Exploring Emergent Curriculum through Pop-Up Books

Autor/in	Ruggiero, Alyssia
Titel	Exploring Emergent Curriculum through Pop-Up Books
Quelle	In: Art Education, 70 (2017) 3, S.34-42 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2017.1286858
Schlagwörter	Theory Practice Relationship; Art Education; Preservice Teacher Education; Curriculum; Preservice Teachers; Art Teachers; Picture Books; Children; Elementary Secondary Education; After School Programs; Art Activities; North Carolina + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Lehramtsstudiengang; Lehrerausbildung; Curricula; Lehrplan; Rahmenplan; Art teacher; Kunsterzieher; Kunsterzieherin; Picture book; Bilderbuch; Child; Kind; Kinder; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Künstlerische Tätigkeit
Abstract	In this article, the author challenges the recurrent theory-practice divide in art teacher preparation and its splintering implications for sustaining certain pedagogical practices in K-12 schools. Specifically, the author focuses on the pedagogical practice of emergent curriculum and the derivative curricular cycle of listening, observing, reflecting, discussing, and responding to children. This article addresses the theory-practice divide by problematizing and challenging the emergent curriculum process with preservice art educators. The author found that collaborating in and through a Drawing Club helped reaffirm the importance of providing for and nurturing practical opportunities for troubleshooting what is valued theoretically but not easily translated into best practices within art teacher preservice education programs. (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	2020/1/01