Reframing Art Teacher Practice: Dialogical Exploration during the Pandemic

Autor/in	Sabalja, Che
Titel	Reframing Art Teacher Practice: Dialogical Exploration during the Pandemic
Quelle	In: Art Education, 76 (2023) 4, S.22-23 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2023.2208491
Schlagwörter	Art Teachers; COVID-19; Pandemics; Teaching Methods; Art Education; Electronic Learning; Distance Education; Elementary School Students; Student Experience + Suchen Sie Ihr Suchwort? Art teacher; Kunsterzieher; Kunsterzieherin; Teaching method; Lehrmethode; Unterrichtsmethode; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Distance study; Distance learning; Fernunterricht; Studienerfahrung
Abstract	An online student-led artistic community supported by creativity and everyday experiences provided the opportunity to enhance learning and confront the societal and emotional issues that infiltrated student existence. Through remote learning, the author channeled progressive education, which sought to advance creativity over technique (Stankiewicz, 2001), and the fluid occurrences in the everyday emphasized by Dewey's artistic aesthetic experience. Acknowledging contemporary global events and the direct impact on student communities, incorporating Dewey's understanding of the relationship between lived experience and art became the key to linking social relevance and education. With the author's teaching practice reenergized, they could help students interweave the concept of boundless humanity in their own experiences. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01