This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others des… Mehr…
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others describe aspects of current and past practice which exemplify the symbiotic relationship between practical studio work and critical engagement with visual form.Rod Taylor, who has done much to promote and develop critical studies in the UK, provides us with examples of classroom practice and gives us his more recent thoughts on fundamental issues – universal themes in art – and gives examples of how both primary and secondary schools might develop their teaching of art through attending to themes such as identity, myth, and environments to help re-animate the practical curriculum.Although some of the discussion in this book centres on or arises from the English National curriculum, the issues are more global, and relevant to anyone involved in developing or delivering art curricula in schools. An American perspective is given in papers by George Geahigan and Paul Duncum. Geahigan outlines an approach to teaching about visual form which begins with students'' personal responses and is developed through structured instruction. In Duncum’s vision of ‘visual culture art education’ sites such as theme parks and shopping malls are the focus of students'' critical attention in schools; Nick Stanley gives a lucid account of just such an enterprise, giving practical examples of ways to engage students with this particular form of visual pleasure.This publication serves to highlight some of the more pressing issues of concern to art and design teachers in two aspects. Firstly it seeks to contextualise the development of critical studies, discussing its place in the general curriculum – possibly as a discrete subject – and secondly it examines different approaches to its teaching. Books, Reference and Language, Critical Studies in Art and Design Education Books>Reference and Language <
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others des… Mehr…
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others describe aspects of current and past practice which exemplify the 'symbiotic' relationship between practical studio work and critical engagement with visual form. Rod Taylor, who has done much to promote and develop critical studies in the UK, provides us with examples of classroom practice and gives us his more recent thoughts on fundamental issues 'universal themes' in art and gives examples of how both primary and secondary schools might develop their teaching of art through attending to themes such as 'identity', 'myth' and 'environments' to help 're-animate the practical curriculum'. Although some of the discussion in this book centres on or arises from the English National curriculum, the issues are more global, and relevant to anyone involved in developing or delivering art curricula in schools. An American perspective is given in papers by George Geahigan and Paul Duncum. Geahigan outlines an approach to teaching about visual form which begins with students' personal responses and is developed through structured instruction. In Duncum's vision of visual culture art education' sites such as theme parks and shopping malls are the focus of students' critical attention in schools; Nick Stanley gives a lucid account of just such an enterprise, giving practical examples of ways to engage students with this particular form of visual pleasure. Education Education eBook, Intellect Books Ltd<
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others des… Mehr…
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others describe aspects of current and past practice which exemplify the 'symbiotic' relationship between practical studio work and critical engagement with visual form. Rod Taylor, who has done much to promote and develop critical studies in the UK, provides us with examples of classroom practice and gives us his more recent thoughts on fundamental issues 'universal themes' in art and gives examples of how both primary and secondary schools might develop their teaching of art through attending to themes such as 'identity', 'myth' and 'environments' to help 're-animate the practical curriculum'. Although some of the discussion in this book centres on or arises from the English National curriculum, the issues are more global, and relevant to anyone involved in developing or delivering art curricula in schools. An American perspective is given in papers by George Geahigan and Paul Duncum. Geahigan outlines an approach to teaching about visual form which begins with students' personal responses and is developed through structured instruction. In Duncum's vision of visual culture art education' sites such as theme parks and shopping malls are the focus of students' critical attention in schools; Nick Stanley gives a lucid account of just such an enterprise, giving practical examples of ways to engage students with this particular form of visual pleasure. Education Education eBook, Intellect<
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others des… Mehr…
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others describe aspects of current and past practice which exemplify the 'symbiotic' relationship between practical studio work and critical engagement with visual form. Rod Taylor, who has done much to promote and develop critical studies in the UK, provides us with examples of classroom practice and gives us his more recent thoughts on fundamental issues 'universal themes' in art and gives examples of how both primary and secondary schools might develop their teaching of art through attending to themes such as 'identity', 'myth' and 'environments' to help 're-animate the practical curriculum'. Although some of the discussion in this book centres on or arises from the English National curriculum, the issues are more global, and relevant to anyone involved in developing or delivering art curricula in schools. An American perspective is given in papers by George Geahigan and Paul Duncum. Geahigan outlines an approach to teaching about visual form which begins with students' personal responses and is developed through structured instruction. In Duncum's vision of visual culture art education' sites such as theme parks and shopping malls are the focus of students' critical attention in schools; Nick Stanley gives a lucid account of just such an enterprise, giving practical examples of ways to engage students with this particular form of visual pleasure. Education Education eBook<
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others des… Mehr…
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others describe aspects of current and past practice which exemplify the symbiotic relationship between practical studio work and critical engagement with visual form.Rod Taylor, who has done much to promote and develop critical studies in the UK, provides us with examples of classroom practice and gives us his more recent thoughts on fundamental issues – universal themes in art – and gives examples of how both primary and secondary schools might develop their teaching of art through attending to themes such as identity, myth, and environments to help re-animate the practical curriculum.Although some of the discussion in this book centres on or arises from the English National curriculum, the issues are more global, and relevant to anyone involved in developing or delivering art curricula in schools. An American perspective is given in papers by George Geahigan and Paul Duncum. Geahigan outlines an approach to teaching about visual form which begins with students'' personal responses and is developed through structured instruction. In Duncum’s vision of ‘visual culture art education’ sites such as theme parks and shopping malls are the focus of students'' critical attention in schools; Nick Stanley gives a lucid account of just such an enterprise, giving practical examples of ways to engage students with this particular form of visual pleasure.This publication serves to highlight some of the more pressing issues of concern to art and design teachers in two aspects. Firstly it seeks to contextualise the development of critical studies, discussing its place in the general curriculum – possibly as a discrete subject – and secondly it examines different approaches to its teaching. Books, Reference and Language, Critical Studies in Art and Design Education Books>Reference and Language <
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others des… Mehr…
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others describe aspects of current and past practice which exemplify the 'symbiotic' relationship between practical studio work and critical engagement with visual form. Rod Taylor, who has done much to promote and develop critical studies in the UK, provides us with examples of classroom practice and gives us his more recent thoughts on fundamental issues 'universal themes' in art and gives examples of how both primary and secondary schools might develop their teaching of art through attending to themes such as 'identity', 'myth' and 'environments' to help 're-animate the practical curriculum'. Although some of the discussion in this book centres on or arises from the English National curriculum, the issues are more global, and relevant to anyone involved in developing or delivering art curricula in schools. An American perspective is given in papers by George Geahigan and Paul Duncum. Geahigan outlines an approach to teaching about visual form which begins with students' personal responses and is developed through structured instruction. In Duncum's vision of visual culture art education' sites such as theme parks and shopping malls are the focus of students' critical attention in schools; Nick Stanley gives a lucid account of just such an enterprise, giving practical examples of ways to engage students with this particular form of visual pleasure. Education Education eBook, Intellect Books Ltd<
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others des… Mehr…
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others describe aspects of current and past practice which exemplify the 'symbiotic' relationship between practical studio work and critical engagement with visual form. Rod Taylor, who has done much to promote and develop critical studies in the UK, provides us with examples of classroom practice and gives us his more recent thoughts on fundamental issues 'universal themes' in art and gives examples of how both primary and secondary schools might develop their teaching of art through attending to themes such as 'identity', 'myth' and 'environments' to help 're-animate the practical curriculum'. Although some of the discussion in this book centres on or arises from the English National curriculum, the issues are more global, and relevant to anyone involved in developing or delivering art curricula in schools. An American perspective is given in papers by George Geahigan and Paul Duncum. Geahigan outlines an approach to teaching about visual form which begins with students' personal responses and is developed through structured instruction. In Duncum's vision of visual culture art education' sites such as theme parks and shopping malls are the focus of students' critical attention in schools; Nick Stanley gives a lucid account of just such an enterprise, giving practical examples of ways to engage students with this particular form of visual pleasure. Education Education eBook, Intellect<
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others des… Mehr…
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others describe aspects of current and past practice which exemplify the 'symbiotic' relationship between practical studio work and critical engagement with visual form. Rod Taylor, who has done much to promote and develop critical studies in the UK, provides us with examples of classroom practice and gives us his more recent thoughts on fundamental issues 'universal themes' in art and gives examples of how both primary and secondary schools might develop their teaching of art through attending to themes such as 'identity', 'myth' and 'environments' to help 're-animate the practical curriculum'. Although some of the discussion in this book centres on or arises from the English National curriculum, the issues are more global, and relevant to anyone involved in developing or delivering art curricula in schools. An American perspective is given in papers by George Geahigan and Paul Duncum. Geahigan outlines an approach to teaching about visual form which begins with students' personal responses and is developed through structured instruction. In Duncum's vision of visual culture art education' sites such as theme parks and shopping malls are the focus of students' critical attention in schools; Nick Stanley gives a lucid account of just such an enterprise, giving practical examples of ways to engage students with this particular form of visual pleasure. Education Education eBook<
1Da einige Plattformen keine Versandkonditionen übermitteln und diese vom Lieferland, dem Einkaufspreis, dem Gewicht und der Größe des Artikels, einer möglichen Mitgliedschaft der Plattform, einer direkten Lieferung durch die Plattform oder über einen Drittanbieter (Marketplace), etc. abhängig sein können, ist es möglich, dass die von eurobuch angegebenen Versandkosten nicht mit denen der anbietenden Plattform übereinstimmen.
Detailangaben zum Buch - Critical Studies In Art & Design Education (Readings in Art and Design Education Series)
EAN (ISBN-13): 9781841501277 ISBN (ISBN-10): 1841501271 Herausgeber: Intellect
Buch in der Datenbank seit 2007-10-20T22:34:41+02:00 (Vienna) Detailseite zuletzt geändert am 2019-04-15T23:00:30+02:00 (Vienna) ISBN/EAN: 1841501271
ISBN - alternative Schreibweisen: 1-84150-127-1, 978-1-84150-127-7 Alternative Schreibweisen und verwandte Suchbegriffe: Titel des Buches: design education, studies art education
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