins sustain the idea of educating and turning sensible the eyes of the children, and because of this, they are known as theoretical references. On base of Vygostky's conception about creativity, I focus the relevance of this research and formulate a possible theoretical approch to investigate the relation which happens among the reading ofthe illustration by the children and their learning and the facility to read and understand other images of their reality. To understand the illustration, it is necessary to observe specificity. In formal aspects, I highlight their main characteristics and the use of technical role models. We have Arnhhein, Luis Camargo and Faria which give wide specifically conceptions to the analysis and comprehension of formal aspects of the image and illustration.
Leaman, Bethany Marie. "Visual purple: A context for cultural understanding through the visual arts". Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278419.
Texto completo da fonteButler, Stephanie T. "Is Quantitative Data-Driven instruction appropriate in visual arts education?" Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1587885.
Texto completo da fonteThe use of quantitative data-driven instruction and assessment in the visual arts curriculum could impact the outcome of student creativity if employed within the visual arts, a content area that uses primarily qualitative pedagogy and assessment. In this paper I examine the effect upon measured creativity resulting from the use of Quantitative Data-Driven Assessment compared to the use of Authentic Assessment in the Visual Arts curriculum. This initial experimental research exposed eighth grade Visual Arts students to Authentic Assessment in one group, and Quantitative Data-Driven Assessment in another. Two experiments were conducted from the results. In the first experiment, both groups of student post-test art works are compared for mean creativity scores as defined by an independent expert panel of Art Educators. The second experiment compares for gains in pre-test/post-test creativity as the teacher assessed. Gains in mean creativity scores are compared between groups. Difference in assessment motivations are discussed as possible influencing factors.
Zervos, Cassandra. "The effect of cross-linked learning on visual arts education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/774.
Texto completo da fonteOliveira, Jociele Lamper de. "Arte contemporânea, cultura visual e formação docente". Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/27/27160/tde-19112010-092340/.
Texto completo da fonteThis research was developed in the Graduation Program in Visual Arts of the Arts and Communication School of the University of Sao Paulo, concentration area of Art Theory, Teaching and Learning, and research interest The Fundamentals of Art Teaching and Learning. It aimed to investigate the aspects that elapse from the interrelations among Visual Arts, Visual Culture and Faculty Formation, which comprehend the educational and artistic practice. From these tension points, it aims the fashion image in confluence with the art teaching in the practice of the supervised internship, being able to suggest and instigate collaborative and autonomous ways of teaching and learning in the formation of the artist/teacher/researcher in the Visual Arts. It approaches a theoretical reflection about the visual culture, as well as the derivations of the relational art and the creative process. Thus, this research was based on some reflexive aspects of the artography and the relational art, comprehending a group of artistic practices that take as initial point (theoretical and practical) the human relations and their social context.
Livros sobre o assunto "Visual Arts education"
Curriculum Committee for Arts Education., Ireland. Department of Education and Science. e National Council for Curriculum and Assessment., eds. Visual arts: Arts education : curriculum. Dublin: Stationery Office, 1999.
Encontre o texto completo da fonteDepartment of Education and Science. Arts education: Visual art. Dublin: Stationery Office, 2000.
Encontre o texto completo da fonteCurriculum Committee for Arts Education., Ireland. Department of Education and Science. e National Council for Curriculum and Assessment., eds. Visual arts: Arts education : teacher guidelines. Dublin: Stationery Office, 1999.
Encontre o texto completo da fonteRod, Taylor. The visual arts in education: Completing the circle. London: Falmer Press, 1992.
Encontre o texto completo da fonteStankiewicz, Mary Ann. Developing Visual Arts Education in the United States. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-54449-0.
Texto completo da fonteXanthoudaki, Maria, Les Tickle e Veronica Sekules, eds. Researching Visual Arts Education in Museums and Galleries. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0043-7.
Texto completo da fonteRosedale, Heights Secondary School (Toronto Ont ). Visual Arts Department. Grade 9 visual arts comprehensive course of study. [Toronto]: The Dept., 1990.
Encontre o texto completo da fonteRidehalgh, Barbara. Visual arts : small-group co-operative learning. Scarborough, Ont: Scarborough Board of Education, Visual Arts Program Dept., 1988.
Encontre o texto completo da fonteMaria, Xanthoudaki, Tickle Les e Sekules Veronica, eds. Researching visual arts education in museums and galleries: An international reader. Dordrecht: Kluwer Academic Publishers, 2003.
Encontre o texto completo da fonteVisual arts and older people: Developing quality programs. Springfield, Ill., U.S.A: Thomas, 1987.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Visual Arts education"
Kehk, Bee Lian. "Visual Arts Education". In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-287-532-7_679-1.
Texto completo da fonteLockee, Barbara B., e Feihong Wang. "Visual Arts Education". In Handbook of Research on Educational Communications and Technology, 583–90. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_46.
Texto completo da fontePollitt, Jerome J. "Education in the Visual Arts". In A Companion to Ancient Education, 373–86. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119023913.ch25.
Texto completo da fonteHunsaker, Scott L. "Visual and Performing Arts". In Critical Issues and Practices in Gifted Education, 535–60. 3a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-40.
Texto completo da fonteKalamatianou, Maria, e Maria Hatzigianni. "Teaching Visual Arts with Digital Technologies". In International Perspectives on Early Childhood Education and Development, 197–213. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6484-5_13.
Texto completo da fonteIrwin, Rita L., e F. Graeme Chalmers. "Experiencing the Visual and Visualizing Experiences". In Arts Education and Curriculum Studies, 51–67. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315467016-6.
Texto completo da fonteRäsänen, Marjo. "Interpreting Art Through Visual Narratives". In Landscapes: The Arts, Aesthetics, and Education, 183–95. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0043-7_13.
Texto completo da fonteGaillot, Bernard-André. "Assessing Competencies in the Visual Arts". In Perspectives on Learning Assessment in the Arts in Higher Education, 187–205. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003198307-15.
Texto completo da fonteCohen, Libby Gordon. "Learning, Assessment and Signature Pedagogies in the Visual Arts". In Education Innovation Series, 261–74. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4560-55-9_24.
Texto completo da fonteSickler-Voigt, Debrah C. "Media Arts and Assistive Technologies as Empowering Global Communication Tools for Students with Visual Impairments". In Global Media Arts Education, 251–66. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05476-1_15.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Visual Arts education"
Stewart, Connie. "Unflattening Research in Visual Arts Education". In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441095.
Texto completo da fonteIsa, Badrul. "Industrial Revolution 4.0 and Its Influence on Visual Arts Education". In 3rd International Conference on Arts and Arts Education (ICAAE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200703.058.
Texto completo da fonteAsliana, Sridewi. "Historical Representation Into the Visual Art Language". In 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.
Texto completo da fonteYue, Zhaoqian. "Exploring Visual Arts Students in Chinese High School". In 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.034.
Texto completo da fonteŠpidlová, Zdenka. "DIGITAL MEDIA IN VISUAL ARTS EDUCATION. FROM STRATEGY TO PRACTICE". In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1098.
Texto completo da fonteRohmawati, Fauziah Dwi, Trie Hartiti Retnowati e Zulfi Hendri. "An Aesthetic Approach in Arts Learning at the Department of Visual Arts Education Yogyakarta State University". In 4th International Conference on Arts and Arts Education (ICAAE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210602.027.
Texto completo da fonteCho, Christine. "BY DESIGN: PERSPECTIVES ON FLIPPING A VISUAL ARTS COURSE". In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0313.
Texto completo da fonteFlannery, Michael. "NURTURING PRE-SERVICE TEACHERS’ MINDFUL PERSISTENCE THROUGH VISUAL ARTS". In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2313.
Texto completo da fonteSalam, Sofyan. "Visual-Art Education for Character Development". In 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.
Texto completo da fontePirvulescu, Lidia Emilia. "Contribution Of The Discipline Visual Arts In Education Of Ces Students". In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.24.
Texto completo da fonteRelatórios de organizações sobre o assunto "Visual Arts education"
Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, agosto de 2021. http://dx.doi.org/10.21201/2021.7932.
Texto completo da fonteYatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, fevereiro de 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.
Texto completo da fonteEnsuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.
Texto completo da fonte