An uneasy guest in the schoolhouse
| schema:name | "An uneasy guest in the schoolhouse" |
| schema:creator | Winner, Ellen |
| schema:author | Winner, Ellen |
| schema:about | cultuurgeschiedenis |
| basisscholen | |
| cultuurbeleid | |
| kinderkunst | |
| kunstonderwijs | |
| China | |
| Italië | |
| VS | |
| <n38e9a44930224814ab437acfe413ee27b1> | |
| <n38e9a44930224814ab437acfe413ee27b2> | |
| <n38e9a44930224814ab437acfe413ee27b3> | |
| <n38e9a44930224814ab437acfe413ee27b4> | |
| <n38e9a44930224814ab437acfe413ee27b5> | |
| schema:abstract | ""An Uneasy Guest in the Schoolhouse recounts how art education has been conceptualized, taught, and advocated for in the United States in the face of its persistent marginalization in the education system. Tracing various rationales offered from the 19th century onward, Winner argues that art education has failed to be justified as a good in and of itself--and this failure has affected both the status of visual art education in our schools and the quality of its teaching. Winner's comprehensive book maps recurrent pendulum swings between 'traditional' and 'progressive' approaches to art education in the United States, supplemented by her firsthand experiences observing art teaching in schools in China and Italy. Despite this problematic and uncertain past, 21st century art education in the United States and abroad has exploded with a wealth of new ideas aligned with the progressivism of the early 20th century and informed by the practices of contemporary art. As Winner details, an understanding of the history of art education, along with a focus on current challenges and opportunities, is essential for arts researchers, educators, and advocates, as well as anyone in the general public who cares about quality education in the 21st century."-- Provided by publisher."@en |
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schema:in |
"eng" |
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schema:subject |
<n38e9a44930224814ab437acfe413ee27b7> |
| <n38e9a44930224814ab437acfe413ee27b8> | |
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schema:work |
An uneasy guest in the schoolhouse: art education from colonial times to a promising future |
schema:about →
<n38e9a44930224814ab437acfe413ee27b5>
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schema:alternate |
"Art--Étude et enseignement (Primaire)" |
schema:subjectOf →
<n38e9a44930224814ab437acfe413ee27b8>
| schema:text | In English. |
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schema:additional |
<http:/ |
schema:identifier →
<n38e9a44930224814ab437acfe413ee27b6>
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"NL-AmRIJ" |
| schema:value | "327957" |
schema:about →
<n38e9a44930224814ab437acfe413ee27b1>
|
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"Art--Study and teaching (Elementary)" |
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<n38e9a44930224814ab437acfe413ee27b2>
|
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"Enfants artistes--Histoire" |
schema:subjectOf →
<n38e9a44930224814ab437acfe413ee27b7>
| schema:text | A 1982 journey to Reggio Emilia -- A 1987 journey to China -- Art education in 19th-century America: Parallels to China -- Art for the "whole child": The progressivist revolt -- Two offshoots of progressivism: Arts in education and aesthetic education -- Making art education academic: Discipline-based art education -- Putting making at the center: The arts PROPEL alternative to discipline-based art education -- Standards and assessment: The struggle for authenticity and reliability -- Shameless utilitarianism: Arts for boosting academic performance -- Studio thinking: Teaching for habits of mind -- Reimagining art education for the 21st century. |
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aat:300195187 |
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<n38e9a44930224814ab437acfe413ee27b3>
|
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"Child artists" |
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<n38e9a44930224814ab437acfe413ee27b4>
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"Enfants artistes" |