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Expressões Artísticas e Educação Inclusiva

Vaz, Márcia Andreia de Oliveira
Fonte: [s.n.] Publicador: [s.n.]
Tipo: Dissertação de Mestrado
Publicado em //2015 POR
Relevância na Pesquisa
46.44%
Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor; O reconhecimento da importância das Expressões Artísticas como área fundamental para o desenvolvimento global e harmonioso dos alunos em geral e dos alunos com Necessidades Educativas Especiais em particular não se tem traduzido em práticas consentâneas. O objetivo deste estudo consiste em verificar, nas perceções dos docentes titulares de turma do 1.º Ciclo do Ensino Básico, práticas educativas propícias à inclusão de alunos com NEE pela Arte/Expressões Artísticas, em contexto de sala de aula, assim como a relevância atribuída às Expressões Artísticas. De acordo com a problemática e os objetivos definidos adotou-se um estudo descritivo e misto, em que se utiliza uma combinação das abordagens metodológicas de investigação quantitativa e qualitativa. Foi aplicado um inquérito por questionário a uma amostra não probabilística por conveniência constituída por 42 docentes titulares de turma do 1.º Ciclo do Ensino Básico e que incluem alunos com NEE na sala de aula regular. A idade média na amostra é de 43...

O ensino de artes na educação básica em tempos de avaliação educacional: um estudo de caso em uma escola pública estadual paulista; The teaching of arts in basic education in times of educational evaluation: a case study in a public state school of São Paulo.

Pardini, Marisa Ribeiro da Silva
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 27/08/2010 PT
Relevância na Pesquisa
46.4%
A presença do ensino de Artes nos currículos escolares no Brasil apresenta historicamente, muitas fragilidades e vem passando por mudanças. A partir dos anos 90 as avaliações educacionais vêm ocupando lugar central nas reformas de ensino, com grande impacto na organização do trabalho pedagógico desenvolvido nas escolas brasileiras. Nesse contexto, visando identificar e compreender essas transformações foram definidos como objetivos desta pesquisa: investigar as práticas avaliativas de professores de Artes; analisar os referentes do processo de avaliação na área de Artes; conhecer e analisar as teorias implícitas que fundamentam a ação docente; investigar crenças e valores que fundamentam as práticas avaliativas; identificar as dificuldades encontradas pelos professores e como estas são enfrentadas. A metodologia adotada foi o estudo de caso etnográfico. A pesquisa foi realizada em uma escola de ensino fundamental no interior do Estado de São Paulo. Os participantes da pesquisa foram duas professoras efetivas de Artes, coordenação pedagógica, direção e funcionários. Os procedimentos de coleta de dados foram: observação participante, a análise documental e a entrevista semi-estruturada. A análise dos dados permitiu concluir que o ensino de Artes apresenta-se como uma prática hibrida...

Expressive arts in Education and Therapy: a Special Encounter

Santos, Graça Duarte
Fonte: Research Center on Education (CIEd)/Institute of Education University of Minho Publicador: Research Center on Education (CIEd)/Institute of Education University of Minho
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
56.39%
In this paper we sustain the importance of Expressive Arts in Education and Therapy, and highlight its relevance in the context of Special Education and/or Inclusive Education. As evidence we present two researches conducted in this field: The first study investigates the impact of a multimodal methodology of Expressive Therapies in children/adolescents with aggressive behavior (in a school context). Aggressive behavior, pro-social disposition and other emotional, cognitive and behavioral dimensions were evaluated. The second study presents an intervention through expressive arts with children with Autism Spectrum Disorders. This work was developed in a Specialized Autism unit

Expressive arts in training of teachers to inclusive education

Santos, Graça Duarte; Carvalho, Alexandra
Fonte: Research Center on Education (CIEd)/Institute of Education University of Minho Publicador: Research Center on Education (CIEd)/Institute of Education University of Minho
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
56.08%
Considering the importance given to creativity and to cooperative and active learning as facilitator methods of an Inclusive Education, on this paper we present a study that identifies the place given to active and expressive techniques in the initial training of educators/teachers. The Higher Education Institutions that provide training components within the inclusive education, active and expressive techniques were identified, characterizing those same components by analyzing the curricula of all courses of Initial Teacher Education in Portugal which qualify for teachers from pre-school education to the 2nd cycle of basic education. Data analysis will allow us to further reflect on the contribution of these areas to build positive models of Inclusive Education.

A (in) visibilidade da cultura negra africana no ensino de artes visuais; The (in) visibility of black african culture in the teaching of visual arts

OLIVEIRA, Ivaina de Fátima
Fonte: Universidade Federal de Goiás; BR; UFG; Mestrado em Cultura Visual; Processos e Sistemas Visuais, Educação e Visualidade Publicador: Universidade Federal de Goiás; BR; UFG; Mestrado em Cultura Visual; Processos e Sistemas Visuais, Educação e Visualidade
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
46.38%
This survey aimed to argue about the (in) visibility of African Brazilian culture in visual arts education specifically examining the Law 10.639/2003 that has established the compulsory teaching of Afro-Brazilian history and African Culture in Basic Education. The field of art education is one of two responsible of this mission. I developed a bibliographic survey about the implementation of the law, considering the social movements, multiculturalism concepts and affirmative actions as relevant factors in the process of its implementation. My search started also with a concern arising from the requirement of the law: How we will work with History and Culture Afro-Brazilian Culture and African contends in the teaching of visual arts? In contrast the invisibility of black culture in visual arts education, I brought up some events that present different regard on black culture as source for a critical art pedagogy, aware about the diversity of our cultural roots and concerned to the enhancement of African culture aesthetics in our people heritage. I see the law as a contribution to a transformative praxis for teaching arts for the inclusion of ethnic, social and cultural groups excluded or included in stereotypical ways. But the question remains without answers because these are always incomplete. This research has shown that we have advanced...

VERTER A EDUCA????O EM ARTE: pot??ncias do conceito de pedagogia menor para o Ensino de Artes Visuais; VERTER A EDUCA????O EM ARTE: pot??ncias do conceito de pedagogia menor para o Ensino de Artes Visuais

SCHNEIDER, Daniela da Cruz
Fonte: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR Publicador: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
46.38%
This dissertation approaches three different fields of knowledge: education, philosophy, and art. Under the problem Which the powers of the concept of minor pedagogy to Visual Arts Education?, aims to deploy and present the concept of minor pedagogy, using it to interrogate the field of Visual Arts Education. In contrast, the model of higher education of the Visual Arts Education, expressed by the Par??metros Curriculares Nacionais of the area, with the possibility of a minor pedagogy. The minor pedagogy is understood as practices that divert, undermine and undo the claims of a higher education. A higher education is that engendered by that legitimizes by a macropolitics educational policies, parameters and guidelines, etc. The concept of minor pedagogy minor was drafted by S??lvio Gallo, from the book Kafka for a minor literature of Gilles Deleuze and F??lix Guattari, in which these create the concept of minor literature. Both concepts have three coefficients: desterritorialization, political branch and collective value. This dissertation preserves such coefficients, but throws four propositions about the concept of minor pedagogy: I) The minor pedagogy works as a war machine in the educational territory; II) the minor pedagogy is rhizomatic; III) the minor pedagogy works through a micropolitics; IV) A knowledge of experience is a minor know. The study developed as bibliographical research. The central theoretical tools and dizzying write-downs signal in the thought of Gilles Deleuze and F??lix Guattari...

Miss-understand-ing: design education in Ontario secondary schools : an exploration of the issues with stakeholders and recommendations for change /

Whitton, Heather.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
46.28%
For most people design is a mystery. The products of design are integrated into our daily lives to the point that design has become invisible to us. However. what is subsumed in design practice is a creative problem-solving process that is applicable as a teaching strategy as well as a method for teaching the subject of design. The purpose of this study was to inquire into the current classroom practice of Ontario Visual Arts and Technological Education teachers, understand the goals of Ontario government curriculum developers, and explore the position held by the professional design community on secondary school design education. Data for this study were collected from: (a) a textual analysis of 4 Ministry curriculum documents; (b) interviews with JO stakeholders; (c) unobtrusive observations and informal conversations conducted at 7 secondary school open house events; and (d) observation of 2 sessions of an AQ course for Design and Technology. The research design modeled the design process and was divided into 2 parts: a discovery or problem-finding phase and a discussion or problem-solving phase. The results showed that design is misunderstood and misused; it has become lost between visual arts and technology where neither program holds responsibility for its delivery; students mistake working on computers for design practice; and while there is a desire within the professional community to have a voice in secondary school design education. there is no forum for participation. The technology-driven paradigm shift taking place in society today calls for a new framework for tellching and practicing dcsign. Further research is required; howcvcr. in the meantime. secondary school educators might benefit from professional development and classroom support from the professional dcsign community.

A educação, os jovens e o mercado de trabalho artístico-cultural em Portugal: o desafio

Vaz, Carolina Martins
Fonte: Instituto Universitário de Lisboa Publicador: Instituto Universitário de Lisboa
Tipo: Dissertação de Mestrado
Publicado em //2013 POR
Relevância na Pesquisa
46.28%
Mestrado em Gestão Cultural; A presente dissertação foca o desafio que os jovens enfrentam no mercado de trabalho no setor artístico-cultural em Portugal. Considerando o panorama atual da cultura em Portugal e a sua importância socioeconómica, bem como o papel primordial que a arte tem na educação e formação do indivíduo (Educação Artística e Ensino Artístico), realizou-se um estudo que tem por finalidade analisar as trajetórias em termos escolares e profissionais, assim como a dimensão dos jovens ativos profissionalmente neste setor e as dificuldades conjunturais inerentes na prossecução dos seus objetivos e no desenvolvimento profissional. Com os resultados desta pesquisa consciencializam-se os obstáculos e as dificuldades impeditivas da inserção no mercado de trabalho no setor artístico e cultural, como as reduzidas oportunidades para uma progressão de carreira ou desenvolvimento profissional.; This dissertation focuses on the challenges that young people facing in the labour market in the artistic and cultural sector in Portugal. Considering the current situation of culture in Portugal and its socio-economic importance, as well as the role that art has on the education and training of the individual (Artistic Education and Arts Education)...

State of the Arts: Factors Influencing Ontario Elementary Teachers' Performing Arts Instruction

Vernon, Paul
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
46.45%
This thesis examines Ontario elementary teachers perceptions of their teaching of the performing arts (i.e., music, drama, and dance), through responses to an online survey. Participants (N = 138) described multiple aspects of their training and experiences in the performing arts, their comfort in teaching the performing arts, and the degree to which they thought they were teaching the expectations in the curriculum document. The document “The Arts, Grades 1-8, 2009” clearly describes (a) many benefits of performing arts practice, (b) elements of practice and instruction in each performing arts area, (c) how the creative process is a part of and enhanced by participation in these activities, and (d) guidelines for assessment of and through the arts, in addition to (e) describing the many mandated specific expectations for each subject and Grade level. However, few studies have addressed the training and experience of the teachers of the performing arts, and there is a pressing need for baseline data about performing arts instruction to inform hiring, certification, and professional development policies. Descriptive statistics are presented which detail many varied elements of performing arts instruction in Ontario schools, and ANOVAs are used to compare the differences between training groups on teachers perceptions of their comfort...

Arts Education

Bruno-Jofre, Rosa; Noppe-Brandon, Scott; Elliot, Stephen; Upitis, Rena; Smithrim, Katharine; O'Farrell, Larry; Johnston, Aynne
Fonte: Quens University Publicador: Quens University
Tipo: Outros Formato: 592549 bytes; application/pdf
EN
Relevância na Pesquisa
66.3%
The Spring/Summer 2008 issue of Queen's Education Letter is on the theme "Arts Education." The issue starts off with an article by the editor, Rosa Bruno-Jofre, Queen's University titled "Rethinking Aethetics." Bruno-Jofre's article is followed by articles by Scott Noppe-Brandon of the Lincoln Centre Institute, Stephen Elliot, Queen's University, Rena Upitis and Katharine Smithrim, Queen's University, and Larry O'Farrell, Queen's University.; Faculty of Education, Queen's University and generous donations from alumni.

Enacting Cognition: Actor Education and the Performance of Everyday Life

Cadman, AMY
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
46.44%
This qualitative study explores inner and outer experience in the context of dramatic arts, and specifically in actor education. The author defines experience as the richness of now. It is everything that we bring to each moment, and everything that each moment brings to us. The dynamic space between inner and outer experience is found to be the place where thinking and feeling create our sense of be-ing. Movement between inner and outer helps determine the success of a dramatic experience. Literature from the disciplines of cognitive studies, dramatic arts, education, philosophy, psychology, and neurophysiology is examined alongside interviews with dramatic arts teacher-practitioners. These findings are considered in light of the author’s own experiences as a dramatic arts student, teacher, and participant. A conceptual model of cognition as an active and embodied phenomenon emerges. Building on models of “embodied cognition” (Lakoff and Johnson) and “enactive cognition” (Varela, Thompson, and Rosch), the author conceives of human thinking and being as “enacting cognition”. Enacting cognition is the dynamic synthesis of objective knowledge and personal understanding. It is the experience of be-ing.; Thesis (Ph.D, Education) -- Queen's University...

The View from Here:The Perspectives of Inner City Youth in Experiential Education Programs

KERR, ROSEANN
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 549770 bytes; application/pdf
EN; EN
Relevância na Pesquisa
46.33%
This collective case study analyzed the experiences of current and past participants of two experiential education programs for low-income inner city youth in order to understand how participants developed personally and socially through their participation. Drawing on research on risk and resilience, this study focuses on programs that attempt to provide inner city youth with ‘protective factors’ against risks they face. One case represents the experiences of participants in an arts education program and the other in an outdoor education program. At each research site, open ended, semi-structured interviews were conducted with current participants (aged 13-15) and past participants (aged 16-21). Past and current participants in both programs described a series of developmental stages of coming out of one’s shell starting with experiencing success, leading to feelings of competence in abilities, feeling trust for group members, and thus, building the confidence to be one’s self. The agents of change in the arts program were: opportunities for self-expression without formal evaluation in dance, drama, music, and visual arts activities; encouragement from staff; and receiving positive feedback for performances from peers, staff...

Application de la notion d'intention artistique dans l'enseignement des arts plastiques dans les écoles primaires au Québec

Baysset, Arnaud
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
FR
Relevância na Pesquisa
56.55%
La présente recherche porte sur l’existence d’un décalage entre la création artistique dans l’art contemporain et l’enseignement des arts plastiques au primaire au Québec. Plus précisément, après avoir observée l’importance de l’intention artistique dans les mécanismes de création des artistes en art contemporain, cette recherche étudie la place que les enseignants spécialisés en arts plastiques lui accordent dans leur enseignement. En partant de la question de recherche, « Au Québec, les enseignants spécialisés en arts plastiques au primaire entretiennent-ils ou non le décalage entre la création artistique contemporaine et l’enseignement des arts, en prenant ou non en compte le développement d’intention artistique chez les élèves lorsque ceux-ci réalisent des créations personnelles dans les cours d’arts plastiques? », ce mémoire est constitué de plusieurs ensembles d’analyses. La distinction des principaux paradigmes artistiques dans cette recherche définit des attributs pour comprendre respectivement leurs impacts sur l’enseignement des arts et pour saisir les différentes représentations que les enseignants spécialisés en arts plastiques au primaire ont de la création artistique...

L’influence de l’apprentissage des arts sur le développement de l’intelligence émotionnelle d’élèves du primaire

Lauzon La Rue, Émilie
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
FR
Relevância na Pesquisa
46.4%
Dans les écoles primaires québécoises, les cours d'arts font partie des domaines d’apprentissage obligatoires. Toutefois, les effets de l’apprentissage des arts sur les jeunes élèves demeurent mal connus puisque d’une part, l'art est fréquemment perçu comme une discipline de deuxième ordre et d’autre part, des programmes à volet artistique voient encore le jour dans certaines écoles. L’objectif de l’étude est de déterminer si les élèves de 4ième, 5ième et 6ième années fréquentant une école à volet artistique développent davantage d'habiletés particulières liées directement à leur intelligence émotionnelle (IE) comparativement à des élèves fréquentant une école à programme régulier. Une méthodologie reposant sur un devis quasi expérimental avec groupe témoin non équivalent est privilégiée. Les scores d’IE ont été mesurés à l’aide de questionnaires complétés par les élèves, leur enseignant ainsi que leurs parents afin de trianguler les données. Dans un premier temps, les résultats obtenus auprès de l’ensemble de l’échantillon montrent que selon la perception des enseignants, les élèves suivant des cours d’art en parascolaire ont une IE plus élevée que les élèves qui n’en suivent pas. Toutefois...

Pratica artistica para todos : as artes plasticas no cenario da inclusão social na cidade de São Paulo; Practices artistics for all : the arts in the overview of social inclusion from São Paulo city

Paulo Fernando Dias de Toledo Pitombo
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 20/06/2007 PT
Relevância na Pesquisa
46.42%
O processo de formação em arte, somado à docência voltada a públicos especiais, foi constituindo o vislumbre de que a vivência do pesquisador como pessoa com deficiência poderia contribuir no devir de uma perspectiva diferenciada para o ensino de Arte. A lacuna existente de estudos e fóruns sobre as abordagens metodológicas no campo específico de Arte e Deficiência motivou a concretização desta pesquisa. A própria tem por objetivo o estudo de uma mostra qualitativa da cultura contemporânea da cidade de São Paulo acerca de propostas que enfoquem o acesso às Artes Plásticas para pessoas com deficiência, analisando-as na perspectiva do paradigma da inclusão social. Por meio de observações e fotos das três instituições estudadas, bem como das três atividades representativas de um cenário de ações inclusivas, junto com os dados analisados das nove entrevistas com os profissionais que as realizam, foi possível apresentar um retrato atual do diálogo travado entre os agentes desse processo e os conceitos formação de educadores, mudança de paradigma e especificidades do ensino de arte para grupos especiais/mediação. Os fundamentos que deram embasamento teórico à discussão desses dados foram tirados da fenomenologia...

A interculturalidade na educação artística

Caeiro, Sandra Isabel Correia
Fonte: Universidade de Évora Publicador: Universidade de Évora
Tipo: Dissertação de Mestrado
POR
Relevância na Pesquisa
46.34%
No relatório irá desenvolver-se o tema A interculturalidade na Educação Artística porque é essencial divulgar juntos dos alunos várias linguagens visuais e culturais, uma vez que vivemos num mundo globalizado e repleto de diversas abordagens da mesma temática. É, também, fundamental consciencializar os jovens que não vivem isolados num ninho cultural e que as diferenças culturais existentes enriquecem a produção artística, para que seja possível dar cumprimento ao recomendado no Roteiro para a Educação Artística (UNESCO, 2006:8), que defende “a consciência e o conhecimento das práticas culturais e das formas de arte fortalecem as identidades e valores pessoais e coletivos, e contribuem para salvaguardar e promover a diversidade cultural”. Como preconiza Efland “…promover as ideias pós-modernas na educação artística, para que contribuam para criar cidadãos informados, que questionem a autoridade e o status quo, que aceitem as diferenças e atuem em defesa de todos os cidadãos que fazem parte das sociedades” (EFLAND, 2003:155). Esta investigação pretende acima de tudo procurar uma possível resposta para a questão: o conhecimento de diferentes linguagens culturais permite-nos encontrar diferentes formas de representar e intervir na sociedade atual?; ABSTRACT: Interculturality in Arts Education This report will develop the theme Interculturality in Arts Education...

O ensino da arte e a reresentação do corpo humano na sala de aula : trabalhando o conceito de deformação no ensino fundamental

Fraga, Lisiane Beis
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Trabalho de Conclusão de Curso Formato: application/pdf
POR
Relevância na Pesquisa
46.34%
O trabalho dá-se no cruzamento da ética e estética, advindas da experiência de criação como artista plástica, da experiência do cuidado com o outro como profissional da área da saúde e da construção de uma primeira experiência na arte educação realizada em um estágio docente supervisionado. As duas primeiras experiências foram determinantes para a construção da terceira que foi definida a partir da temática comum, a representação do corpo humano, entretanto, diferenciada pelo conceito de deformação, que tradicionalmente foge ao padrão de abordagem do tema. O texto enfoca a preconcepção desse assunto a ser desenvolvido como unidade de ensino da arte em uma turma de ensino fundamental. Apresenta os referenciais teóricos relacionados ao ensino da arte como os Referenciais Curriculares Regionais, Parâmetros Curriculares Nacionais e os contextos artísticos e históricos em se insere a proposta, além de trazer narrativas e descrições do processo de ensino aprendizagem realizado com os alunos. A conclusão apresenta a visão dos alunos como uma forma diferente de trabalhar a arte, assim sobre a unidade de ensino desenvolvida no estágio, selecionando algumas respostas de um questionário proposto aos alunos sobre as aulas ministradas. E ainda...

Understanding and analyzing visual arts: how it is used in art education to assist students in the development of their critical thinking skills

Koo, Caroline
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 23644113 bytes; application/pdf
EN_US
Relevância na Pesquisa
46.52%
A review of pertinent literature indicates that there has been a great deal of discussion on how a visual arts education assists students with their critical thinking skills. In addition, it is also clear that there is no focus on a visual arts curriculum in Deaf Education. A few, but important studies imply that a visual arts education encourages complex thinking, a valuable skill for every child. Speaking from personal experience as a student teacher, I have found that Deaf students have compartmentalized knowledge, but have not been taught how to connect different parts of their knowledge to form a greater understanding. Ultimately, the key assumption is that when students understand and analyze visual arts, they are also developing their critical thinking skills. If that happens with hearing children, then why shouldn't it happen with Deaf children, too? This is an important issue because the quality of Deaf Education has been in need of improvement for many years, or at least, it is certainly not on par with public education. Professionals in the field have often stated that statistics indicate that Deaf students graduate from high school with an average reading level of 4thgrade. Although responsibility for this outcome is probably due to many factors...

A study of industry-prepared instructional aids and services and their use by graphic arts educators

Rentzel, Jere
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
56.45%
The primary purpose of this study was to determine which instructional aids and services graphic arts teachers felt were needed to improve their programs and themselves, and to compare those desired aids and services to the ones currently being provided by A.B. Dick, Addressograph-Multigraph, DuPont, Eastman Kodak, and the 3M Company. The secondary purpose was to develop a publishable list of instructional aids and services for graphic arts teachers. The graphic arts teachers' needs were solicited through a survey form completed by Rochester, New York, area teachers and by those graphic arts teachers who attended a special interest session, "New Curriculum Materials for the Graphic Arts", at the American Industrial Arts Association's national convention at Louisville, Kentucky, April 7-10, 1970 The information describing the aids and services for two of the five participating companies was gathered through interviews at the same convention, through correspondence with two companies , and through an interview at the remaining company's home office. Besides the following lists that showed how the educators rated the aids and services in order of need, the study also provided general information .describing the history of both samples' uses of aids and services. Rochester Workshops and seminars for teachers Movies...

An investigation of strategies for integrated learning experiences and instruction in the teaching of creative art subjects

Nompula,Yolisa
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2012 EN
Relevância na Pesquisa
56.43%
This study investigated the integrating possibilities within each creative arts subject. The objective was to optimize the limited teaching time, generally allocated to each art subject in schools, by developing a pedagogical strategy for its successful implementation. While the study was limited to South African schools, the results have global relevance and significance in the ongoing global trendsetting and discourse on arts education. In South Africa the previous National Curriculum Statement (NCS, 2002) integrated music, dance, drama and visual arts where possible, while the new Curriculum and Assessment Policy Statement (CAPS, 2011) offers two elective art subjects in the senior phase (Grades 7-9), each taught separately an hour per week during school hours and one hour per week after school, thereby attempting to extend the teaching time. This qualitative enquiry used documentary analyses, teacher interviews, and student group discussions for the collection of data. Pre-determined and emergent codes based on grounded theory showed that it is possible to integrate theory with practice within one art subject by teaching theoretical work in the context of practical work, thus optimizing the limited time allocated to arts and culture education in school timetables.