Search results for: Art education
Page 1/2 13 items
Developing Visual Literacy Skills in Teacher Education: Different Ways of Looking at the Visual Images
This article attempts to use different ways of looking that help classroom and visual art teachers analyze the meanings attributed to visual images, thereby enhancing their visual literacy skills. In the study, holistic multiple-case sampling was employed in the context of case study method as each group of teachers was individually considered as an analysis unit and their analysis of visual images through different ways of looking was evaluated in a holistic way. The participants of the study comprised of a total of 508 teachers who attended teacher training workshop of the Project titled ‘The Implementation of Visual Culture Theory on Primary and Secondary Visual Arts Courses.’ The data were collected with worksheets, artistic drawings and participant diaries and analyzed inductively. The data were presented in three themes: analyzing visual elements, approaching the visual contextually, and determining the contributions of visual experience. The results denoted that classroom and visual arts teachers interacted with images through a series of questions related to different ways of looking at visual images, questioned visual representations, artistic components and sub-meanings and created various meanings in terms of social, economic, psychological and cultural contexts, thereby increasing their visual literacy skills.
Updated: Jun. 08, 2022
Involving student teachers in the recovery of our elders’ memories: a service-learning project in higher education
Through a service-learning project embedded within a broader framework of arts-based research, student teachers designed an artistic workshop that they implemented in a rural community centre. This workshop allowed the creation of visual narratives that were especially appropriate to recover elders’ memories. By means of a case study, the impact of the service-learning project developed during the training of the students was analysed. The results enable us to ascertain students’ perceptions related to the benefits and impact of the project in their training. Students have a positive opinion regarding the opportunity of experiencing a service-learning project that allowed them to create a documentary film where they portrayed the life histories of the elderly people. For the City Council (the partner in this project), as well as for the participants in the workshops, it was also an enriching experience that can be transferred to other contexts. The positive effects of the project reflect student teachers’ commitment to society and opportunities for experiential learning in teacher training courses.
Updated: Feb. 14, 2022
Higher education, and in particular, initial teacher education, has been significantly transformed through the introduction of e-learning. However, online teacher education presents particular challenges in the creative arts, which has traditionally developed student understanding through embodied and collaborative learning experiences. In this qualitative study, in-depth interviews were conducted with eight online arts educators in teacher education programs to understand their perspectives and pedagogy in online arts coursework. Using Engeström’s Activity Theory as an analytical lens, the findings highlight how these academics navigated challenges and opportunities to facilitate authentic, praxis-focused arts experiences to prepare pre-service teachers for the classroom.
Updated: Sep. 24, 2020
“Learning the Ropes”: Pre-service Arts Teachers Navigating the Extracurricular Terrain Extracurricular Terrain
This article presents findings from a study into the value of a pre-service teacher production as a form of professional development, from both the technical and personal development perspectives. Thirty pre-service secondary Arts teachers participated in the production. Through focus-group interviews, participants indicated the benefits of building technical understanding as well as personal benefits of engaging in an ensemble experience. All spoke of the potential transferability of what they learned to their future teaching practice. Given that Arts teachers are expected to facilitate extracurricular activities as part of their professional work, this article advocates the importance of examining ways in which rich experiences such as the production examined here should be formally embedded into pre-service teacher training courses.
Updated: Nov. 18, 2019
Teacher Educators' Collective Professional Agency and Identity - Transforming Marginality to Strength
This article examined teacher educators' collective professional agency and identity within an identity coaching programe. This article illustrates how collective agency and identity are closely intertwined. The authors argue that it appears that a shared understanding of collective identity directs collective agency. In addition, the study reveals the importance of agency in negotiating new kinds of crystallized collective identity. Through strengthened collective agency, the participants were able to give a new meaning to themselves as a professional group within the department, deserving of respect. In conclusion, this study suggests that when one is seeking to understand collective identity and agency in professional contexts, it is important to address people's own individual narratives and learning pathways. Hence, this research emphasizes that in supporting collective identity and agency among professionals, it is pivotal to create shared learning platforms and processes that will allow the professionals to encounter each other, and to discuss issues concerning continuous changes, work, and professional identities.
Updated: May. 31, 2018
Polyptych Construction as Historical Methodology: An Intertextual Approach to the Stories of Central Technical School’s Past
Adopting the lens of “new histories” as the basis for the author's inquiry into the institutional legacy of the art program at Toronto’s Central Technical School (CTS), the author created a methodological framework informed by the traditional art form of the polyptych, in which many panels are joined together to show and tell multilayered stories connected to a central theme, to demonstrate visually how stories are interrelated, and to present openings to other stories. This article describes how the author came to see the polyptych as a methodological frame by unpacking its historic roots; by exploring how it operates in contemporary historical research; and by reflecting on how his identity as an artist, teacher, and researcher influences the way he organizes stories within this framework.
Updated: Feb. 26, 2017
Thinking through Practice: Exploring Ways of Knowing, Understanding and Representing the Complexity of Teaching
In this article, the author presents the foundations of a research programme developing an understanding of teaching practice in secondary visual arts classrooms. The data reveal that core practices of visual arts teaching were evident, in relation to instructional methods, selection and use of resources, in the focus of programming and in approaches to relationships with colleagues and with students. The author has developed four propositions that provide the basis of a practice-based approach to teacher education.
Updated: May. 25, 2015
In this article, the author explores the role of the arts in education through the lens of current research in cognitive neuroscience. The article explains that although arts education has largely used multiple intelligences theory to substantiate its presence in classrooms and schools, this relationship has ultimately hindered the field of arts education's understanding of the relationship between the arts, human development, and learning. The author argues that as we strive toward the new theory of whole-mindedness, learners can be freed from their labeling - and so can the arts in education. The arts not only represent a wide spectrum of crafts and domains valued by society in so many ways, but also represent core modalities that align with cognitive constructs in the mind-brain - constructs that are critical to our development as individuals and to a society that has entered a visual revolution.
Updated: Nov. 11, 2014
This article explores the potential of public art pedagogy to co-construct imaginative spaces in pre-service teacher education. Based upon a collaborative venture between two professors and an arts-based educational organization, this paper describes and analyzes key features and relations that were influential in transforming the response of a resistant professor and students.
Updated: Dec. 25, 2012
From School Teacher to University Lecturer: Illuminating the Journey from the Classroom to the University for Two Arts Educators
This article explores the experiences of two arts educators, both of who are described as early career researchers at the university level. Furthermore, the paper investigates the events, personal and social conditions, places, and the subsequent joys and challenges they encountered in their progression from secondary school teachers to arts educators. The authors conclude with a number of recommendations concerning the transition from school teaching to becoming a novice university academic in the field of education
Updated: Nov. 01, 2011