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The transition of visual arts educat...

Jones, Anne Goeman.

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The transition of visual arts education in the United States into the twenty-first century, and the implications for this transition from John Dewey's philosophy of art experience.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The transition of visual arts education in the United States into the twenty-first century, and the implications for this transition from John Dewey's philosophy of art experience./
作者:	Jones, Anne Goeman.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
面頁冊數:	236 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A.
Contained By:	Dissertation Abstracts International73-07A(E).
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3500451
ISBN:	9781267229632

The transition of visual arts education in the United States into the twenty-first century, and the implications for this transition from John Dewey's philosophy of art experience.
Jones, Anne Goeman.

The transition of visual arts education in the United States into the twenty-first century, and the implications for this transition from John Dewey's philosophy of art experience. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 236 p.

Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A.

Thesis (Ph.D.)--University of the Incarnate Word, 2011.

To satisfy the demands of society, the scholar practitioner in today's complex world of education must juggle various factors that are related to one another: practice, poesis, or the creative act, culture, knowledge, and learning. These demands include the adherence to education, law, politics, economics, ethics, equity, and social dynamics. The scholar practitioner in the field of visual arts education also has the duty to validate the arts as a viable and necessary component of education, and this is done through examples of scholarly practice. The scholar practitioner as leader should be grounded in the works of John Dewey. With Dewey's conception of the scholar practitioner as a public intellectual engaged in educational practice to transform society, there is the fostering of a learning environment for educators, students, and community that is balanced with the basic needs of daily living. The scholar practitioner as visual arts educator is self-reflective and aware of the personal lenses affecting practice.

ISBN: 9781267229632Subjects--Topical Terms:

547650
Art education.

The transition of visual arts education in the United States into the twenty-first century, and the implications for this transition from John Dewey's philosophy of art experience.
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245 1 4 $a The transition of visual arts education in the United States into the twenty-first century, and the implications for this transition from John Dewey's philosophy of art experience.
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520 $a To satisfy the demands of society, the scholar practitioner in today's complex world of education must juggle various factors that are related to one another: practice, poesis, or the creative act, culture, knowledge, and learning. These demands include the adherence to education, law, politics, economics, ethics, equity, and social dynamics. The scholar practitioner in the field of visual arts education also has the duty to validate the arts as a viable and necessary component of education, and this is done through examples of scholarly practice. The scholar practitioner as leader should be grounded in the works of John Dewey. With Dewey's conception of the scholar practitioner as a public intellectual engaged in educational practice to transform society, there is the fostering of a learning environment for educators, students, and community that is balanced with the basic needs of daily living. The scholar practitioner as visual arts educator is self-reflective and aware of the personal lenses affecting practice.
520 $a The National Visual Arts Standards (NVAS), as part of the federal law, Goals 2000: Educate America Act, are the legal mandate for art educators in the twenty-first century. They are guidelines for the states, not curriculum. How does the art educator work within the guidelines of the NVAS and maintain a personal philosophical validation for his/her craft? This work is a closer look at the history of art education and its future in light of the NVAS, a study of Dewey's philosophy of art experience, and an exploration of why there may be a consummatory need for Dewey's philosophy within PK-12 art education in the United States.
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