International Handbook of Research in Arts EducationLiora Bresler Springer Science & Business Media, 2007 M09 4 - 1629 páginas Providing a distillation of knowledge in the various disciplines of arts education (dance, drama, music, literature and poetry and visual arts), the Handbook synthesizes existing research literature, helps define the past, and contributes to shaping the substantive and methodological future of the respective and integrated disciplines of arts education. While research can at times seem distant from practice, the Handbook aims to maintain connection with the lived practice of art and of education, capturing the vibrancy and best thinking in the field of theory and practice. The Handbook is organized into 13 sections, each centering on a major area or issue in arts education research. These areas include: History of arts education, curriculum, evaluation, cultural centers, appreciation, composition, informal learning, child culture, creativity, the body, spirituality, and technology. The individual chapters address cross-cultural research related to the central theme of the section from the perspectives of the particular arts discipline. Interludes provide reflective thoughts on the theme. |
Dentro del libro
Resultados 1-5 de 75
... traditional popularity as transmitter of high culture that middle class families consid- ered traditionally as an important quality of the erudite person” (Karpati & Gaul, 1997, p. 298, italics in original). During the 1960s, when ...
... traditional “Theatre-in-Education” title, is Arts-in- Action, in Trinidad and Tobago under the directorship of Dani Lyndersay of the University of the West Indies. Since 1994 Lyndersay has been seeking to explore a range of problematic ...
... traditional practices . Currently theater for devel- opment predominates , and CESO's ( Centre for the Study of Education ) study of the use of theater for social change in Africa , Asia , and Latin America ( Epskamp 1992 ) described ...
... traditional songs from one generation to another in rural New England was concerned , in the study by Jennifer Post ( 2004 ) based on a sampling of recordings made between 1924 and 1960 , the most important sources for the songs were ...
... traditional Western art music. But while ostensibly promoting diverse political cultures in the two “systems” scheme, Hong Kong music education remained ideologically in the European camp, and this conflicted with Chinese traditional ...
Contenido
31 | |
39 | |
65 | |
84 | |
93 | |
102 | |
111 | |
141 | |
Child Culture | 857 |
Implications of the Notion | 864 |
Musical Meaning in Childrens Cultures | 881 |
The Culture of Childhood and the Visual Arts 899 | 898 |
A Story of Visual Cultural and Pedagogical Webs | 917 |
Social and Cultural Issues | 939 |
Research on Drama and Theater for Social Change | 945 |
Critical Social Issues in Dance Education Research | 965 |
Experiencing the Visual and Visualizing Experiences | 179 |
On Learning to Draw and Paint as an Adult | 197 |
Narrative as Artful Curriculum Making | 219 |
Imagining Ms Eddy Alive or the Return of the Arts Teacher | 239 |
Dance Curriculum Research | 245 |
Music and Arts Education from the Point of View | 265 |
Curriculum and Instruction | 313 |
Assessment and Evaluation | 335 |
Harmonizing Assessment and Music in the Classroom 361 | 360 |
Reflections on a Line from Dewey | 389 |
Assessing English within the Arts | 395 |
Wrestling with Assessment in Drama Education | 409 |
Assessment and Evaluation in Education and the Arts | 423 |
Composition | 445 |
Compositional Process in Music | 453 |
Four Metaphors of the Composing Process | 477 |
Metaphor and the Mission of the Arts | 497 |
Writing and Devising Performance | 503 |
Research in Choreography 517 | 516 |
Art and Metaphor Body and Mind | 533 |
Composing in Visual Arts | 543 |
Appreciation | 562 |
Exploring Similarity and Difference 605 | 604 |
The Changing Role of Poetry | 623 |
Teaching Toward Appreciation in the Visual Arts 639 | 638 |
The Arches of Experience | 657 |
Excerpts from | 666 |
Visitors | 679 |
Questions Asked in Artmuseum Education Research | 701 |
Art Information Arts Learners The Role of Libraries 721 | 720 |
An Exploration of Music | 729 |
Cultural Centers and Strategies of Being Creativity | 755 |
Informal Learning | 777 |
Two or More Forms of Music | 799 |
Learning Aesthetic Values in African Musical Worlds | 803 |
An Ethnomusicological Perspective | 829 |
The Pulse of Art What is and What Might be | 985 |
Aesthetics and Black | 1007 |
War Violence and Peace in the Arts | 1021 |
Challenges for Arts Educators | 1031 |
Social Issues in Art and VisualMaterial Culture Education | 1055 |
The Body | 1081 |
I Am Therefore I Think | 1109 |
Dance Pedagogy and the Soma | 1119 |
Astonished by a Stone Art and the Eloquence of Matter 1137 | 1136 |
The Body as Represented and Experienced through | 1143 |
A Critical Aesthetics | 1161 |
Creativity | 1172 |
Creativity as Research Practice in the Visual Arts | 1181 |
Routes to Understanding Musical Creativity | 1199 |
Artistic Creativity Ethics and the Authentic Self | 1225 |
The Art of Creativity | 1247 |
Human Music 1253 | 1252 |
Creativity Research in Dance | 1273 |
Technology | 1291 |
Computerbased Technology and Music Teaching | 1311 |
Media Technologies | 1331 |
Technology and Arts Education | 1355 |
Technology in Dance Education | 1381 |
Spirituality | 1398 |
Spirituality in the Musical Experience | 1405 |
Art as Selfcultivation | 1425 |
The Force that Rides the Sound | 1443 |
Dance and Spirituality in Educative Practice | 1449 |
Astonishing Wonder Spirituality and Poetry | 1459 |
Concerning the Spiritual in Art Education | 1479 |
Education Spirituality and the Arts | 1495 |
Authors Biographies | 1517 |
International Advisory BoardBiographies | 1545 |
Subject Index | 1555 |
Author Index | 1583 |