scholarly journals The Influence of "Art Teaching Guide" on the Concept of Art Education, Teaching Practice and Art Teacher Education in China

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Hui Li
Keyword(s):  
Teacher Education ◽  
Art Education ◽  
Arts Education ◽  
Teaching Practice ◽  
Fine Arts ◽  
Chinese Art ◽  
Art Teacher ◽  
Teaching Guide ◽  
Art Teacher Education ◽  
Art Teaching

In China, with the rapid economic development and the general improvement of people's quality, the traditional mode of art education has been unable to meet the needs of social development. The outline of the 14th Five-Year Plan calls for building a high-quality education system and promoting the modernization of education. In the process of vigorously promoting the new curriculum reform, with the overall educational goal of cultivating students' "core qualities" and promoting people's all-round development, China has introduced advanced western educational concepts in the aspect of fine arts education and adopted corresponding measures to reform China's fine arts education. This article discusses the influence of "Art Teaching Guide" written by American professors Mike Parks and John Cesca on Chinese art education philosophy, teaching practice and art teacher education. Finally, combining with the actual situation of Chinese art education, the author expresses some thoughts and hopes about the content of this book.

Transcending gender dichotomy through art teacher education in Zimbabwe

2022 ◽  
Vol 18 (1) ◽  
pp. 33-49 ◽  
Author(s):  
Dairai Darlington Dziwa ◽  
Louise Postma ◽  
Louisemarié Combrink
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Education Students ◽  
Art Teacher ◽  
Visual Narratives ◽  
Visual Discourse ◽  
Critical Awareness ◽  
Art Teacher Education ◽  
Study Participants ◽  
Teacher Education Students

Zimbabwe is a patriarchal society characterized by gender dichotomy and male domination that permeates through social, educational and domestic spheres resulting in numerous challenges for art teacher education students. Expanding critical consciousness within art teacher education programmes is an imperative step towards developing art teachers who are self-aware and reflexive concerning the intersections of gender, art and education. This study investigated how engagement with visual art can provoke a heightened critical awareness about gender bias, stereotyping and equity among Zimbabwean art teacher education students. Sixteen selected art teacher education students (eight males and females) at the Great Zimbabwe University participated in the study. Participants were guided by researcher-constructed prompts for purposes of image making, interpretation and dialogue. Visual discourse analysis of the students’ visual narratives and discourse analysis of focus group transcriptions revealed several themes as well as evidence of critical reflection and expanded critical awareness related to gender issues. Visual and dialogic methods offer promise for critical engagement and reconciliation of tensions surrounding issues of gender amongst art teacher education candidates.

Dweik, Taleb (1952--)

2018 ◽  
Author(s):  
Tina Sherwell
Keyword(s):  
Art Education ◽  
United Arab Emirates ◽  
Arts Education ◽  
Fine Arts ◽  
Secondary Level ◽  
Mixed Media ◽  
Historical Sites ◽  
The City ◽  
Holy City ◽  
Fine Arts Education

Taleb Dweik was born in 1952 in Jerusalem and studied art at Hilwan University in Cairo. He was known for his paintings of the Palestinian landscape, in particular his picturesque and decorative images of the Holy City of Jerusalem executed in a painterly style combining Impressionism and Expressionism. His work characteristically removed traces of the hardship of the occupation of the city, and instead explored the beauty of its landscape and historical sites. He participated in group exhibitions locally and internationally, including the Sharjah Biennale, in the United Arab Emirates, in 1995 and 2003. He was the president of the Palestinian League of Artists from 1990 to 1996, and was the Dean of the faculty of fine arts at Al-Quds University from 2001 to 2003. He held the position of inspector for fine arts education in Jerusalem, and published a book on art education for secondary level students. From 2000 onwards he explored mixed-media techniques and collage, investigating relationships between the land, heritage, and childhood. In particular, he adopted a child-like style in his paintings to represent ideal images of the city filled with innocence and spontaneity, erasing traces of the harshness of occupation, and creating a city of bliss, beauty, and utopia.

scholarly journals Plato and Aristotle’s Educational Lessons from the Iliad

Paideusis ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 5-13
Author(s):  
Howard James Cannatella
Keyword(s):  
Art Education ◽  
Teaching Practice ◽  
Educational Theory ◽  
Theory And Practice ◽  
Considerable Importance ◽  
The Arts ◽  
Epic Poem ◽  
Art Teaching

Of considerable importance in Plato and Aristotle’s educational outlook on the arts was Homer’s Iliad. This paper draws out some of the perceived weaknesses and strengths of this epic poem as it relates to the arguments in Plato’s Republic and Aristotle’s Poetics. I will attempt to do justice to Plato and Aristotle’s differing perspectives on the Iliad and their critique of art educational theory and practice. I will show why two philosophers with very different thinking on art education can still significantly affect art teaching practice today.

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