scholarly journals Exploring a Curricula of Visual and Poetic Aesthetics / Exploration de programmes d’esthétisme visuel et poétique

2019 ◽  
Vol 46 (1) ◽  
pp. 44-59
Author(s):  
Kelly Young
Keyword(s):  
Visual Arts ◽  
Arts Education ◽  
Nous Pouvons ◽  
Formation Initiale ◽  
Aesthetic Responses ◽  
Pre Service Teacher Education ◽  
Future Direction ◽  
Poetic Response ◽  
Pre Service Teacher

Abstract: In this article, I explore the role of visual arts in shaping the future direction of the literary arts in my pre-service teacher education classroom. I outline a cross-curricular curriculum by exploring a theoretical and practical relationship between visual and poetic aesthetics. Drawing upon the imagination, we are able to become critical storytellers as we engage in ekphrastic poetics, that is—a poetic response to a form of art. Ultimately, we modify and expand on the practice to include responses to photography or works of art—that are themselves aesthetic responses. Key words: Arts; Education; Imagination; Ekphrastic Poetics; Curriculum. Résumé : J’analyse dans cet article le rôle des arts visuels dans l’orientation future des arts littéraires dans le contexte de ma classe de formation initiale des enseignants. Je donne un aperçu d’un programme transdisciplinaire en analysant le lien théorique et pratique entre l’esthétisme visuel et l’esthétisme poétique. Nous pouvons, grâce à l’imagination, devenir des raconteurs critiques par le biais de la poésie ekphrasique, c’est-à-dire par le biais d’une réaction poétique vis-à-vis une forme d’art. En bout de ligne, nous modifions et élargissons la pratique pour y inclure les réactions face à la photographie ou à des œuvres d’art, qui sont elles-mêmes des interprétations esthétiques.Mots-clés : arts, éducation, imagination, poésie ekphrasique, curriculum.

Technologizing Teaching

2013 ◽  
pp. 940-962
Author(s):  
Joseph M. Piro ◽  
Nancy Marksbury
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Learning Activity ◽  
Instructional Media ◽  
Technology Instruction ◽  
The World ◽  
Pre Service Teacher Education ◽  
K 12 ◽  
Pre Service Teacher

With the continuing shift of instructional media to digital sources occurring in classrooms around the world, the role of technology instruction in the pre-service curriculum of K-12 teachers is acquiring increasing salience. However, barriers to its inclusion continue to exist. In this chapter we focus on a model of hybridity designed to embed technology instruction into pre-service education. This model is known as the WebQuest and involves the development of a technology-driven learning activity that scaffolds the building of skills in content, pedagogy, and technology integration in pre-service teachers. We discuss data from an exploratory project conducted within a class of graduate pre-service teachers experiencing instruction in creating a WebQuest, and offer some preliminary findings. We place these results within a larger perspective of the CFTK and TPACK frameworks and their application to issues germane to pre-service teacher education.

scholarly journals The Importance of Art-Based Curriculum in Peace Education

2016 ◽  
Vol 8 (4) ◽  
pp. 220 ◽  
Author(s):  
Mahin Barkhordari ◽  
Hasanali Bakhtyar Nasrabadi ◽  
Mohammad Hossein Heidari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Visual Arts ◽  
Performing Arts ◽  
Arts Education ◽  
Peace Education ◽  
Ethical Skills ◽  
The Mind ◽  
Descriptive Method

<p>The present study aimed to draw attentions toward the importance of art-based curriculum in peace education. Arts education can nurture humanitarian and peaceable children. However, arts education and its effect on developing ethical skills, compassion, sympathy and peace have been neglected in many societies. In this research, by analytical-descriptive method, the interaction between arts education and peace education has been explained. The main finding of this research is that Arts education through various methods including visual arts, performing arts, cinema, and music provides different methods for revolutionizing the mind. Therefore, the role of content mediation of art for understandability of the truth about peace could not be neglected. Art as content becomes the mediator for understanding and nurturing peace.</p>

Role of Feedback for Bridging Theory- Practice Gap in Teaching Practicum

2020 ◽  
Vol 11 (1) ◽  
pp. 159-159
Author(s):  
Faiza Masood ◽  
Dr. Malik Ghulam Behlol
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Theory And Practice ◽  
Teaching Practicum ◽  
Practice Gap ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

Incorporating theory into practice is not a simple rather dialectical and complex process of observing, scaffolding, reflecting, and coordinating prospective teachers. It has been observed that interaction in the form of academic feedback between CTs and PTs is missing in the teaching practicum. The present study aims to investigate the perceptions and practices of PTs and CTs about Feedback in teaching practicum to bridge the gap between theory and practice in the Pre-service Teacher Education Program. It is an exploratory investigation applying survey method and semi-structured interview to collect data from PTs and CTs to answer the investigation inquiries about the role of Feedback practices in bridging the theory-practice gap. Purposive and Criterion sampling techniques were applied to select the participants of the study. Findings reveal that the CTs are working as mentors without any professional training and recognition in their department and universities for their contributions in teaching practicum. They are lacking to perform their role effectively in providing written and oral Feedback to PTs for their professional development. School Practicum is suggested to be regular, well organized, and structured instead of a command-based component of the Pre-service Teacher Education Program. Keywords: Feedback, Teaching practicum, Cooperative teacher, Prospective Teacher

The Role of Collative Variables in Aesthetic Experiences

2020 ◽  
Author(s):  
Manuela Marin
Keyword(s):  
Visual Arts ◽  
Theoretical Perspective ◽  
Aesthetic Response ◽  
Aesthetic Experiences ◽  
Aesthetic Responses ◽  
Experimental Aesthetics ◽  
Wide Range ◽  
Music Literature ◽  
Stimulus Features

Daniel Berlyne and his New Experimental Aesthetics have largely shaped the field since the 1970s by putting the study of collative variables related to stimulus features in the foreground, embedded in the context of motivation, arousal, and reward. Researchers from various fields have extensively studied the role of novelty, surprise, complexity, and ambiguity in aesthetic responses since then, employing a wide range of behavioral, computational, and neuroscientific methods. These studies have been conducted in different sensory and artistic domains, such as in music, literature, and the visual arts. The insights gained from these efforts are very promising from a broader theoretical perspective, and have opened up new avenues of research going beyond Berlyne’s psychobiological model of aesthetic response, leading to manifold applications in several practical fields.

scholarly journals Investigating the Role of Mobile Devices in a Blended Pre-Service Teacher Education Program

2013 ◽  
Vol 43 (3) ◽  
pp. 56-77
Author(s):  
Norman Vaughan ◽  
Kimberley Lawrence
Keyword(s):  
Teacher Education ◽  
Mobile Devices ◽  
Classroom Environment ◽  
Teacher Education Program ◽  
Program Outcomes ◽  
Education Degree ◽  
Pre Service Teacher Education ◽  
Study Participants ◽  
Pre Service Teacher

The purpose of this research study was to investigate if and how mobile devices could be used to support the required program outcomes in a blended pre-service teacher education degree. All students enrolled in an educational technology course during the fall 2011 semester were provided with ViewSonic tablets. Through faculty interviews, student online surveys, and a post-course focus group, the study participants indicated that mobile devices could be useful for supporting future professional responsibilities (e.g., career-long learning, collaboration) and facilitating student learning but less effective for planning, assessment, and managing the classroom environment.  

scholarly journals Working Towards Meaningful Reflection in Teacher Education as Professional Learning

2014 ◽  
Vol 8 (1) ◽  
pp. 105-122
Author(s):  
Susan E. Elliott-Johns
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Educational Research ◽  
Professional Learning ◽  
Teacher Educators ◽  
Reflective Practitioner ◽  
Research And Practice ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The terms "reflection" and "reflective practice" occur frequently in educational research and practice, particularly in numerous course descriptions for pre-service teacher education. However, the author remains unconvinced we, as teacher educators, are always accomplishing what we think and/or say we are in the name of "reflection." This article seeks to promote further dialogue around the role of reflection in teacher education via explorations of what more can be learned, while underscoring the need to clarify understandings in this complex area. The author draws on her own experiences as a reflective practitioner and advocate for the promotion of meaningful reflection as professional learning.

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