Community Arts: (Re) Contextualizing the Narrative of Teaching and Learning

Autor/in	Schlemmer, Ross H.
Titel	Community Arts: (Re) Contextualizing the Narrative of Teaching and Learning
Quelle	In: Arts Education Policy Review, 118 (2017) 1, S.27-36 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2015.1051255
Schlagwörter	Art; Art Education; Teacher Education; Teacher Education Programs; Art Teachers; Preservice Teachers; Community; Studio Art; Communities of Practice; Pennsylvania + Suchen Sie Ihr Suchwort? Arts; Kunst; Education; Art in Education; Bildung; Erziehung; Lehrerausbildung; Lehrerbildung; Art teacher; Kunsterzieher; Kunsterzieherin; Kunstwerkstatt; Community
Abstract	Education in the United States is often characterized by testing and standardized outcomes, and bears little relevance to the culture and the community that surrounds both students and teachers. Conversely, community arts connect the philosophies of art and education to the larger spheres of culture and community. The community thus becomes an educational space in which both the teachers and students are motivated to learn from each other through a reciprocal relationship that changes the dynamic of both teaching and learning. Consequently, the (re)contextualization of art and education within culture and community has distinct policy implications regarding both what we teach and the way we teach it. There is an opportunity to increase the significance of art education in a democratic society if we embrace practices that empower preservice teachers to analyze how artmaking practices shape their own sensibilities and those of the communities in which they live. This article suggests a field experience model for informing cross-cultural understandings of community-based pedagogy, participation, and collaboration that challenges existing educational policy while informing the values and beliefs of the preservice teacher. It presents the opportunity to develop socially relevant programs for use in the teaching of art that include community, social justice, democracy, collective responsibility, activism, and equity--among others--that confront established perceptions of both art and education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01