scholarly journals FORMAS DA POTÊNCIA E ESTADOS ARTÍSTICOS NA FORMAÇÃO INICIAL E NA DOCÊNCIA EM ARTES VISUAIS

2020 ◽  
Vol 27 (3) ◽  
pp. 226
Author(s):  
Carmen Lúcia Capra ◽  
Luciana Gruppelli Loponte
Keyword(s):  
Teacher Education ◽  
Visual Arts ◽  
Philosophy Of Art ◽  
Art Practices ◽  
Arts Teachers ◽  
Formación Docente

RESUMO: O texto parte de modos de relacionar-se com a arte, manifestados por professoras de artes visuais, seguindo com uma reflexão sobre as posições de professores em formação e em exercício em relação à arte. Apresenta uma reunião ensaística de ideias que fornecem meios para pensar as relações produzidas com a arte desde a formação docente inicial, como o caráter biográfico que compõe o estudo e as práticas de arte no curso de licenciatura. É feita uma argumentação sobre conceitos da filosofia, da filosofia da arte e da educação, como verdade e potência, por exemplo, a fim de elaborar contribuições para a formação docente em artes visuais. Ao final, em lugar de tomar como verdades exemplares as práticas legitimadas pelo campo artístico, defende-se que a docência possa adotar existências artísticas na forma da sua própria potência.Palavras-chave: Licenciatura. Artes Visuais. Potência. Verdade.FORMS OF POTENCY AND ARTISTIC STATES IN TEACHER EDUCATION AND TEACHING IN VISUAL ARTSAbstractThe text goes towards the ways to get related to art, these manifested by visual arts teachers, followed by a reflection about the positions of teachers under formation and those who are exercising their teaching concerning arts. It presents an essayistic meeting of ideas that provide means to think about the relations produced with art since the initial teaching formation, as the biographical character that composes the study and the art practices in the undergraduate course. An argument is made about concepts of philosophy, philosophy of art, and education, such as truth and potency, for example, in order to make contributions to teacher education in the visual arts. In the end, instead of taking as exemplary truths the practices legitimized by the artistic field, it is argued that teaching can adopt artistic existences in the form of its own power.Keywords: Licentiate Degree. Visual Arts. Pontency. Truth.FORMAS DE LA POTENCIA Y ESTADOS ARTÍSTICOS EN LA FORMACIÓN INICIAL Y NA DOCENCIA EN ARTES VISUALESResumenEl texto parte de formas de relacionarse con el arte, manifestadas por profesores de artes visuales, y luego con una reflexión sobre las posiciones de los profesores en formación y en la ejercicio en relación con el arte. Presenta una reunión de ensayos de ideas que proveen medios para pensar sobre las relaciones producidas con el arte desde la formación docente inicial, como el carácter biográfico que compone el estudio y las prácticas artísticas en el curso de licenciatura. Se discute acerca de los conceptos de filosofia, filosofia del arte y la educación, como la verdade y la pontencialidad,por ejemplo,para hacer contribuciones a la formación del profesorado em las artes visuales. Al final, em lugar de tomar como verdades ejemplares las prácticas legitimadas por el campo artístico, se argumenta que la enseñanza puede adoptar existencias artísticas em la forma de su propio poder.Palabras clave: Licenciatura. Artes visuales. Potencia. Verdad. 

scholarly journals Contextualizing Aesthetics as Social Engagement for Teacher Education

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Adam I Attwood
Keyword(s):  
Teacher Education ◽  
Visual Arts ◽  
Social Engagement ◽  
Historical Development ◽  
Fine Arts ◽  
Content Areas ◽  
The Arts ◽  
Arts Teachers ◽  
Meta Analyses ◽  
K 12

Aesthetics is a type of literacy; however, it has been missing in generalist meta-analyses of teacher education. This article adds to the literature by synthesizing aesthetics theory, especially for implications of the historical development of ideas related to visual arts and aesthetics broadly defined for inclusive teacher preparation that promotes social engagement. Various viewpoints are explored in this article for contextualizing the field of aesthetics education as it relates to the preparation of generalist K–12 teachers who are not training to be fine arts teachers. With context, generalist K–12 teachers can be equipped to integrate the arts across other content areas.

scholarly journals «The Great Neurosis» of Jacques Loysel and Alfred Kubin

2020 ◽  
pp. 144-149
Author(s):  
D. O. Martynova ◽  
Keyword(s):  
Mental Illness ◽  
Contemporary Art ◽  
Visual Arts ◽  
Visual Image ◽  
Lost Generation ◽  
Disciplinary Power ◽  
Graphic Artist ◽  
Art Practices ◽  
The Impact ◽  
Pathological Image

On the example of the work «The Great Neurosis» by the French sculptor Jacques Loysel and «Europe» by the Austrian graphic artist Alfred Kubin, it is described and analyzed how artists gave characteristics of changes in their eras, using the same visual image associated with a mental illness. It is proved that while Loysel’s artwork was associated with the latest discoveries in medicine, then Kubin’s artwork was reinterpreted in a new way, reflecting the problems and experiences of the «lost generation». From this it follows that the example of the works «The Great Neurosis» and «Europe» by Loysel and Kubin can be traced not only to evolution, but also to the introduction of the pathological image of the “hysterical body” both in the art of the XXth century and in contemporary art practices. Such a study demonstrates the relevance and signifi cance of studying the links between, as well as the analysis of the impact of mechanisms of institutions of disciplinary power on the visual arts of various eras.

scholarly journals POLÍTICA NACIONAL DE FORMAÇÃO CONTINUADA: experiência formativa em Belém-Pará

2020 ◽  
Vol 27 (4) ◽  
pp. 289
Author(s):  
Adelice Sueli Braga Delgado ◽  
Tânia Regina Lobato dos Santos ◽  
Kátia Maria dos Santos Dias ◽  
Ely do Socorro Oliveira de Medeiros
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Focus Group ◽  
Continuing Education ◽  
Field Research ◽  
Pedagogical Practice ◽  
Training Experience ◽  
Dialectical Approach ◽  
Analysis Technique ◽  
Formación Docente

Este artigo apresenta reflexões sobre uma experiência de proposta de curso vinculada a uma política nacional de formação de professores, tomando por base duas categorias: reflexões sobre a formação de professores e a prática pedagógica; aprendizagens proporcionadas pelo curso de formação continuada de professores. As categorias são oriundas da análise das falas de egressas do curso mediante sessões de grupo focal. Caracteriza-se como uma pesquisa de campo, sustentada por uma abordagem qualitativa (MINAYO, 2008) e enfoque dialético (FRIGOTTO, 2010). A pesquisa foi realizada com egressas do curso de especialização em docência na Educação Infantil, no município de Belém, sendo este o locus da pesquisa. Os procedimentos metodológicos utilizados foram: levantamento bibliográfico; leitura e consulta de documentos e Grupo Focal (SEVERINO, 2007; GATTI, 2005). Para a sistematização e análise dos dados, foi utilizada a técnica da análise de conteúdo (BARDIN, 2011). O referencial teórico utilizado foi pautado em estudiosos sobre a Educação Infantil e a Formação de Professores. Identificou-se que o curso de especialização configurou-se como um espaço privilegiado para estudos, pesquisas e aprofundamento teórico-metodológico, já que o estudo e a problematização das realidades de trabalho foram pontos fundantes para exercitar a atitude reflexiva e as aprendizagens contribuíram para (re)significar suas práticas.Palavras-chave: Formação de Professores. Professor reflexivo. Prática Pedagógica.NATIONAL POLICY FOR CONTINUING EDUCATION: training experience in Belém-ParáAbstractThis article presents reflections on a course proposal experience linked to a national teacher education policy, based on two categories: reflections on teacher education and pedagogical practice; learning provided by the continuing education course for teachers. The categories come from the analysis of the speeches of the course's graduates through focus group sessions. It is characterized as a field research, supported by a qualitative approach (MINAYO, 2008) and a dialectical approach (FRIGOTTO, 2010). The research was carried out with graduates of the Teaching in Early Childhood Education's specialization course, from the city of Belém, which is the locus of the research. The methodological procedures used were: bibliographic survey; reading and consulting documents and Focus Group (SEVERINO, 2007; GATTI, 2005). For the systematization and analysis of the data, the content analysis technique was used (BARDIN, 2011). The theoretical framework used was based on scholars on Early Childhood Education and Teacher Education. It was identified that the specialization course was configured as a privileged spot for studies, research and theoretical-methodological deepening, since the study and problematization of work realities were fundamental points to exercise the reflexive attitude and the learning contributed to ( re) signify your practices.Keywords: Teacher Education. Reflective teacher. Pedagogical Practice.POLÍTICA NACIONAL DE FORMACIÓN CONTINUA: experiencia Formativa En Belém-ParáResumen Este artículocpresenta reflexión sobre una experiencia de proposta de curso vinculada a una política nacional de formación docente, a partir de dos categorías: reflexiones sobre la formación y práctica pedagógica del profesorado; aprendizaje proporcionado por el curso de educación continua para profesores. Las categorías se derivan del análisis de los discursos de los egresados del curso a través de sesiones de focus grup.  Se caracteriza por ser una investigación de campo, sustentada en un enfoque cualitativo (MINAYO, 2008) y un enfoque dialéctico (FRIGOTO, 2010). La investigación se realizó con egresados del curso de especialización en docencia en Educación Infantil, en la ciudad de Belém, que es el lugar de la investigación. Los procedimientos metodológicos utilizados fueron: levantamiento bibliográfico; lectura y consulta de documentos y Focus Grup (SEVERINO, 2007, GATTI, 2005). Para la sistematización e análisis de los dados se utilizó la técnica de análisis de contenido (BARDIN, 2011). El marco teórico utilizado se báso en estudiosos de Educación Infantil y Formación Docente. Se identificó que el curso de especialización se configuró como un espacio privilegiado para los estudios, la investigación y la  profundización teórico-metodológica, ya que el estudio y proplematización de las realidades laborales fueron puntos fundamentales para ejercitar la actitud reflexiva y los aprendizajes aportados a (re) signifique sus práctica.Palabras clave: Formación del profesorado. Maestra reflexiva. Práctica pedagógica.

A Musical Suite Composed by an Electronic Brain: Reexamining the Illiac Suite and the Legacy of Lejaren A. Hiller Jr.

2018 ◽  
Vol 28 ◽  
pp. 19-24 ◽  
Author(s):  
Tiffany Funk
Keyword(s):  
Visual Arts ◽  
Performance Art ◽  
Electronic Music ◽  
Digital Art ◽  
John Cage ◽  
Computational Experimentation ◽  
Art Practices ◽  
Conceptual Performance ◽  
The 1950S

In 1956, Lejaren A. Hiller, Jr., and Leonard Isaacson debuted the Illiac Suite, the first score composed with a computer. Its reception anticipated Hiller’s embattled career as an experimental composer. Though the Suite is an influential work of modern electronic music, Hiller’s accomplishment in computational experimentation is above all an impressive feat of postwar conceptual performance art. A reexamination of theoretical and methodological processes resulting in the Illiac Suite reveals a conceptual and performative emphasis reflecting larger trends in the experimental visual arts of the 1950s and 1960s, illuminating his eventual collaborations with John Cage and establishing his legacy in digital art practices.

scholarly journals Making the Introduction of Multi-media Technologies Count in Education Reform in Africa: the Case of Ghana

Comunicar ◽  
2009 ◽  
Vol 16 (32) ◽  
pp. 109-118 ◽  
Author(s):  
Kwame Akyeampong
Keyword(s):  
Teacher Education ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Education Curriculum ◽  
Media Technologies ◽  
New Information ◽  
Nuevas Tecnologías ◽  
Multi Media ◽  
Formación Docente

This contribution reviews the introduction of old and new information communication technologies in Ghanaian education. It points out how the recent proliferation of multi-media technologies in the country has ultimately encouraged the introduction of ICTs in education. However, the author argues that much of the move to introduce these new technologies into schools and colleges has not reflected the need to re-conceptualise teacher education curriculum practices to base its foundations on constructivist ideas about knowledge and its production. Without this, reforms to introduce new information communication technologies in classrooms risk becoming tools that are again used to reinforce old traditions of teaching and learning based on uncritical transmission of knowledge. Finally, the author argues that changes to the teacher education curriculum in Ghana, and elsewhere in Africa, should also reflect the new professional learning identities and learning experiences that ICT and other media communication tools are meant to foster in the classroom. La presente contribución da un repaso a la introducción de las tecnologías antiguas y nuevas de la información en el sector educativo de Ghana. Señala cómo la reciente proliferación de las tecnologías mul timedia en el país ha alentado finalmente la introducción de las TIC en la educación. Sin embargo, el autor sostiene que buena parte de la motivación para introducir estas nuevas tecnologías en los centros educativos e institutos superiores no ha reflejado la necesidad de reconceptualizar las prácticas curriculares en la formación docente, con el fin de fundamentarlas en ideas constructivistas sobre los conocimientos y su producción. Sin esto, las reformas para introducir las nuevas tecnologías de información y comunicación en las aulas corren el riesgo de ser meramente herramientas que nuevamente se utilizan para reforzar las viejas tradiciones de enseñanza y aprendizaje en base a la trasmisión de los conocimientos sin ningún pensamiento crítico. Finalmente, el autor insiste en que los cambios curriculares en la formación docente en Ghana, y en otras partes de África, también deben reflejar las nuevas identidades de aprendizaje profesional y experiencias de aprendizaje que deben fomentar las TIC y otras herramientas mediáticas en el aula.

The gestures of participatory art

2018 ◽  
Author(s):  
Sruti Bala
Keyword(s):  
Collective Action ◽  
The Netherlands ◽  
Visual Arts ◽  
Civic Life ◽  
Institutional Critique ◽  
Community Theatre ◽  
Participatory Art ◽  
Art Practices ◽  
The Subject ◽  
Critical Investigation

The gestures of participatory art offers a critical investigation of key debates in relation to participatory art, spanning the domains of applied and community theatre, immersive performance as well as the visual arts. Rather than seeking a genre-based definition, it asks how artists, audiences and art practices approach the subject of participation beyond the predetermined options allocated to them. In doing so, it inquires into the ways that artworks participate in civic life. Participation is the utopian sweet dream that has turned into a nightmare in contemporary neoliberal societies. Yet can the participatory ideal be discarded or merely replaced with another term, just because it has become disemboweled into a tool of pacification? The gestures of participatory art insists that the concept of participation must be re-imagined and shifted onto other registers. It proposes the concept of the gesture as a rewarding way of theorizing participatory art. The gesture is simultaneously an expression of an inner attitude as well as a social habitude; it is situated in between image, speech and action. The study reads the gestural as a way to link discussions on participatory art to broader issues of citizenship and collective action. Moving from reflections on institutional critique and impact to concrete analyses of moments of unsolicited, delicate participation or refusal, the book examines a range of practices from India, Sudan, Guatemala and El Salvador, the Lebanon, the Netherlands and Germany. It engages with the critiques of participation and pleads for a critical reclaiming of participatory practices.

scholarly journals THE RELEVANCE OF THE VISUAL ARTS CURRICULUM IN THE PREPARATION OF PRE-SERVICE VISUAL ARTS TEACHERS IN UGANDA

2017 ◽  
Vol 75 (4) ◽  
pp. 394-409
Author(s):  
Julius Ssegantebuka
Keyword(s):  
Visual Arts ◽  
Practical Knowledge ◽  
Integrated Approach ◽  
Design Data ◽  
Visual Arts Education ◽  
Short Period ◽  
Arts Curriculum ◽  
Arts Teachers ◽  
Visual Arts Curriculum

The research examined the relevance of the visual arts curriculum content with the view of assessing the extent to which it equips pre-service visual arts teachers with the knowledge and skills required for effective teaching. The study adopted a descriptive case study design. Data were collected from three purposively selected National Teacher Colleges (NTCs), six tutors and 90 final year pre-service visual arts teachers participated in this study. The research findings showed that teacher education institutions are inadequately preparing pre-service visual arts teachers because of the gaps in the Visual Arts Curriculum (VAC) used in NTCs. Some of these gaps are attributed to the structure of the visual arts curriculum tutors use in NTCs. The visual arts curriculum lacks explicit visual arts assessment strategies; it has wide and combined visual arts content to be covered within a short period of two years and the limited knowledge of the available art materials, tools and equipment. The research recommended the restructuring of the VAC to accommodate more practical; and the introduction of specialized knowledge in the visual arts education (VAE) to enable tutors decipher practical knowledge from the theory studied so as to adopt an integrated approach in VAE curriculum. Keywords: case study, pre-service teachers, relevant visual arts curriculum.

scholarly journals Formation continue des enseignantes spécialisées en arts plastiques pour faire de l’école un espace inclusif, ouvert à l’autre et au monde | Professional Development of Art Teachers to Make School a Place that is Inclusive, Open to Others and the World

2017 ◽  
Vol 44 (1) ◽  
pp. 47-63
Author(s):  
Mona Trudel ◽  
Adriana De Oliveira ◽  
Élyse Mathieu ◽  
Réginald Fleury
Keyword(s):  
Contemporary Art ◽  
Visual Arts ◽  
Collaborative Research ◽  
Art Teachers ◽  
Intercultural Education ◽  
Student Culture ◽  
Formation Continue ◽  
Female Teachers ◽  
Education Professional ◽  
Arts Teachers

Abstract: The article deals with a training program involving visual arts teachers and pedagogical advisors from the Montreal School Board (CSDM). The goal of collaborative research was to foster the development of new modes of practice by supporting female teachers in the development of art projects that combine contemporary art, intercultural education and student culture. In this research, we aimed to identify the elements that favor the integration of the intercultural dimension in the visual arts class or that constitute an obstacle. The results of the study highlight the importance of the appreciation of contemporary art as a lever for intercultural dialogue.Keywords: Current art; Artistic education ; Intercultural education; Professional development.Résumé : L’article traite d’un programme de formation impliquant des enseignantes en arts plastiques et des conseillères pédagogiques de la Commission scolaire de Montréal (CSDM). L’objectif de la recherche collaborative était de favoriser l'élaboration de nouveaux modes de pratiques en soutenant des enseignantes dans le développement de projets d'art qui conjuguent art actuel, éducation interculturelle et culture des élèves. Dans cette recherche, nous visions à identifier les éléments qui favorisent l’intégration de la dimension interculturelle en classe d’arts plastiques ou qui en constituent un obstacle. Les résultats de l’étude soulignent l’importance de l’appréciation de l’art actuel comme levier d’un dialogue interculturel.Mots clés : Art actuel ; Éducation artistique ; Éducation interculturelle ; Développement professionnel

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