東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Contemporary art/contemporary pedago...

Fouquet, Monique.

FindBook

Google Book

Amazon

博客來

Contemporary art/contemporary pedagogy: Interrupting mastery as paradigm for art school education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Contemporary art/contemporary pedagogy: Interrupting mastery as paradigm for art school education./
作者:	Fouquet, Monique.
面頁冊數:	234 p.
附註:	Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4169.
Contained By:	Dissertation Abstracts International68-10A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR31773
ISBN:	9780494317730

Contemporary art/contemporary pedagogy: Interrupting mastery as paradigm for art school education.
Fouquet, Monique.

Contemporary art/contemporary pedagogy: Interrupting mastery as paradigm for art school education. - 234 p.

Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4169.

Thesis (Ph.D.)--The University of British Columbia (Canada), 2007.

Contemporary art/contemporary pedagogy: interrupting mastery as paradigm for art school education is a narrative exploration of artistic and pedagogical practices within the specific context of post-secondary art school education in stand alone art schools as opposed to a university art department. This study considers the following three primary questions: How can art school education better reflect postmodern cultural production? What are some of the ways in which pedagogical practice disrupts the monolithic model of mastery? How can art school pedagogy be re-oriented away from an overly deterministic notion of education?

ISBN: 9780494317730Subjects--Topical Terms:

1018432
Education, Art.

Contemporary art/contemporary pedagogy: Interrupting mastery as paradigm for art school education.
LDR:02837nam 2200253 4500 001 1393395
005 20110329091423.5
008 130515s2007 ||||||||||||||||| ||eng d
020 $a 9780494317730
035 $a (UMI)AAINR31773
035 $a AAINR31773
040 $a UMI $c UMI
100 1 $a Fouquet, Monique. $3 1671929
245 1 0 $a Contemporary art/contemporary pedagogy: Interrupting mastery as paradigm for art school education.
300 $a 234 p.
500 $a Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4169.
502 $a Thesis (Ph.D.)--The University of British Columbia (Canada), 2007.
520 $a Contemporary art/contemporary pedagogy: interrupting mastery as paradigm for art school education is a narrative exploration of artistic and pedagogical practices within the specific context of post-secondary art school education in stand alone art schools as opposed to a university art department. This study considers the following three primary questions: How can art school education better reflect postmodern cultural production? What are some of the ways in which pedagogical practice disrupts the monolithic model of mastery? How can art school pedagogy be re-oriented away from an overly deterministic notion of education?
520 $a Through reflexive inquiry, I offer a personal perspective on art school education, weaving together my own experiences as student, artist, teacher and administrator, and juxtaposing 'my' text against the text of three artist pedagogues, representing specific aspects of field experience. Throughout the dissertation I seek to unearth the hidden assumptions that are embedded in historically inherited ways of being and doing in relation to contemporary art. I suggest that the partitioning of the institutional space into studio disciplines also segregates knowledge, and as such, largely determines the pedagogical framework of art schools. In the face of the interdisciplinary character of contemporary practice, I question the usefulness and relevance of disciplinary pedagogues modeled around the notion of achieving mastery as a paradigm that has shaped curricular practices in art schools in the past, and largely continues to define art school education today. I propose that the three artist pedagogues in this dissertation are each contributing to creating new inquiry structures that challenge boundaries between studio disciplines, between school and not-school, and between and among places of learning. I end by suggesting, as a topic for further research, complexity science as it may offer a productive framework to re-consider art school education.
590 $a School code: 2500.
650 4 $a Education, Art. $3 1018432
690 $a 0273
710 2 $a The University of British Columbia (Canada). $3 626643
773 0 $t Dissertation Abstracts International $g 68-10A.
790 $a 2500
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR31773