In this student-centered book, Debrah C. Sickler-Voigt provides proven tips and innovative methods for teaching, managing, and assessing all aspects of art instruction and student learning in today’s diversified educational settings, from pre-K through high school. Up-to-date with the current National Visual Arts Standards, this text offers best practices in art education, and explains current theories and assessment models for art instruction. Using examples of students’ visually stunning artworks to illustrate what children can achieve through quality art instruction and practical lesson planning, Teaching and Learning in Art Education explores essential and emerging topics such as: managing the classroom in art education; artistic development from early childhood through adolescence; catering towards learners with a diversity of abilities; integrating technology into the art field; and understanding drawing, painting, paper arts, sculpture, and textiles in context. Alongside a companion website offering Microsoft PowerPoint presentations, assessments, and tutorials to provide ready-to-use-resources for professors and students, this engaging text will assist teachers in challenging and inspiring students to think creatively, problem-solve, and develop relevant skills as lifelong learners in the art education sector. *Please note that the companion website for this title is still in development, but the accompanying online materials can be accessed at https://my.pcloud.com/publink/show?code=kZEWVRkZ7NjL8c7SykX8CoFfvS65OFk0xx8X. Please contact Simon Jacobs at simon.jacobs@taylorandfrancis.com with any questions.*
This book blends sound educational theory with actual practice, and is a resource for practicing and pre-service art teachers, curriculum coordinators, aftercare and camp directors and anyone interested in authentic learning through visual ...
This Handbook provides a practical, straightforward guide to the theory and practice of discipline-based art education.
"A comprehensive look at how the arts (broadly conceived) can improve teaching, learning, and curriculum for all students, written in accessible language for non-academics and non-experts.
Zimmerman (1995–1996) interviewed artistically talented teenagers and found some similarities and differences with studies about academically talented girls. She found that cultural stereotyping (Reis, 1987, ...
The authors share arts-integrating practices across the K-8 curriculum and describe how the arts offer an entry point for gaining insight into why and how students learn.
This booklet is designed to give teachers some of the latest ideas about how arts principles and concepts can best be understood, taught, and used in the classroom to improve...
Learning to Teach Art and Design in the Secondary School is established as the key text for all those preparing to become art and design teachers in the secondary school.
The book explores issues connected to both teaching and learning in the arts, engaging in debates about the value of meaning making in the artistic process, the way social ethos can guide performative approaches and the changes in education ...
... Morgan State University; Georgetown University; The Corcoran School of the Arts + Design/George Washington University; Frederick Douglass Museum and Cultural Center; Eugene E. Myers Charitable Remainders Trust; Washington, DC, ...
... M., 251 Shattuck, William B., 90 Sheldon, Edward A., 84 Shumaker, Ann, 193–196, 201 Sigourney, L. H., 76 Silber, K., 77 Silberman, C., 244 Sizer, T., 43 Sketch of a Plan and Method of Education (Neef), 82–83 Slade, Felix, 63 Smith, ...