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

A Breath of Possibility.

McCoy, Barbara Stott.

FindBook

Google Book

Amazon

博客來

A Breath of Possibility.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Breath of Possibility./
作者:	McCoy, Barbara Stott.
面頁冊數:	170 p.
附註:	Source: Masters Abstracts International, Volume: 54-03.
Contained By:	Masters Abstracts International54-03(E).
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1584078
ISBN:	9781321567199

A Breath of Possibility.
McCoy, Barbara Stott.

A Breath of Possibility. - 170 p.

Source: Masters Abstracts International, Volume: 54-03.

Thesis (M.A.)--The George Washington University, 2015.

As a preschool teacher in an inclusive classroom, art is one of my primary tools for working with children. Art making is a way to open a door and help children develop trust. I spend most of the school year building that level of trust and close relationships in the classroom. However, I kept feeling outrage and remorse in the teaching profession. I needed a voice to convince others in the teaching profession of what I knew intuitively; the importance of self-knowledge, empathy, perspective, building relationships, and creativity in the classroom. I wanted to find people in the field who could inform and substantiate my teaching ethos. Carl Jung has been my catalyst, and over-arching premise, and has driven my choice of themes for my portfolio. Jung's theories have deepened my practice in the classroom and provided: a filter through which I can reflect on my own artwork, a compass to guide and direct my practice, and a theoretical framework for my educational philosophy. I chose a portfolio option which examines my practice as an artist/teacher/researcher through a theoretical framework, based on the contributions and applications of analytical psychology to education and child development by Carl Jung, substantiated by the theories and philosophies of Maxine Greene, Clifford Mayes, the Reggio Emilia approach, and Sally Smith. My artifacts provide physical evidence of my educational process. I became informed. My instincts were correct, but now I had a name for them, and I had theorists who could enlighten my practice, and help me inform others based on hard principles and strong theories. Jung has restored me, continues to renew and inspire me, and has taken me out of the mundane and everyday in the classroom. My journey has led me to a deeper understanding of others, and myself, which has engendered empathy and a changed perspective. These changed perspectives have allowed me to build deep trusting relationships with my students and my fellow teachers, permitting creativity to flourish. Creativity opens up the world of the possible.

ISBN: 9781321567199Subjects--Topical Terms:

547650
Art education.

A Breath of Possibility.
LDR:02932nmm a2200301 4500 001 2064362
005 20151117073134.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321567199
035 $a (MiAaPQ)AAI1584078
035 $a AAI1584078
040 $a MiAaPQ $c MiAaPQ
100 1 $a McCoy, Barbara Stott. $3 3178938
245 1 2 $a A Breath of Possibility.
300 $a 170 p.
500 $a Source: Masters Abstracts International, Volume: 54-03.
500 $a Adviser: Pamela H. Lawton.
502 $a Thesis (M.A.)--The George Washington University, 2015.
520 $a As a preschool teacher in an inclusive classroom, art is one of my primary tools for working with children. Art making is a way to open a door and help children develop trust. I spend most of the school year building that level of trust and close relationships in the classroom. However, I kept feeling outrage and remorse in the teaching profession. I needed a voice to convince others in the teaching profession of what I knew intuitively; the importance of self-knowledge, empathy, perspective, building relationships, and creativity in the classroom. I wanted to find people in the field who could inform and substantiate my teaching ethos. Carl Jung has been my catalyst, and over-arching premise, and has driven my choice of themes for my portfolio. Jung's theories have deepened my practice in the classroom and provided: a filter through which I can reflect on my own artwork, a compass to guide and direct my practice, and a theoretical framework for my educational philosophy. I chose a portfolio option which examines my practice as an artist/teacher/researcher through a theoretical framework, based on the contributions and applications of analytical psychology to education and child development by Carl Jung, substantiated by the theories and philosophies of Maxine Greene, Clifford Mayes, the Reggio Emilia approach, and Sally Smith. My artifacts provide physical evidence of my educational process. I became informed. My instincts were correct, but now I had a name for them, and I had theorists who could enlighten my practice, and help me inform others based on hard principles and strong theories. Jung has restored me, continues to renew and inspire me, and has taken me out of the mundane and everyday in the classroom. My journey has led me to a deeper understanding of others, and myself, which has engendered empathy and a changed perspective. These changed perspectives have allowed me to build deep trusting relationships with my students and my fellow teachers, permitting creativity to flourish. Creativity opens up the world of the possible.
590 $a School code: 0075.
650 4 $a Art education. $3 547650
650 4 $a Early childhood education. $3 518817
650 4 $a Special education. $3 516693
650 4 $a Educational philosophy. $3 3173367
690 $a 0273
690 $a 0518
690 $a 0529
690 $a 0998
710 2 $a The George Washington University. $b Education and Human Development. $3 1018508
773 0 $t Masters Abstracts International $g 54-03(E).
790 $a 0075
791 $a M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1584078