Sharing Mindfulness: A Moral Practice for Artist Teachers

Autor/inn/en	Heaton, Rebecca; Crumpler, Alice
Titel	Sharing Mindfulness: A Moral Practice for Artist Teachers
Quelle	In: International Journal of Education & the Arts, 18 (2017) 26, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Metacognition; Art Teachers; Artists; Moral Values; Social Justice; Art Education; Focus Groups; Student Attitudes; Cognitive Development; Cultural Pluralism; Sociocultural Patterns; Qualitative Research; Higher Education; Educational Philosophy; Questionnaires; Foreign Countries; Social Change; Change Agents; Curriculum Design; Schemata (Cognition); Undergraduate Students; Teacher Education; United Kingdom + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Art teacher; Kunsterzieher; Kunsterzieherin; Artiste; Artist; Künstler; Künstlerin; Moral value; Ethischer Wert; Soziale Gerechtigkeit; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Schülerverhalten; Kognitive Entwicklung; Kulturpluralismus; Soziokulturelle Theorie; Qualitative Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsphilosophie; Erziehungsphilosophie; Fragebogen; Ausland; Sozialer Wandel; Lehrplangestaltung; Cognition; Schema; Kognition; Lehrerausbildung; Lehrerbildung; Großbritannien
Abstract	By exploring changemaker principles as a component of social justice art education this research-informed article exemplifies how moral consciousness and responsibility can be developed when training artist teachers. It embeds changemaker philosophy in the higher education art curriculum and demonstrates how this can create ruptures and ripples into educational pedagogy at the school level. A sociocultural qualitative methodology, that employs questionnaires, the visual and a focus group as methods, is used to reveal three lenses on student perceptions of the changemaker principle. The dissemination of these perceptions and sharing of active art experiences communicate how engagement with the concept of changemaker in art education can deepen the cognitive growth of learners, whilst facilitating an understanding of and involvement in interculturality. (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