Approaches for a Postmodern Context

Autor/in	Kent, Lori
Titel	Approaches for a Postmodern Context
Quelle	In: International Journal of Art & Design Education, 24 (2005) 2, S.159-165 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/j.1476-8070.2005.00436.x
Schlagwörter	Studio Art; Art Education; Teaching Methods; Educational History; Classroom Communication; Artists; Art Teachers; Teacher Student Relationship; New York + Suchen Sie Ihr Suchwort? Kunstwerkstatt; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; History of education; Bildungsgeschichte; Klassengespräch; Artiste; Artist; Künstler; Künstlerin; Art teacher; Kunsterzieher; Kunsterzieherin; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This article is on the culture of conversation in the studio art classroom. What can be assumed as simple pedagogical acts, talking to one another, become increasingly complex in the context of postmodernism. Breakdowns in perceived truths, agreed-upon styles, and monoculturalism demand that conversation is looked at in a metasense -- what is it? what skills, values and agendas do we bring to the process? This work includes reflections on a multiyear field study conducted in New York City studio classrooms. Exemplary professors of art, such as the ones studied, practise conversation through an awareness of their position/biases, being pluralistic and practising authenticity. A history of conversation in schools of art is included to demonstrate historical continuity of artists and art students in conversation. Finally, ways to invest in the act of conversation, such as bracketing the time and space for the act in the classroom, are suggested. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10