218,422 research outputs found
Proving or improving visual education: implications for teacher education
No full textAs digital technology and globalisation not only reshape the way we work but also how we conceive, think, experience and act, Visual Education emerges as a field of education that conceptually and organisationally responds to these new developments. Visual Education essentially unifies traditional and emerging disciplines by the primacy of the visual. It recognises that today's students increasing need to be visual proficient within an understanding of aesthetic, artistic and cultural concepts, in order to function in the contemporary world.
Our capacity to deliver Visual Education depends on the capacities of teachers, with those working in the fields of visual arts, design and media having a particular contribution to make.
This paper is based on research completed for the National Review of Education in Visual Arts, Craft, Design and Visual Communication. It focuses on the quality of teacher education for Visual Education, with particular reference to visual arts, design and media teachers. It establishes the significance of this cluster of teachers and examines how well teacher education and development is supporting teachers' capacities to visually educate students. It argues that teachers relied on for growing Visual Education, particularly in Early Childhood and Primary school settings, are under-prepared and under-supported
Using Visual Tools for Analysis and Learning
No full textThis pack is intended as a resource for lecturers and students to facilitate the further development of their learning and teaching strategies. Visual tools were initially introduced within a module of the Year 3 nursing curriculum within the University of Huddersfield by Dr Rob Burton.
Throughout the period of 2007-2008 a small team of lecturers with a keen interest in this teaching and learning strategy engaged in exploring and reviewing the literature. They also attended a series of local workshops held by Oliver Caviglioli, a keen author in relation to visual tools. The use of visual tools as a learning and teaching strategy is now being encouraged within both primary and secondary education. Therefore future students should have some experience of using them. Visual tools have been used as both formative and summative elements of student nurse assessment and are being used creatively within the school. Throughout the duration of this project, aspects of the work have received a positive response at both national and international conferences including HERDSA July 2007, Adelaide, Australia; International Nursing Research Conference, Malaysia March 2008 and Nurse Education Tomorrow (NET) Conference, Cambridge September 2008.
The pack contains information regarding the background, relevant theory and the development of visual tools. It has been designed to introduce you to the principles of using visual tools for analysis and adult learning. The main message is that the tools themselves form a systematic approach to be used in learning and teaching. It contains examples of various visual tools and a series of exercises to support you through the stages of the development of visual tools. It is hoped that this will enable you to develop visual tools within your own field of expertise. Within the pack there are some examples of visual tools, although these are not exhaustive.
We hope that you enjoy the pack and that it inspires you to further explore the wide variety of visual tools and their potential value within adult education
Visual education: Repositioning visual arts and design: Educating for expression and participation in an increasingly visually-mediated world
No full textVisual Education is emerging as a field of education driven by changing practice, contemporary society and technology. It recognises that today’s students have an increasing need to be visually proficient within an understanding of aesthetic, artistic and cultural concepts, in order to effectively express themselves and communicate in the contemporary world. Visual Education essentially extends and repositions visual arts and design education with other traditional and emerging disciplines that are unified by the primacy of the visual. Since the educational field is emergent, the nature of Visual Education is powerfully revealed by attending to the practices, thoughts and ideas of those working in the area. In Australia, the team of researchers who conceived of Visual Education have assembled a suite of case studies that are based on classroom observations of pedagogical practices that were conducted across the country. In this paper, the concept of Visual Education is further developed and elucidated through case studies that reveal pedagogical practices used by exemplary visual educators who are committed to visually educating students across all years of compulsory schooling
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Improving Instruction in Visual Arts Education (IVAE) Catalog of Workshops
No full textA document for Improving Instruction in Visual Arts Education, IVAE, catalog of workshops. The document has a table of contents and a diagram of alternative district implementation plans
Making sense of health education in the Solomon Islands.
No full textThis article explores both the process and outcomes of a working Partnership between Solomon Islands College for Higher Education and the University of Waikato that explored the development of the initial teacher education health education courses. Through a process of co-construction and inquiry, teacher educators from the Solomon Islands and New Zealand developed a metaphorical context-specific model to represent understandings of health education in the Solomon Islands. The model and what this has meant for teaching and learning in health education at both SOE and in schools is examined
TRACES: Visual Arts Education in Sweden
No full textEDITORIAL Tarja Karlsson Häikiö & Annika Hellman TRACES Visual Arts Education in Sweden Introduction This special IMAG issue, Traces – Visual Arts Education in Sweden, is published by members of InSEA Sweden, and include 20 visual essays and articles. The aim of this publication is to map the field of Swedish visual arts education by describing, exemplifying and discussing some of the issues relevant in current visual arts education, also of interest to the international art educational field. The InSEA members who are contributing with their work are visual arts teachers in elementary and secondary school, art pedagogues in preschools and museums, doctoral students and researchers in universities, from the far north to the south of Sweden. In this issue of IMAG the content and the current national visual knowledge field is divided into five themes: Environment & Sustainability, Educational projects, Art & Museums, Gender perspectives and Teacher Education. Through the themes, the reader meets different practices and theoretical perspectives on visual arts education. The visual essays and articles give examples of discusses educational contexts and situations involving children and pupils, as well as visual arts teacher students work, through a combination of drawings, paintings, photographs and texts. With this contribution – with an aim to trace and depict the Swedish visual arts educational situation on an international map – we wish the reader a pleasant and informative reading
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Reimburmsnet for Services in connection with the Improving Visual Arts Education Project
No full textA blank form from the office of Improving Visual Arts Education project for reimbursements. The IVAE is a project connected with the Getty Center for Education in the Arts
The audio-visual handbook,
No full text"Sources of equipment, materials and information": p. 204-226.First edition, 1934, published under title: A handbook of visual instruction."Fifth edition."Mode of access: Internet
Captured voices in primary school art education.
No full textEisner (1972) articulated a long-standing orientation in art education as he described the triadic relationship between socio-centric, child-centred and discipline-centred approaches in art education praxis. Hickman (2005) observed that teachers and students are now positioned to embrace a wider range of discourses as to what art might be. This impacts on why students make art and how it is taught. Wider arts discourse has resulted in influential paradigms and historically preferred arts pedagogies (Efland, 2002, 2004; Eisner, 1972; Kerlavage, 1992; Price, 2005). These discourses influence policy, curriculum, teacher beliefs about art and ultimately the ways in which these influences are played out in classrooms. Eisner (2002) argued the need for "empirically grounded examples of artistic thinking related to the nature of the tasks students engage in, the materials they work with, the context's norms and the cues the teacher provides to advance their students thinking" (p. 217). This paper draws on such theory and a two year action-research project, The Art of the Matter (Fraser et al., 2006) involving case studies and analysis. This paper focuses on a Year 4 to Year 6 'drawing into painting' context taught by experienced generalist teachers in New Zealand primary schools. The influence of school culture and programme structures is explored. I raise questions as to which socio-cultural and discipline-centred voices generalist teachers have been captured by, and consider to what extent it possible to still discern a student whisper under the clamour and control of adult proscribed activity
Portrait drawing of woman by Tickle, November 1943.
No full textBack of photo: "V.S.B. no. 976, Vancouver School Board, Visual Education Dept.
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