Download Teaching Art and Design (Continuum education) by Roy Prentice PDF

By Roy Prentice

A radical grounding in paintings and layout is a vital a part of a rounded schooling, but artwork and layout schooling isn't consistently given the prominence it merits. Roy Prentice redresses the stability with a delicately dependent number of chapters. every one article has a unique concentration and tackles a latest factor within the box - seeking to exiting new instructions for curriculum improvement. all through, the publication demonstrates that the gulf among idea and perform - among artistic concept and motion - will be bridged within the devoted instructing of the topic. instructing paintings and layout will advertise the pro improvement of professional academics of the topic. it will likely be a useful source for pupil lecturers, instructor tutors and tutors in greater schooling institutions. Roy Prentice is Senior Lecturer and Chair of the dep. of artwork and layout on the Institute of schooling, college of London.

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All too often, art and design objects - paintings and drawings, items 34 Teaching Art and Design of craft and designed artefacts and products - are used superficially to examine technique or style rather than meaning and content. Children learn to paint like Van Gogh yet know nothing about the meanings he tried to communicate or the context within which he worked; they make pastiches of Egyptian art without insights into its symbolic, ritualistic and representational meanings. To do so is to do an injustice to the complexity of the work, the whole being greater than the sum of the materials, techniques and formal conventions employed in its manufacture.

Though learning modes such as these seem suited par excellence to art and design, there are also many teachers outside this curriculum area who would equally subscribe to them: for if school learning is not experiential, how can young people acquire an understanding which is real to them, and personally meaningful? Learning modes which genuinely, actively engage the learner are perhaps ultimately the only way of learning. Yet actually to adopt such modes - to set up classroom conditions which will allow pupils to learn from experience - is far from easy.

Rogers, C. (1983) Freedom to Learn for the Eighties. London: Charles E. Merrill. Rudduck, J. (1991) The language of consciousness and the landscape of action: tensions in teacher education. British Educational Research Journal 17(4), 319-331. Schon, D. (1983) The Reflective Practitioner. New York: Basic Books. Learning to Teach: A Conversational Exchange 21 Schon, D. (1987) Educating the Reflective Practitioner. San Francisco: Jossey-Bass. Shahn, B. (1967) The Shape of Content. : Harvard University Press.

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