Propositions and Provocations for Advancing Learning and Teaching Through Creativities and the Arts

2018 ◽  
pp. 291-293
Keyword(s):  
Learning And Teaching ◽  
The Arts

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

Using Art as Research in Learning and Teaching: Multidisciplinary Approaches Across the Arts, Ross W. Prior (ed.), Foreword by Shaun McNiff (2018)

2020 ◽  
Vol 12 (1-2) ◽  
pp. 127-129
Author(s):  
Rea Dennis
Keyword(s):  
Learning And Teaching ◽  
The Arts ◽  
Art As Research

Review of: Using Art as Research in Learning and Teaching: Multidisciplinary Approaches Across the Arts, Ross W. Prior (ed.), Foreword by Shaun McNiff (2018) Bristol: Intellect, 225 pp., ISBN 978-1-78320-892-0, p/bk, £25.00

Design Education and Institutional Transformation

2012 ◽  
pp. 351-364
Author(s):  
Dean Bruton
Keyword(s):  
Higher Education ◽  
Computational Methods ◽  
Design Education ◽  
Computational Design ◽  
Institutional Transformation ◽  
Learning And Teaching ◽  
The Arts ◽  
Key Factor ◽  
Institutional Adoption ◽  
The Impact

This chapter aims to develop awareness of the changing characterization of design and design education in response to the impact of global crisis and the ongoing introduction of innovative computational design methods and technologies. This chapter presents a strategic vision that includes a range of major concerns in relation to design education’s learning and teaching needs in higher education. The purpose of the chapter is to reconsider the foundation and consequent assumptions required of a vital relevant design education in the 21st century. It reflects on a general academic reassessment of the nature of design education in the light of the impact of computational methods and technologies and asserts a need for the re-envisioning of design education pedagogies in terms of networked interaction and global issues. Specifically it maintains that computational methods and techniques and the institutional adoption of interaction as a key factor in education has transformed the conception and construction of content as well as the delivery of communications across the broad spectrum of both the arts and sciences. It acknowledges the theory of institutional transformation, explores the evidence for such a theory, and discusses design education’s potential pedagogical strategies for reform of higher education.

scholarly journals From the editor

2017 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Ayse Cakır İlhan
Keyword(s):  
Review Process ◽  
Peer Review Process ◽  
Original Research ◽  
Double Blind ◽  
High Quality Research ◽  
Related Field ◽  
Learning And Teaching ◽  
The Arts ◽  
Design Culture ◽  
Wide Range

Message from EditorDear Readers,It is a great honor for us to publish seventh volume, first issue of Global Journal of Arts Education.Global Journal of Arts Education is an international peer-refereed journal that provides an international form for research in the field of the art and creative education. The journal welcomes a wide range of theoretical and methodological approaches to research, and encourages submissions from the broader fields of education and the arts that are related with learning and teaching through art education. The journal publishes original research articles or comprehensive reviews on design, culture, architecture, aesthetics, arts history, arts ethics, graphic design and ceramics that are related with the area of education.Articles focusing on acid precipitation and historical monuments and statues, animal and bird motifs of India, ceramic wall panels, educational animations and teenagers' graphical skills have been included in this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in each volume and issue.A total number of twelve (12) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Prof. Dr. Ayse Cakir IlhanEditor – in Chief

Learning and Teaching in the Arts

1971 ◽  
Vol 5 (4) ◽  
pp. 39
Author(s):  
Henry D. Aiken
Keyword(s):  
Learning And Teaching ◽  
The Arts

scholarly journals Art and Design Education in Times of COVID-19: Distance Learning and the Importance of Interaction and Empathy

2021 ◽  
Vol 2 (2) ◽  
pp. 23-26
Author(s):  
Ruth Mateus-Berr
Keyword(s):  
Distance Learning ◽  
Digital Media ◽  
Design Education ◽  
Educational Institutions ◽  
Maker Movement ◽  
Art And Design ◽  
Learning And Teaching ◽  
Art Instruction ◽  
The Arts ◽  
And Migration

At the period of worldwide public health emergency of COVID-19, the majority of educational institutions in the world have faced the forced emergency lockdown and migration into the digital, online or virtual learning and teaching environments. Basically, it must be stated up front that digital media and processes have long been part of art instruction, and the maker movement has introduced 3-D printing, especially in design classes. But distance learning presents yet another set of challenges for these subjects.            This article examines how this change has affected the teaching of art and design, looks at two case studies (secondary school and university) and refers to discussions at art education conferences and papers on the post-pandemic challenges of digitization in the arts.

ePortfolios

2011 ◽  
pp. 15-23 ◽  
Author(s):  
Teresa Acosta ◽  
Youmei Liu
Keyword(s):  
Social Capital ◽  
Locus Of Control ◽  
Educational System ◽  
Curriculum Design ◽  
Global Community ◽  
Best Interest ◽  
Learning And Teaching ◽  
New Graduates ◽  
The Arts

This chapter focuses on how ePortfolios: (1) shift the locus of control from instructor to student, (2) change curriculum design, and (3) develop social capital. Our contention is that as ePortfolio use gains momentum, the curricula will be scrutinized by persons both in and out of academia, and will evolve to adapt. As business, industry, the arts, government, and so forth influence and shape what is to be assessed, social capital (Bourdieu, 1986) is created, thus opening doors for new graduates entering their profession. Therefore, ePortfolios are not only tools for assessing learning and teaching, but more importantly they promote reform of the traditional educational system, bridge the divide between the academy and society, and develop social capital for the best interest of the global community.

The challenge and value of learning and teaching in the arts

2013 ◽  
pp. 20-28
Author(s):  
Deborah Fraser
Keyword(s):  
Student Learning ◽  
Community Involvement ◽  
Ways Of Knowing ◽  
School Community ◽  
High Stakes ◽  
Learning And Teaching ◽  
Effective Pedagogy ◽  
The Arts ◽  
Exploratory Play ◽  
Value Of Learning

Literacy and numeracy are high-stakes, and we do our students a disservice if we do not grow their capabilities in these areas. However, we also do them an immense disservice if we ignore their creative, imaginative, and artistic abilities. Not only do the arts contribute to student learning in other areas of the curriculum, they have innate benefits and teach us things that cannot be learnt from other disciplines. How we teach the arts is also significant. Too much emphasis on narrow skills perpetuates a dull, instrumental outcome and erodes quality. The arts require the purposeful teaching used in effective pedagogy with attention to the scaffolding of skills, exploratory play, idea development, honing of precision, and imaginative expression. The arts also offer inclusive contexts for engaging all students given the embodied ways of knowing privileged in the arts. Moreover, the arts readily engage the wider school community and are enriched by community involvement. The contribution of the arts to our students places beauty, imagination, and creativity at the centre of education.

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