Literaturnachweis - Detailanzeige
Autor/in | Stewart, Connie |
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Titel | The Dangerous Power of Art Education |
Quelle | In: Art Education, 72 (2019) 6, S.25-29 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0004-3125 |
DOI | 10.1080/00043125.2019.1648144 |
Schlagwörter | Art Education; Art Teachers; Teacher Role; Teaching Methods; Educational Practices; Art Activities; Classroom Environment; Humor; Knowledge Level; Achievement Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Art teacher; Kunsterzieher; Kunsterzieherin; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Künstlerische Tätigkeit; Klassenklima; Unterrichtsklima; Humoristische Darstellung; Wissensbasis; Performance; Leistung |
Abstract | Art teachers often complain about being overlooked and misunderstood as their schools focus on student achievement in literacy, science, technology, engineering, mathematics, and other educational goals. This article will argue that the art teachers' position in between competing disciplines is a place to recognize the power of their educational priorities. It will identify practices utilized every day in art classrooms that challenge pedagogical norms because they are quietly privileged over other ways of teaching and learning. As art teachers acknowledge that their teaching embodies a dangerous knowledge (Cary, 1998) they may find that their positions in the interstices, the in-between spaces in school structures, are places to exert influence to reprioritize educational objectives and pedagogical purposes within school policy. (As Provided). |
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 |