Art Education Theory and Practical Experience: My Journey as an Art Educator and Amateur Theorist

2012 ◽  
Vol 10 (4) ◽  
pp. 222-228 ◽  
Author(s):  
Dustin Garnet
Keyword(s):  
Art Education ◽  
Practical Experience ◽  
Art Educator ◽  
Education Theory

scholarly journals PRACTICE-ORIENTED TRAINING IN THE SYSTEM OF ART EDUCATION (FROM THE EXPERIENCE OF THE DEPARTMENT OF DESIGN, MONUMENTAL AND DECORATIVE ARTS OF OSPU)

2021 ◽  
pp. 192-199
Author(s):  
A.I. Sukharev ◽  
◽  
G.A. Lanshchikova ◽  
Keyword(s):  
Art Education ◽  
Practical Experience ◽  
Decorative Arts ◽  
Theoretical Knowledge ◽  
Decorative Art ◽  
Independent Work

The article deals with the specific features of practice-oriented teaching in art education: the integration of the disciplines of the art-professional module; the change in the role of the teacher, the students’ acquisition of theoretical knowledge mainly in practical classes and in the course of independent work; the importance of students reflection. The conditions of organizing academic classes and independent work of students on the practical experience of the Department of Design, Monumental and Decorative Art of OSPU are described.

scholarly journals National education theory journal “Art and Education”: 20th anniversary

2017 ◽  
pp. 51-53
Author(s):  
V. V. Rahozina
Keyword(s):  
Visual Culture ◽  
Art Education ◽  
National Education ◽  
Aesthetic Development ◽  
History Of Art ◽  
The World ◽  
Education Theory ◽  
History Of ◽  
20Th Anniversary ◽  
Insight Into

We present the national education theory journal “Art and Education”. The journal publishes materials on problems of the theory and history of art education, of the theory and methodology of education, and on methods of instruction in music, fine art and visual culture. We emphasize the uniqueness of this artisticpedagogical record, the only Ukrainian journal on art education, artistic and aesthetic development, one in which Ukrainian and foreign scientists and practical educators provide insight into the achievements of the pedagogy of art and the experience of art education in Ukraine and other countries of the world. We trace the stages of the journal’s development since its establishment and articulate its achievements over its 20-year existence.

Altermodern art education: Theory and practice

2015 ◽  
Vol 11 (2) ◽  
pp. 213-228
Author(s):  
Marike Hoekstra ◽  
Talita Groenendijk
Keyword(s):  
Art Education ◽  
Theory And Practice ◽  
Education Theory

scholarly journals Re-conceptualizing the Jordanian Art Education Curricula: Suggested Entries for Teaching Discipline-Based Art Education Theory

2019 ◽  
Vol 11 (2) ◽  
pp. 26
Author(s):  
Bassam Al-Radaideh ◽  
Raed Al-Share ◽  
Asem Obidat
Keyword(s):  
Art Education ◽  
Art Criticism ◽  
Artistic Production ◽  
Teaching History ◽  
History Of Art ◽  
Education Theory ◽  
History Of ◽  
Essential Knowledge ◽  
And Function ◽  
Role And Function

The curricula of art education in the elementary and secondary schools of Jordan is limited to teaching technical skills for making art, and students did not receive tangibleeducation about history of art, aesthetic, and critical aspects of art. This study identified the theory of Discipline-Based Art Education (DBAE) and its significance in teaching art, and it provided suggestions for teaching history of art, criticism, aesthetic and artistic production. Furthermore, the study justified the possibility of implementing the DBAE approach in Jordan art education curricula. The research revealed that DBAE theory improved and elevated art education to a new level because the four disciplinary content area played a significant role in the development of essential knowledge and skills in the art such as developing the creativity, appreciation, understanding and learning about the role and function of art in human civilization. The study recommends to include the components of DBAE to art education instruction in Jordanian curricula.

scholarly journals The roles of art educationalists to realize the aims of the art education: Bauhaus case

2017 ◽  
Vol 6 (4) ◽  
pp. 126-132
Author(s):  
Tamer KAVURAN ◽  
Bayram Dede
Keyword(s):  
Art Education ◽  
Technical Equipment ◽  
Paul Klee ◽  
Wassily Kandinsky ◽  
Art Educator ◽  
Individual Contributions ◽  
The Individual ◽  
Johannes Itten ◽  
The Impact ◽  
Art Schools

AbstractTo achieve the objective of art education, (i.e. the training of art educationalists) workshops, technical equipment, and curriculum all play an important role. It is impossible to ascertain the objectives of art education if the instructor has insufficient knowledge. The reason why the Bauhaus school of design became globally recognized was due to its superior instructors. Among the instructors of the school, there were Johannes Itten, Josef Albers, Wassily Kandinsky, Paul Klee, Lyonel Feininger, Laszlo Moholy-Nagy, Oscar Schlemmer. They applied their revolutionary methods to the Bauhaus school. Due to these methods the Bauhaus model of teaching has been copied by other art schools; even after the Bauhaus school closed. In this study, the impact of the Bauhaus school and its instructor is examined. The individual contributions of its instructors to art education, as well as how they exemplify the model art educator are also explored in detail. Keywords: art, design, Bauhaus, knowledge, instructor.

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