Literaturnachweis - Detailanzeige
Autor/in | Ruggiero, Alyssia |
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Titel | Exploring Emergent Curriculum through Pop-Up Books |
Quelle | In: Art Education, 70 (2017) 3, S.34-42 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0004-3125 |
DOI | 10.1080/00043125.2017.1286858 |
Schlagwörter | Theory Practice Relationship; Art Education; Preservice Teacher Education; Curriculum; Preservice Teachers; Art Teachers; Picture Books; Children; Elementary Secondary Education; After School Programs; Art Activities; North Carolina Theorie-Praxis-Beziehung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Lehramtsstudiengang; Lehrerausbildung; Curricula; Lehrplan; Rahmenplan; Art teacher; Kunsterzieher; Kunsterzieherin; Picture book; Bilderbuch; Child; Kind; Kinder; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Künstlerische Tätigkeit |
Abstract | In this article, the author challenges the recurrent theory-practice divide in art teacher preparation and its splintering implications for sustaining certain pedagogical practices in K-12 schools. Specifically, the author focuses on the pedagogical practice of emergent curriculum and the derivative curricular cycle of listening, observing, reflecting, discussing, and responding to children. This article addresses the theory-practice divide by problematizing and challenging the emergent curriculum process with preservice art educators. The author found that collaborating in and through a Drawing Club helped reaffirm the importance of providing for and nurturing practical opportunities for troubleshooting what is valued theoretically but not easily translated into best practices within art teacher preservice education programs. (ERIC). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |