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1. Instructional Leadership, Connoisseurship and Critique: Using an Arts-Based Approach to Extend Conversations about Teaching (EJ811436)
Author(s):
Kelehear, Zach
Source:
International Journal of Leadership in Education, v11 n3 p239-256 Jul 2008
Pub Date:
2008-07-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Handicrafts; Teacher Effectiveness; Art Criticism; Instructional Leadership; Teaching Methods; Pilot Projects; Art Expression; Aesthetics; Teaching Experience; Principals
Abstract: Recent teacher effectiveness research supports the notion that students learn best from teachers who can be characterized as managing both the craft and the artistic dimensions of learning. Additionally, there is a body of research that has examined possible strategies instructional leaders might use to support the development of the craft dimension. It is less clear, however, in what ways leaders might address the artistic dimensions of the classroom performance when working with teachers. Rooted in a theory of qualitative inquiry, the author presents a model for instructional leadership practice as connoisseurship and couples that private practice with the Feldman Method for art criticism to make public what is observed in classrooms. The results from a pilot study focusing on the level of implementation of arts-based leadership are included. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. "A New Way of Looking?" Reflections upon One Teacher's Experience of Supporting Learners Using Handheld Computers (EJ817638)
Burkett, Ellie
Educational Action Research, v16 n4 p481-493 Dec 2008
2008-12-00
Journal Articles; Reports - Evaluative
Descriptors: Handheld Devices; Educational Technology; Electronic Learning; Computer Assisted Instruction; Art Education; Foreign Countries; Influence of Technology; Secondary Schools; Disadvantaged Schools; Urban Schools; Design; Secondary School Teachers; Action Research; Art Teachers; Teacher Researchers; Arts Centers; Art Criticism; Program Evaluation; Student Attitudes; Interviews
Abstract: This article explores the experiences of students who used interactive learning material on handheld computers in a gallery to support their understanding and appreciation of artwork. The article considers the wider implications of using technology to change relationships between teacher, learners and subject matter, and attempts to offer positive and pragmatic recommendations about the implementation of new technology into established educational contexts. Research was undertaken as part of the ICT Test Bed Project, set up by the DfES (UK Department for Education and Science) and funded by Becta (British Education Communications Technology Agency). Initial findings from this project are likely to be of interest to those exploring how mobile technology can be used to support the Government's wider agenda for educational reform and offer a practitioner's critical perspective on the possibilities and challenges offered by their use. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Aesthetics and Humean Aesthetic Norms in the Novels of Jane Austen (EJ784580)
Dadlez, Eva M.
Journal of Aesthetic Education, v42 n1 p46-62 Spr 2008
2008-00-00
Journal Articles; Opinion Papers
Descriptors: Aesthetics; Novels; Art Criticism; Art Appreciation; Social Values; Authors; Fiction
Abstract: During the eighteenth century, amateurs as well as philosophers ventured critical commentary on the arts. Talk concerning taste or beauty or the sublime was so much a part of general discourse that even novelists of that era incorporated such subjects in their work. So it would not be surprising to find that perspectives on aesthetics are sometimes presented in the novels of Jane Austen. In this article, the author argues that the strongest correlations and correspondences are in fact between Austen's and Hume's positions on aesthetics. Evidence in support of a Kantian analysis is first canvassed and later compared with claims in favor of a Humean alternative. The author establishes that the positions on taste and beauty and delicacy that are explicitly stated in or can be inferred from Austen's novels fit a Humean model--and fit it with a fair degree of precision. In doing so, she hopes to demonstrate a correspondence strong enough to serve as the staging area for the further speculations that constitute the second thesis of this article. The effort is not to establish some exclusive series of correspondences between Jane Austen's and Hume's normative stance, either in ethical or in aesthetic contexts, but to make a point about degree of fit, the case for which is largely cumulative. (Contains 25 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Aesthetic Encounters: Contributions to Generalist Teacher Education (EJ801222)
White, Boyd
International Journal of Education & the Arts, v8 n17 p1-28 Dec 2007
2007-12-23
Descriptors: Preservice Teacher Education; Art Criticism; Aesthetics; Art Education; Classroom Techniques; Learning Experience; Art Products; Aesthetic Education
Abstract: This article describes the learning experiences of three pre-service teachers within a university-level course entitled "Aesthetics and Art Criticism for the Classroom." Discussion is focused on the nature of the meaning-making that emerges from aesthetic encounters and its educational value. Specifically, what can pre-service generalist teachers learn from aesthetic encounters that they may ultimately apply in their own classrooms? For evidence of emergent meaning-making I rely on examination of what I call "aesthetigrams". These are essentially maps of one's encounter with an artwork. They provide a basis for reflection on the encounter, for the student and for myself as the instructor, as well as insights into the nature of aesthetic learning. (Contains 6 figures and 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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5. Pierre-Auguste Renoir: "Woman with Parrot" (La Femme a la Perruche) (EJ779340)
Fisher, Stacy
SchoolArts: The Art Education Magazine for Teachers, v107 n4 p29-32 Dec 2007
2007-12-00
Descriptors: Empathy; Art Education; Artists; Aesthetics; Individual Characteristics; Painting (Visual Arts); Art Criticism; Art Appreciation; Art Activities
Abstract: In this article, the author profiles Pierre-Auguste Renoir and describes Renoir's work of art, "Woman with Parrot". Renoir gained a reputation among peers for taking exceptional pleasure in painting, and his style was said to celebrate beauty and sensuality. He is recognized for showing significant empathy for the sitters in his portraits, and for capturing the spirit of group scenes one might see while people-watching in a cafe or park. According to his son, he was like a human sponge, absorbing everything that had to do with life. In "Woman with Parrot", the woman wears a black dress with accents of red ribbons. She seems to be alone in a room, except for the parrot perched on her finger. The woman's free hand appears in motion as if she is feeding or petting the bird. As with many portraits, this painting asks the viewer to empathize with its subject. (Contains 4 resources.) [This article was produced by Davis Publications, Worcester, MA.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. A Visual Culture: Approach to Art Education (EJ789047)
Knight, Wanda B.; Keifer-Boyd; Amburgy, Patricia M.
SchoolArts: The Art Education Magazine for Teachers, v106 n6 p36-39 Feb 2007
2007-02-00
Descriptors: Art Education; Color; Art Criticism; Critical Viewing; Cultural Pluralism; Visual Aids; Visual Arts; Selection; Culturally Relevant Education; Cultural Awareness
Abstract: People are immersed in visual culture and, therefore, are usually not aware of how power and privilege are enacted and how they operate in works of art from past and present times. Two premises infuse individuals' thinking on visual culture. First, that an activity-based approach to its study seeks to recognize how power and privilege function in artworks and other forms of visual culture that they encounter. Second, that specific strategies are needed to see how the kinds of decisions teachers make and the kinds of action they take in their artrooms can either challenge or contribute to power and privilege in visual culture and to systems of power and privilege that permeate every classroom. In this article, three authors--Wanda Knight, Karen Keifer-Boyd, and Patricia Amburgy--offer some practical suggestions for promoting active examination of visual culture through the selecting, the making, and the critiquing of art. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. The Booth Sitters of Santa Fe's Indian Market: Making and Maintaining Authenticity (EJ778162)
Bernstein, Bruce
American Indian Culture and Research Journal, v31 n3 p49-79 2007
2007-00-00
Descriptors: American Indian Culture; Artists; Art Criticism; Art Activities; Art Appreciation; Expectation; Consumer Economics; Exhibits; Historical Interpretation; Case Studies
Abstract: In this article, the author addresses the burden of non-Native expectation on Native artists, highlighting issues of authenticity, creation, and public display. The author writes about the booth sitters hired by collectors to sit--sometimes all night--and wait for the official opening of the annual Indian Market in Santa Fe, New Mexico. He focuses attention on the desire of consumers who wish to find "genuine" objects without recognizing the problematics of their wanting and the subsequent affect it has on the artists and market. The author points out how closely linked production and representation are, though this relationship is difficult to address publicly because of its complexity. (Contains 14 figures and 32 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Hypermediated Art Criticism (EJ772107)
Taylor, Pamela G.; Carpenter, B. Stephen, II
Journal of Aesthetic Education, v41 n3 p1-24 Fall 2007
Descriptors: Art Criticism; Art Products; Aesthetics; Information Technology; Access to Information; Hypermedia; Television; Films; Computer Software; Visual Arts
Abstract: Technological media catapults our perception into what Marshall McLuhan called "new transforming vision and awareness." As our lives become more and more immersed in such technologies as television, film, and interactive computers, we find ourselves inundated with a heightened sense of mindfulness--an aesthetic experience made possible through such computer technological characteristics as hyperlinks, hypermedia, and hyperreality. In these terms, the prefix "hyper" represents various linking devices inherent to computer technology that allure and transport us between, above, below, and toward vast areas of information, places, and peoples. Hypermediacy, according to Bob Cotton and Richard Oliver, is "an entirely new kind of media experience born from the marriage of TV and computer technologies. Its raw ingredients can be brought together in any combination. It is a medium that offers random access; it has no physical beginning, middle, or end." In other words, there is no set or static structure inherent in technological media. It is not so much an "anything goes" apparatus as it is an "anything is possible" system. The seemingly vast possibilities inherent to technological media offer us many and alternate views of the world.(Contains 10 figures and 46 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Why Teach Art?: Reflections on Efland's Art and Cognition (EJ767680)
Kamhi, Michelle Marder
Arts Education Policy Review, v108 n4 p33-39 Mar-Apr 2007
Journal Articles; Opinion Papers; Reports - Descriptive
Descriptors: Visual Arts; Art Education; Books; Cognitive Development; Art History; Art Criticism; Art Expression
Abstract: In this article, the author analyzes Arthur Efland's "Art and Cognition," which advocates study of the visual arts for its cognitive benefits. The author argues that Efland's cognitive premises are largely sound but that his specific recommendations often belie the general principles he espouses. Efland focuses on the interpretation of baffling works that deliberately flout traditional views of what constitutes a work of art. He thereby ignores his own emphasis on the role of categorization in human cognition. Moreover, although he stresses the cognitive importance of individual goals and intentions, Efland favors sociopolitical interpretations. Such interpretations disregard contradictory evidence of the artist's likely intentions and downplay the personal value of art. The author views Efland's emphasis on visual metaphor as inconsistent with his recognition that the visual arts possess a distinctive immediacy and directness. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Press Pause: Critically Contextualizing Music Video in Visual Culture and Art Education (EJ767127)
Taylor, Pamla G.
Studies in Art Education: A Journal of Issues and Research in Art Education, v48 n3 p230-246 Spr 2007
Descriptors: Music; Videotape Recordings; Popular Culture; Art Education; Critical Theory; Art Criticism; Cultural Context; Teaching Methods
Abstract: Music video is one of the most influential visual culture forms to hit youth culture since the advent of television. Although provocative, the value of studying such visual culture as the music video in art education is much more than providing mere spectacle or motivational tactic. As many teenagers know, music videos portray meaning. They provoke, sell, promote, and tell stories through densely textured images and sound. They are exciting, dramatic forms of art that are in their own right an excellent source of learning as well as provocative link to more traditional artistic forms. Like any form of art and educational experience, music video, as well as other visual culture studies, requires meaningful contextual research and analysis as well as alternative approaches to what we think about, teach, and learn in art education. In a quest for a critical, comprehensive, and contextual approach to music video analysis and interpretation, this article examines and correlates theories of critical pedagogy, visual culture art education, and music video. Commensurately, it explores Radiohead's music video entitled "Go to Sleep" (Radiohead, 2002) and shares descriptions of specific art classroom practice utilizing music videos. (Contains 1 table, 1 figure and 13 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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