An Equitable Balance: Designing Quality Thinking Systems in Art Education

Autor/in	Ingalls Vanada, Delane
Titel	An Equitable Balance: Designing Quality Thinking Systems in Art Education
Quelle	In: International Journal of Education & the Arts, 17 (2016) 11, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Art Education; Intelligence; Student Centered Learning; Educational Environment; Thinking Skills; Personality; Constructivism (Learning); Mixed Methods Research; Middle School Students; Visual Arts; Theories; Self Concept + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Intelligenz; Klugheit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Denkfähigkeit; Personalität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Optische Gestaltung; Theory; Theorie; Selbstkonzept
Abstract	Dynamic learning environments in the arts that nurture all students' capacities for deep meaning, synthesis and connection-making have the best chance of standing in the gap toward educational justice. New paradigms for teaching and learning are needed that elevate all students' capacities--not just the select few who excel in narrow subsets of intelligence. This article argues for a more socially just and equitable education that can be realized through and within cultures of thinking that develop students' balanced intelligence. A mixed model, research study conducted in visual art classrooms is highlighted, reporting the positive effect of balanced, learner-centered pedagogy and environments on the development of students' quality thinking and dispositions. More learner-centered classrooms also positively affected students' self-beliefs. This study resulted in new assessments for measuring students' balanced thinking skills and dispositions, as well as an emerging theory of "Quality Thinking Systems" (Ingalls Vanada, 2011). (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01