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Examination of Taiwan’s Contemporary Art: Discourse Analysis of Contemporary Art in Taiwan in High School Textbooks
Tian-An Chuu
Journal of Textbook Research , 2009,
Abstract: This article selects two editions of a high school textbook with chapters on contemporary art in Taiwan. We borrow the language use and social production of discourse analysis to analyze the text of the two editions.From the above discourse analysis, it is possible to summarize the present status of contemporary art in Taiwan as it is presented in high school textbooks. It is as follows: (1) contemporary art represents the development of art in a certain period of time in the history of art in Taiwan, but here development does not necessarily mean “improvement” or “evolutionary.” For that reason, it is not suitable to distinguish modern art and traditional art as a dichotomy. (2) In Taiwan diversified discourse of contemporary art in textbooks is compared to traditional art by focusing more on the diversity of media or materials. (3) The “K” edition of the textbook is more generalized on the discourse of contemporary art in Taiwan, and the selection of artists is quite incomplete from a learning perspective. The topic “Future Development of Contemporary Art in Taiwan” is limited to professional arts education, and wedo not see any discussion on “how to promote the understanding of ourmother land.” (4) The “H” edition’s discourse on contemporary art is very similar to the “K” edition, but the main difference is “H” takes a more systematic approach by presenting the characteristics of contemporary art in Taiwan through a series of relevant knowledge comparisons. But some contradicting discourse stems from the fact that “realistic” artworks are categorized by time periods, resulting in two opposing views: local versus contemporary art.This study proposes several ideas on textbooks for contemporary art in Taiwan, and hopes that more research can be done for art textbooks in the future.
Art history in the art school: the critical historians of Camberwell  [PDF]
Beth Williamson
Journal of Art Historiography , 2011,
Abstract: Within the context of a wider study of British art education between 1960 and 2010, this paper takes as its starting point the introduction in 1960 of the Diploma in Art and Design or DipAD in art schools with its attendant requirements for art historical instruction and intellectual enrichment. Beginning with a survey of the Coldstream and Summerson developments in the 1960s, and with specific reference to the teaching of art history, it will consider Camberwell School of Arts and Crafts as a particular case study. The Art History Department at Camberwell was properly established in 1961 by Michael Podro, later to become an influential figure within the discipline of art history from his base at the Department of Art History and Theory at the University of Essex. Referencing Podro’s own thinking on art, this study asks how that might relate to the curriculum he introduced at Camberwell. Further, drawing on the work and careers of those who taught there subsequently, such as Alex Potts, it will also examine how the presence of such individuals might have affected how the curriculum developed over the years that followed.
The Norwegian School Subject Art and Crafts - Tradition and Contemporary Debate  [cached]
Ingvild Digranes
FORMakademisk , 2010,
Abstract: This article will show the development of the Norwegian school subject Art and Crafts from its beginning to what can be labeled the New Reconstructionist Stream seen today. It sums up the essence of the practice tradition and debate throughout the subject’s 120 years of history as a school subject in Norwegian general education (1st through 10th year). It addresses several theoretical approaches to describe the history of the subject, and compares these to the practice traditions as seen in original sources. It will trace how the strong practice tradition can be seen as one of the main reasons why the Norwegian Art and Crafts school subject show a new purpose for the content, a purpose that highlight democratic design and citizenship by introducing a global sustainable perspective in general education.
Education to Theatricality inside Secondary School, Art and Body  [PDF]
Gaetano Oliva
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.519197
Abstract: The aim of this study was to present results of Education to Theatricality (IT: Educazione alla Teatralità) as scientific research and innovative pedagogy in the sector of the education of the person. Education to Theatricality has a lot of purposes to contribute to the psycho-physic well-being of each person; particularly it wants to help everyone to realize himself, as human being and as social actor; it wants to give everybody the chance to reveal his own diversity and specificity, because everybody has a message to convey through his body and his voice. The Education to Theatricality wants to stimulate skills, it wants to develop a better awareness of interpersonal relationships; it wants also give space to the assignment meaning process, because it considers “doing” as important as thinking, which permits to develop awareness about personal acts. Education to Theatricality is a science that includes pedagogy, sociology, human sciences, psychology and performative art in general. The scientific nature of this discipline allows to apply it to the most part of the contexts and of the persons, because it has in the centre of its pedagogical process the human being, as such he is and not necessarily with any skill. The training of the actor-person is one of the most important principles of the Education to Theatricality: the most important purpose is the development of the creativity and the imagination through a work, based on scientific principles that the actor-person leads on himself. The ultimate aim of this science is not to transform the human in an actor-object, shaping him just for packed shows that can be easily sold, but to allow him to enhance his own qualities respecting his personality. The theatrical activity in the school and in the educational centers for children teenagers stimulates and protects the inventive skills of the students.
Integrable theories in any dimension: a perspective  [PDF]
Orlando Alvarez,L. A. Ferreira,J. Sanchez Guillen
Physics , 1999, DOI: 10.1063/1.59672
Abstract: We review the developments of a recently proposed approach to study integrable theories in any dimension. The basic idea consists in generalizing the zero curvature representation for two-dimensional integrable models to space-times of dimension $d+1$ by the introduction of a $d$-form connection. The method has been used to study several theories of physical interest, like self-dual Yang-Mills theories, Bogomolny equations, non-linear sigma models and Skyrme-type models. The local version of the generalized zero curvature involves a Lie algebra and a representation of it, leading to a number of conservation laws equal to the dimension of that representation. We discuss the conditions a given theory has to satisfy in order for its associated zero curvature to admit an infinite dimensional (reducible) representation. We also present the theory in the more abstract setting of the space of loops, which gives a deeper understanding and a more simple formulation of integrability in any dimension.
Teaching Research on Higher Vocational Pre-School Education of Professional Art Course Based on Innovation and Entrepreneurship Education  [PDF]
Yan Yang
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.95053
Abstract: Pre-school education is the core content of education teaching system, and art is an indispensable professional course. Higher vocational art teachers not only need to pay attention to the improvement of students’ main professional abilities, but also should pay attention to the improvement of students’ aesthetic consciousness and personal cultivations in modern innovation and entrepreneurship education perspective. Aimed at cultivating talents with high-quality, innovation and entrepreneurship, we should optimize the curriculum, teaching content and teaching methods of art courses in order to further improve the teaching quality of education professional art courses lay a foundation. In recent years, the ministry of education has carried out some programs to cultivate college students’ innovation and entrepreneurship. Art is an important course to improve students’ aesthetic consciousness and personal cultivations. At present, many higher vocational preschool education institutions have included professional art course as one of the compulsory courses, but there are still many problems in preschool education. This paper puts?forwardsome measures to promote higher vocational college students’ innovation and entrepreneurship development.
The Vienna School of Art History and (Viennese) Modern Architecture  [PDF]
Jind?ich Vybíral
Journal of Art Historiography , 2009,
Abstract: The essay investigates the way Strzygowski, Dvo ák and Tietze interpreted contemporary architecture, and also traces the basic premises of the Vienna School in their views. Viennese art historians, namely Dvo ák and Tietze, shared a critical attitude toward historicism and eclecticism of he 19th century with their contemporaries. They regarded Otto Wagner as the most influential architect of the generation of 1900, but at the same time, they protested his belief that architectural form could be based solely on constructional reason and utility. They defined the notion that art emerges first from nonmaterial ideals. In opposition against architectural realism, based on the characteristics of technological society, they hold that architecture should be a product of imaginative subjectivity. Unlike advocates of empirical utilitarianism, finding their voice at the time, they stressed on importance of cultivating artistic tradition.
The Effectiveness of the School Performance, by Using the Total Quality Standards within the Education District of Al-Petra Province, from the Perspective of the Public Schools Principals and Teachers  [cached]
Ahmad Alobiedat
International Education Studies , 2011, DOI: 10.5539/ies.v4n2p31
Abstract: This study aimed to detect the level of appreciation by the school principals, teachers and the Education District, for the effectiveness of school performance, within different variables of the study from the perspective of public school principals and teachers of Al-Petra province, for the academic year 2008/2009. The study aimed to answer the two questions: What is the level of the effectiveness of school performance by using the TQS in Al-Petra province public schools as perceived school principals, and teachers? The second question: Are there any significant differences to the level of the effectiveness of school performance by using the TQS as perceived by school principals, and teachers, attributed to variables: gender, educational credentials employment status, and experience?. The results of the study indicated that the implementation of educational technology came in the first place its probably due to the concern the Ministry of Education, also the study indicate that the level of utilizing strategies planning came to a medium degree in the last rank of the six dimensions this may be due to the fact that the practice of school administrators for planning still depends on improvisation sometimes or situational management, while there is significant difference attributable to the gender, it was in favor of males school principals in the area of school learning and school climate, it's probably due to the attention of male school administrators, finely the study indicated that there was no statistically significant difference due to the experience variable in all dimensions.
Comparison of Science High School, Fine Art School And General High School Students’ Environmental Consciousness and Their Attitudes Towards Environment  [cached]
Abuzer AKGUN,Kamile GULUM
Eurasian Journal of Physics and Chemistry Education , 2009,
Abstract: In this study, the purpose is to compare 10th grade science high school, fine art school and general high schoolstudents’ attitudes towards environment in Adiyaman. These three high schools are different in terms of theireducational and foundational missions. 212 students from science high school, fine art school and general highschool have participated in this study. In this study, scale named attitudes towards environment, which wasdeveloped by G kce for determining the elementary school students’ attitudes towards environment, was usedafter modification of the items. Likert type survey was used in this study with the 0.67 Cronbach alpha value.Research data were presented by number, percent distribution, arithmetic mean, t-test, and one-way ANOVA tocompare attitudes towards environment points. Attitudes towards environment were considered with reflect toschool, department, and gender. According to the findings of the research, students in general high school hadgreater attitude scores and have more positive attitudes towards environment comparing to students in fine arthigh school and science high school. It was also observed that students in social science departments and girlshad more positive attitudes comparing to students in science and Turkish-Mathematics (TM) and boysrespectively.
Leadership and Faith in a School Tragedy: A School Principal’s Perspective  [PDF]
Ruth Tarrant
Psychology (PSYCH) , 2014, DOI: 10.4236/psych.2014.55051
Abstract:

On April 15, 2008, six students (aged 16 years) and one teacher (aged 29 years) from a New Zealand school lost their lives in a river canyoning tragedy. The present study investigated the school principal’s perspective of how he led his school through the tragedy, and the role of faith in the school’s coping. The school principal was interviewed two years after the event. The school’s Christian foundation was the fundamental source of strength and guidance for the principal, as well as for students, staff, teachers, and families in the immediate aftermath of the tragedy and in the two years following (i.e., to the time of the present study), the Christian culture of the school guiding decision-making. Support from outside the school (e.g. critical incident support; teaching support from other schools; social support from community agencies and civic leaders) also played an important role in assisting the school through the tragedy, particularly in the immediate aftermath of the event. Further studies are required that allow the voices of children, families and school staff to be heard regarding leadership strategies that impact on them through a disaster.

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