What If Grandma Moses Attended Night School? Strategies for Reprioritizing Adult Art Education.

Autor/in	Edelson, Paul J.
Titel	What If Grandma Moses Attended Night School? Strategies for Reprioritizing Adult Art Education.
Quelle	(1994), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Adult Education; Adult Learning; Age Discrimination; Art Education; Art Teachers; Career Change; Colleges; Community Education; Higher Education; Hobbies; Informal Education; Midlife Transitions; Nonformal Education; Teacher Education; Universities + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Arts; Art in Education; Kunst; Bildung; Erziehung; Art teacher; Kunsterzieher; Kunsterzieherin; Career changes; Berufswechsel; College; Hochschule; Fachhochschule; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informelle Bildung; Nichtformale Bildung; Midlife-Krise; Non-formal education; Non formal education; Lehrerausbildung; Lehrerbildung; University; Universität
Abstract	Through their own inventiveness and persistence, adults are circumventing institutional indifference and creating alternative educational networks to teach themselves art. Problems that must be overcome are as follows: inadequate instructor preparation, a generally narrow array of programs in most community centers with the preponderance of offerings at the introductory level, and art instruction in multipurpose community education centers that do not often have the appropriate facilities. Problems within colleges and universities include the following: the preoccupation with the full-time student, the artwork/artplay dichotomy, absence of an extensive professional curriculum to train art educators to work with adults, and persisting and prevailing negative views of the abilities of older adults. At some universities, a largely invisible, extrainstitutional network for informal group learning exists. These networks resemble clubs and are a mixture of social activities plus art. Several trends present opportunities for art educators to reach larger numbers of potential students: the aging population, the growing availability of places where adults can study art, and a heightened art awareness. Both Grandma Moses and Winston Churchill have legitimized the struggling amateur. A need exists for current visible examples of eminent and productive adult artists as motivators for new generations of adult art practitioners. (Contains 29 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01