Literaturnachweis - Detailanzeige
| Autor/in | Raymond, Jordan |
|---|---|
| Titel | How Critical Art Pedagogies Changed Student Perspectives on a COVID-19 Culture Crisis World |
| Quelle | In: Art Education, 76 (2023) 3, S.38-39 (2 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0004-3125 |
| DOI | 10.1080/00043125.2023.2167386 |
| Schlagwörter | COVID-19; Pandemics; Art Education; Critical Theory; Creativity; Social Responsibility; Student Experience; Art Activities; Teaching Methods |
| Abstract | COVID-19 has shown a point of vulnerability in the education system and has reminded us how important stories and experiences are, especially from the perspective of marginalized students. A much harsher reality has shaped their lives and experiences, and educators need to rethink their educational practices and theories in the context of the genuine threats they face every day. This article discusses how the author used critical arts pedagogies that allowed students to create art to build, rebuild, learn, relearn, recover, and remember. It allowed for critical conversations and required students to challenge societal stereotypes and inequities. Sharing stories and experiences through critical art pedagogies has opened the students' hearts to creativity and helped build stronger connections. Connecting the analytical and transformative aspects of art and artmaking creates a critical way to understand the inequities within society while holding out hope and light. Art creates links to show that we all have a social responsibility to one another and have a common humanity that binds us together. (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 | 2024/1/01 |
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