Learning Through Art: International Pictures of Practice (original) (raw)

Learning through art: Lessons for the 21 century

Learning through art: Lessons for the 21 century, 2018

Edited by Glen Coutts and Teresa Eça During 2015, the InSEA Publications Working Group, established InSEA Publications to complement the range of publishing opportunities for our members and others wanting to publish with us. The idea of a publication that celebrates our core mission of ‘education through art’, we thought, was a timely one as Read’s seminal book, Education through Art was published in 1943 and the International Society for Education through Art (InSEA) was established in 1954. Given that passage of time and the seismic socio-political, ecological and economic changes that have taken place in the latter half of the 20th century we thought the time was right to invite our members and the wider art education community to reflect on the evolving nature of art education around the world. It seemed to us that there was an opportunity to take stock; to share research and praxis. Our view is that InSEA is a member led organisation, so we hoped that members would welcome a call that sought to critically examine what ‘learning though art’ might mean in practice. We believe this book continues and develops the tradition of InSEA supporting existing and new members in their efforts to celebrate research and good practice in art education (Preface, p.9). Edited by Glen Coutts and Teresa Eça

Art-based Education for Inclusive Learning Environments

2018

This paper is based on the research outcomes of “META Minority Education Through Art” project, carried out under EU Erasmus Plus KA3 framework. The hypothesis is that arts can foster intercultural inclusion in school contexts with children with migrant background and/or belonging to minority groups. META has been implemented by a multi-method approach, in terms of object and context of research: analytical-comparative methods (case studies), methods based on data matrices (surveys, questionnaires) and interpretative research methods (interviews, focus groups, experiential observation). Main outcomes are an innovative methodology and a competence framework. In META, an evidence-based educational approach entails innovation in teaching in Europe, pointing to genuine valuing the richness and potentiality of different cultures, through artistic experience. Hereby, we present elements of reflection indicating toward a transition from “schooling” to open learning environments where arts b...

Art in Education – Treasures Within and Treasures Between Us

Nordic Journal of Art and Research

This special issue of Nordic Journal of Arts and Research is a collection of articles based on selected papers presented at the conference Art in Education held at Oslo Metropolitan university in august 2019. Our goal with the conference was to create a widely based international venue for exploring the many ways in which art becomes meaningful and powerful through ways of teaching and arts promotion. A key intention was to include both artists, academics and teachers and to stimulate encounters that cross conventional disciplinary barriers. The two partners organizing the conference were Kulturtanken: Arts for Young Audiences Norway, and the Faculty of Education at Oslo Metropolitan University. The mobilisation of both the artistic and scholarly networks of these two organizations laid the grounds for three days of stimulating interaction, art experiences and discussions

Teaching and learning through art : editorial

2015

Teaching and Learning through Art This special issue of the CEPS Journal focuses on specific approaches related to teaching and learning about content and objectives from all school subject areas by transferring artistic expressive activities at the primary and secondary school levels, as well as in teacher training education. The aim of the issue is to present research examples of the resolution of didactic questions through the implementation of methods, activities and approaches that are characteristic of the arts, in order to improve teaching and learning in other educational areas with various goals. Especially noteworthy in today's school is the fact that the majority of students are in daily contact with television, video and video games, with their colourful, fast-moving sequences of images, and, of course, with computers, which provide a wide range of possible uses and experiences. Scanning and combining images and experimenting with the tools offered by different programmes, as well as exploring the possibility of multiple printings and the divergence between printed and screen images, are just a few possible areas to consider. These experiences not only imply an increasing speed of changing images, mechanical simplicity and broad possibilities in the resolution of different technical processes, but above all a specific experience of space perception and representation, which every pupil brings to the classroom, and which is essential to the different school subjects and to education in general. We are referring to a group of competencies that a human being can develop by seeing, as well as by having and integrating other sensory experiences. The development of these competencies is fundamental to normal human learning. When developed, they enable a person to discriminate and interpret the visible actions, objects and symbols-whether natural or man-made-encountered in the environment. Through the creative use of these competencies, the individual is also able to communicate with others. The ability to analyse and interpret images and other visual material, although critical, is not sufficient in itself; it must be accompanied by an ability to create visual material, in order to use a specific language that allows the individual to consider synthesised images that stimulate hybrid sensitive experiences and operative experiences in a holistic way. The described spatial experiences are important not only in the case of art education but for other school subjects, as most of them deal with visual representations of all kinds. This proposition is important when talking about

Teaching and Learning through Art

Center for Educational Policy Studies Journal

New Waves of Research in Art Education

1995

This monograph maintains that qualitative methods in research are no longer alternatives, but accepted practice in many research institutions. Consequently, the purpose of this anthology is to continue the search into "the forms of things unknown" and to re-examine those,that are known by offering examples of new waves in research, based on alternatives suggested by Ken Beittel and others, but widening the focus and organizing according to research approaches to a variety of aspects of art education. These include the process,!s of cross-cultural interpreting (hermeneutics), investigating perception in practice, aesthetic decision-making, understanding the nature of art imagery/emotion/mood, reflecting on classical feminism in art (phenomenological), examining the concept of art giftedness and talent (paradigm research), re-defining art appreciation education (theoretical/philosophical), analyzing representations of old age (dialectical illumination), measuring mastery in art (spatial testing), assessing artistic leaning through student portfolios in the classroom (action research), interpreting a multicultural art teaching context (visual sociology) , inquiring into the nature of the young child's art world (naturalistic), and re-examining primary art education documents (historical). The selected articles were subjected to jury review and are examples Jf research in progress, in which the authors search for deeper understandngs of art education. Although many of these approaches are not new, the contexts in which they are presented represent less traditional approaches to research. Authors of these articles range from university professors to artists to high school art teachers. (DOE) Reproductions supplied by EDRS are the best that can be made from the original document.

Education through Art for intercultural dialogue: Towards an Inclusive Learning Ecosystem

2018

Is it possible to create intercultural and inclusive learning environments based on education through art? Can art enhance competences to foster inclusion of children with migrant background and/or belonging to minority groups? These are the core questions of "META-Minority Education Through Art", an Erasmus Plus KA3 Project (2015-2018). The central hypothesis, based on previous researches and experiences, considered arts capable to foster inclusion in primary school intercultural contexts. META adopted a holistic and transformative paradigm to approach the problem and consistent multi-methods strategy and mixed-methods research techniques. Main output are a tested competence framework for building inclusive learning environments and recommendations for a methodology centred on innovation in teaching, as key for genuine valuing of richness and potentiality of different cultures, discovered through artistic experience. In this work, we present research outcomes as elements of reflection indicating a transition from schooling to open learning environments. In doing so, arts become an important methodological tool to foster integration of formal, non-formal and informal education.

Art and Education or Education through Art: Educating through Image

2016

This article is part of a partial research report on education through art in preschool and elementary school, mainly in the last year of preschool and in the first year of primary school when the teachers start the process of children’s literacy. After researching a bibliography about the subject, going from art teaching to its relevance in all levels of education, we focused our attention on imagery art not as scientific discipline teaching, but as a didactic/pedagogic way of educating and alphabetizing. In order to reach this result, researchers focused on the interpretative analysis of works about art/education mainly based on Read (1958), Barbosa (1994), to then explore the theoretical/practical thought of Freire (2000, 1992), which indicated the relevance of the imagery art use as a didactic/pedagogical way to the education/alphabetization of children.

Learning Through Art: International Pictures of Practice (original) (raw)

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