Your search found 2348 results.

Descriptors:
Lifelong Learning; Fine Arts; Foreign Countries; Arts Centers; Barriers; Visual Arts; Performance Factors; Older Adults; Cultural Education; Learning Processes; Interviews; Predictor Variables; Participant Satisfaction; Art Appreciation; Learner Engagement; Adult Learning; Adult Programs; Art Education

Abstract:
This article addresses how older people understand and engage with contemporary art in the gallery context--whether there is something unique to the art, the format of the visits, the pedagogical approaches used by gallery educators, the social contact, or a combination of all these factors. It also addresses the psychosocial barriers to engagement. It draws from "Contemporary visual art and identity construction--wellbeing amongst older people", a two-year research project funded by the cross-research council New Dynamic of Ageing Programme. Over 21 months, 43 participants aged 60-92 made three visits to contemporary art galleries in north-east England. The potential for art galleries to develop lifelong learning opportunities for post-retirement people has implications for the cultural, health and voluntary sector. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Self Concept; Personal Narratives; Reflection; Fine Arts; Females; Gender Issues; Aesthetics; Sexuality; Undergraduate Students; Painting (Visual Arts); Human Body; Identification (Psychology); Interviews; Observation; Self Esteem

Abstract:
Whilst a part of the fine art degree course is about teaching technical skills and learning from tutor/peer group crits, a larger part is about the facilitation of a "safe" and structured space in which students gain the confidence to experiment with personal ideas, to hone a self-critical reflection and understand who they are as individuals, before being cast out into the world as "artist". In this article I examine the thought processes and decision-making of one undergraduate female painting student. For this student, who struggled to find her own "grotesque" female body image in the canon of art historical works or contemporary popular media, the spaces of the painting degree course created a frame for possible enactments of identity and desire, as well as for playing with roles and practices. Through a mix of interviews with the student, viewing her visual work and written narratives, I analyse how she was able to carve out a space for her visual representation within the institutional frame. My analysis reveals how this student uses the transitional spaces of the degree course to develop creative strategies through which to explore her sexual desirability and aesthetic self. As an individual who felt marginalised from the visual realm of the "body beautiful", the degree course offered an important refuge where she could examine how she felt about her own body and develop a confidence and character to present her body to the world. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Music Education; Music; Budgets; Music Teachers; Administrators; Fine Arts; Higher Education

Abstract:
Due to the current recession, the American economy within the last few years has taken a nosedive, making it difficult for national, state, and local governments to support all the programs they currently have in place. There are difficult choices that need to be made about where to make sacrifices in their budgets so things can still run effectively and smoothly. Unfortunately, one of the areas where many governments have decided to make major sacrifices is in education. Due to the budget crisis, music teachers are losing their jobs because schools cannot afford to keep them. Existing fine arts programs are also suffering. Teachers are scrounging for options to keep their programs alive, from fund-raising to having students contribute money so that the program can afford to function. The author points out that continuing to support the school music programs is critical to educating creative, disciplined students who can communicate effectively and work together. School administrations and governments at all levels need to come together and agree on compromises in their budgets so that the music programs can continue to shape and build the future generations. (Contains 13 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
National Curriculum; Creativity; Foreign Countries; Social Environment; Academic Achievement; Problem Solving; Innovation; Success; Expertise; Educational History; Change Strategies; Thinking Skills; Business; Industry; Sciences; Technology; Fine Arts; Performance Factors

Abstract:
The aim of this article is to encourage a greater emphasis on creativity across and between varied fields of endeavour. It has been written to underline the interdisciplinary significance of creativity and the role of creativity in truly enhancing achievement. There is a reinvigorated awareness of the need for "big thinking", a global concern that the Australian Government (April 2008) profiled in its 2020 Summit. Essentially, "big thinking" involves being a connection-maker together with being a creative problem-finder and problem-solver. It is imagination and originality valued within a social context. While welcoming and exploring the powerful vision of the 2020 summit, the article also aims to encourage its application to daily life. While creativity is included as one of the 'General Capabilities" in the new National Curriculum for Australia (ACARA, 2010), it needs to be kept in focus to ensure that creativity is pervasive throughout the curriculum, and not just an 'add-on" activity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Fine Arts; Standardized Tests; Summer Programs; Music Education; After School Programs; Enrichment Activities; Art Education; Middle School Students; Adolescent Development; Program Effectiveness; Academic Achievement; Reading Instruction; Mathematics Instruction; Learner Engagement; Creativity; Dance Education

Abstract:
The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and arts enrichment. The arts have the remarkable ability to positively affect a child in his or her entirety--influencing his or her developmental, behavioral, social and intellectual capacities. Afterschool programs are helping schools and communities ensure that their children have access to the arts and are able to benefit from all the arts have to offer. The role afterschool programs play in providing arts education and enrichment becomes increasingly important as the arts curriculum finds itself pitted against the pressures of standardized tests. Afterschool and summer programs draw on the expertise of arts organizations, arts education organizations, and school arts and music educators, offering broad exposure to the variety of existing art forms and offering dedicated time for deeper learning in the arts. Opportunities for arts education and enrichment, both in school and out-of-school, can help excite children about school, engage them in academic subjects, improve their focus and spark their creativity. The absence of the arts from a student's life is a lost opportunity to inspire change and individual growth. Across the country, afterschool programs are providing a nurturing environment and strengthening students' relationships to the arts and thereby supporting overall student success. (Contains 25 endnotes.) [For the related reports, see "Afterschool: An Ally in Promoting Middle School Improvement. MetLife Foundation Afterschool Alert. Issue Brief No. 55" (ED539794); "Afterschool: A Key to Successful Parent Engagement. MetLife Foundation Afterschool Alert. Issue Brief No. 57" (ED539790); and "Digital Media & Learning in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 58" (ED539789).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (135K)

Descriptors:
Fine Arts; Alaska Natives; American Indians; American Indian Education; Tribally Controlled Education; American Indian Studies; American Indian Culture; Art Education; Institutional Characteristics

Abstract:
Linda Lomahaftewa, a noted painter, has taught at much bigger places than the Institute of American Indian Arts (IAIA). But Lomahaftewa, who is Hopi-Choctaw, and others on the faculty of IAIA are intensely devoted to the mission of this small but unique school. IAIA--the nation's only four-year fine arts institution devoted to American Indian and Alaska Native arts--is celebrating its 50th anniversary this year. Since its creation in 1962, the tribal college near Santa Fe, N.M., has produced thousands of painters, sculptors, writers and filmmakers. Some have attained national and international reputations in the art world. Lomahaftewa, 64, is proud that the school has survived some tough times and has had a deep influence on American Indian art on many levels. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Cultural Differences; Art Education; Foreign Countries; Art Activities; Fine Arts; Cross Cultural Studies; Educational Practices; Literature Reviews; Teaching Experience; Food; Food Service; Case Studies; Program Descriptions; Educational Cooperation

Abstract:
This article presents a selective review of the literature on cross-cultural art studies, with the aim of identifying their commonalities. The article includes a specific cross-cultural case study, the Art Lunch Project, which the author attended as a representative of Turkey, that aims to exchange practical teaching experiences. The participants come from nine countries across Europe and Asia. It is an ongoing project in which art or homeroom teachers in schools interpret the common theme of "an art lunch," in collaboration with university-based researchers in art education. The project involves making two- and three-dimensional artistic representations of food using recycled materials. Work completed by children is uploaded to a website for mutual viewing by participating teachers and children. The reasons for selecting this theme were that curricula organized around the fundamental human need for food are likely to have universal appeal, and the results would thus reflect national cultural differences (Fukumoto, 2007). (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Technology; Fine Arts; Foreign Countries; Feedback (Response); College Freshmen; Art Education; Theories; Learner Engagement; Teaching Methods; Computer Uses in Education; Lecture Method; Computer Mediated Communication; Student Evaluation; Evaluation Methods; Personal Narratives; College Faculty

Abstract:
This paper considers the two-year-long process of redesigning Art Theory: Modernism, the initial core art theory course at The University of Newcastle in Australia, with the aim of increasing the academic engagement of first year fine art students. First year students are particularly vulnerable to dropping out if they feel disengaged from the University. This paper does not present any grand solutions for teaching today's first year students. It does, however, consider ways of designing authentic assessment items that acknowledge the new conditions of pedagogy today. This paper offers ideas for engaging first year students, by creating multidimensional resources that include online material that supports yet provokes students; by challenging them with assessments that demand students produce knowledge and not simply retrieve information; and by reconsidering how faculty present information in lectures. The redesigning of the Art Theory: Modernism course was informed by current and ongoing research in teaching and learning and guided by student feedback administered by the Planning, Quality and Reporting unit at the University of Newcastle. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (136K) |  More Info:
Help Find in a Library

Descriptors:
Social Justice; Participatory Research; Governance; Administrative Organization; Adult Education; Research Methodology; Educational Research; Critical Theory; Ethics; Student Attitudes; Teaching Methods; Power Structure; Fine Arts

Abstract:
This article suggests a model for "youth voice" based on a participatory research methodology, "Illuminate". The article reports on research into the capacity for "Illuminate" to amount to "critical bureaucracy". Critical bureaucracy is presented as an approach to governance activities (here, in schools and further education colleges) which is related to "critical pedagogy" in its reflexivity and sensitivity to issues of policy, power and social justice. The article reports on the testing of the Illuminate model through projects at two schools and a further education college: one on the flexible use of time in the curriculum; another on safety in school students' lives; and the third on widening participation in the creative arts. Drawing on Freire, Foucault, and Hart, these projects are analysed according to theories of emancipatory research methods, governance, participation, and critical pedagogy, assessing the Illuminate model's efficacy in terms of a pragmatic approach to critical bureaucracy. The analysis reveals a tension in the adoption of the combination of post-modern theories of governance and an ethic of social justice. (Contains 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
General Education; Art Education; Fine Arts; Higher Education; Liberal Arts; Art; Campuses

Abstract:
Amid all the current discussion of the value of a liberal education, and the pressure on colleges and universities to articulate benefits and career outcomes, the role of the arts is particularly important. In this article, the author explores the place of the creative and performing arts in a liberal education. He stresses that on campuses, educators need to articulate the importance of the arts (including performing and fine arts), be clear about the "fit" of arts programs and courses within their missions and their curricula, and affirm the lasting social and community impact of students and graduates whose education values creativity, performance, and art-making. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website