Why We Make Art: And Why it is Taught
Autor Richard Hickmanen Limba Engleză Paperback – 18 oct 2010
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Specificații
ISBN-13: 9781841503783
ISBN-10: 1841503789
Pagini: 195
Ilustrații: 15 halftones
Dimensiuni: 178 x 229 x 13 mm
Greutate: 0.36 kg
Ediția:2nd Edition
Editura: Intellect Ltd
Colecția Intellect Ltd
ISBN-10: 1841503789
Pagini: 195
Ilustrații: 15 halftones
Dimensiuni: 178 x 229 x 13 mm
Greutate: 0.36 kg
Ediția:2nd Edition
Editura: Intellect Ltd
Colecția Intellect Ltd
Notă biografică
Richard Hickman is a reader at the University of Cambridge, Faculty of Education. His previous publications include Research in Art and Design Education and Critical Studies in Art and Design Education.
Cuprins
Tables and Illustrations
Acknowledgements
Preface to second edition
Foreword by Antony Gormley
Acknowledgements
Preface to second edition
Foreword by Antony Gormley
Section One: Art and Art education
Art
Art in education
The place of ‘knowing and understanding’ art
Developmental issues in art education
Learning in art
Concepts and art learning
Aims, rationales and desirable outcomes
Concluding remarks for Section One
Notes and references for Section One
Section Two: Conversations and reflections –some ‘mini case-studies’
Introduction
Some autobiographical reflections
People talking about their art making
Concluding remarks for Section Two
Notes and references for Section Two
Section Three: Issues in art and learning
Introduction
The artistic personality
Creating aesthetic significance
Notes on imagination and expression
Identity
A few words on creativity
Art and schooling
Concluding remarks for Section Three
Notes and references for Section Three
Section Four: Concluding chapter
Introduction
Art as a fundamental human urge
Concept learning re-visited
The art curriculum
On drawing
The appreciation of visual form
Assessing school art
The art room as a model for schools and schooling
Concluding remarks
Notes and references for Section Four
References
Appendix I: Coding system for determining levels of understanding in art
Appendix II: General Educational Aims and the Role of Art in Education
Appendix III: Barrett's 'worthwhile outcomes...'
Appendix IV: Prompt Questions
Appendix V: Questionnaire on aims for art & design in education
Subject Index and Name Index
Section Three: Issues in art and learning
Introduction
The artistic personality
Creating aesthetic significance
Notes on imagination and expression
Identity
A few words on creativity
Art and schooling
Concluding remarks for Section Three
Notes and references for Section Three
Section Four: Concluding chapter
Introduction
Art as a fundamental human urge
Concept learning re-visited
The art curriculum
On drawing
The appreciation of visual form
Assessing school art
The art room as a model for schools and schooling
Concluding remarks
Notes and references for Section Four
References
Appendix I: Coding system for determining levels of understanding in art
Appendix II: General Educational Aims and the Role of Art in Education
Appendix III: Barrett's 'worthwhile outcomes...'
Appendix IV: Prompt Questions
Appendix V: Questionnaire on aims for art & design in education
Subject Index and Name Index
Recenzii
"Hickman's consideration of why we make art and why it is taught asserts his support for the creative potential inherent within art education. He doesn't resort to championing one canon over another, nor does he completely discount any research he has addressed. His open and honest consideration creates a much-needed space for discussion within the realm of education. If more educators could gain this clarity of vision, our educative systems might one day reflect the imaginings of an artist. And, to that end, we might embrace our innate curiosity and allow ourselves the opportunity to see the world with the artistry and imagination Hickman knows and seeks for all."
"Richard Hickman has described the complex workings in the art classroom with literary elegance. His sensitive and astute conceptualization of the many factors which surround the success of the art education domain emanates from the empirical evidence of his research, his depth of knowledge as an artist and art educator, and his experiences as a teacher and inspector within the British education system during the past three decades. "
"This book deserves close attention by those artists, teachers, and academics who identify themselves with art education not simply as a subject in the curriculum but as a way of understanding and engaging with a wider meaning in life."