Aesthetic Education: Its Place in Teacher Training

Frawley, Timothy J.

doi:10.1080/00043125.2013.11519220

Cited by 12 publications

(21 citation statements)

References 1 publication

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“…Empirical research located for this review suggests that teacher beliefs about art and art education are key factors in determining the quality of art provision in ECE settings (Frawley, 2013;Garvis & Pendergast, 2011;Horne, 2015;Lindsay, 2021). This aligns with Cherrington's (2018) assertion that "early childhood teachers' explicit and implicit beliefs impact upon their thinking and reflection" (p. 318), and that teachers' personal beliefs might be even more influential than their professional ones.…”

Section: Teacher and Leader Beliefs About Artsupporting

confidence: 57%

Visual arts in ECE: Strengthening intentional teaching through a network professional learning community

Denee¹

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<p>Over the past 100 years, educationalists such as Dewey and Eisner have proposed radical and progressive ways in which visual art can support and enrich learning in education (Lindsay, 2016b). The early childhood pedagogy of Reggio Emilia, in Italy, is a renowned example of how teachers take an active role in facilitating children’s artistic abilities with positive outcomes for children’s learning (Gandini et al., 2005). However, in New Zealand (NZ) early childhood education (ECE), visual arts teaching for young children is still enacted within a largely developmental frame, using a hands-off approach (Terreni, 2017). According to Lindsay (2021) and Smyth (2017), teachers’ self-efficacy beliefs, knowledge and skills in art education need to be addressed in order to shift practice. Professional learning communities (PLCs) offer the potential to challenge teachers’ assumptions and beliefs and to foster transformative learning, resulting in observable shifts in art teaching practice (Damjanovic & Blank, 2017; Servage, 2008). This mixed methods study (Johnson & Christensen, 2019) within an interpretivist paradigm (Schwandt, 1994), examined the perceptions and practices of NZ ECE teachers about art education through a nationwide survey and a professional learning intervention using a network PLC approach. Situated and social cognitive theories, socio-cultural theory and transformative learning theory were interlinked in a bricolage approach (Tobin, 2018) to form a theoretical lens for this study. The first stage of the research involved a survey of ECE teachers regarding practices and perceptions about visual arts, and this provided a background context for the PLC project. Key survey findings included a dominant developmentalist view of children’s art learning amongst ECE teachers and confusion about the role of the teacher. In the embedded case study, a network PLC was established with seven teachers from four ECE services, meeting over 9 months with a mixture of practical and reflective learning about visual arts. The data collection included multiple sources for rich analysis: interviews; reflective writing; meeting dialogue; photographs; and learning story assessment documentation. Case study findings included the value of reflective and practical learning for visual arts teaching, the impact of a network PLC on the practice and perceptions of both the participants and their colleagues, the critical place of teacher self-efficacy in visual arts teaching practice, and the importance of leadership of various actors across the network to support the application and sharing of new learning. Overall, the outcomes of this study have important implications for visual arts pedagogy in ECE and effective professional learning approaches for teachers.</p>

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Section: Teacher and Leader Beliefs About Artsupporting

confidence: 57%

Visual arts in ECE: Strengthening intentional teaching through a network professional learning community

Denee¹

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“…Bresler (1998) emphasizes that it is imperative to impress children with the importance of the aesthetic experience, finding meaning in and interpreting art education. The teacher education process should raise pre-service teachers' awareness, lead to a restructuring of their knowledge, remove any trace of the feeling that being connected to art is a threatening factor and make them feel confident and comfortable (Frawley, 2013). All of these points show that the key point is that teachers must have qualifications.…”

Section: Introductionmentioning

confidence: 99%

“…Hudson and Hudson (2007) think that pre-service teachers should be equipped with effective teaching for providing a qualified visual arts and aesthetics education. Frawley (2013) claims that changing the power of art increases teachers' awareness of the importance of art. According to one researcher, an early childhood teacher education program should provide enough knowledge, show a method to improve the various skills of children, and make the teachers confident to provide art education (Bae, 2004).…”

Section: Introductionmentioning

confidence: 99%

Early Childhood Pre-service Teachers’ Views about Visual Arts Education and Aesthetics

Seyhan¹,

Ocak-Karabay²

2018

EJER

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The present study aims to investigate the level of teachers' organizational citizenship behaviors and counter-productive work behaviors (CWBs) based on public primary school administrators' and teachers' perceptions and the relationship between these two variables.Research Methods: This study was conducted in a correlational survey model. The sample of this study was formed in the 2018-2019 academic year, consisted of public primary school administrators and teachers who worked in nine different districts

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“…In many countries and regions of the world (e.g. Australia) there is also a shortage of contractors to provide these services [19]. Rectal palpation is strenuous physical work for the operator.…”

Section: Introductionmentioning

confidence: 99%

Pregnancy detection and monitoring in cattle via combined foetus electrocardiogram and phonocardiogram signal processing

Shephard¹,

Tapson

McEwan

et al. 2012

BMC Vet Res

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BackgroundPregnancy testing in cattle is commonly invasive requiring manual rectal palpation of the reproductive tract that presents risks to the operator and pregnancy. Alternative non-invasive tests have been developed but have not gained popularity due to poor specificity, sensitivity and the inconvenience of sample handling. Our aim is to present the pilot study and proof of concept of a new non invasive technique to sense the presence and age (limited to the closest trimester of pregnancy) of the foetus by recording the electrical and audio signals produced by the foetus heartbeat using an array of specialized sensors embedded in a stand alone handheld prototype device. The device was applied to the right flank (approximately at the intercept of a horizontal line drawn through the right mid femur region of the cow and a vertical line drawn anywhere between lumbar vertebrae 3 to 5) of more than 2000 cattle from 13 different farms, including pregnant and not pregnant, a diversity of breeds, and both dairy and beef herds. Pregnancy status response is given “on the spot” from an optimized machine learning algorithm running on the device within seconds after data collection.ResultsUsing combined electrical and audio foetal signals we detected pregnancy with a sensitivity of 87.6% and a specificity of 74.6% for all recorded data. Those values increase to 91% and 81% respectively by removing files with excessive noise (19%).Foetus ageing was achieved by comparing the detected foetus heart-rate with published tables. However, given the challenging farm environment of a restless cow, correct foetus ageing was achieved for only 21% of the correctly diagnosed pregnant cows.ConclusionsIn conclusion we have found that combining ECG and PCG measurements on the right flank of cattle provides a reliable and rapid method of pregnancy testing. The device has potential to be applied by unskilled operators. This will generate more efficient and productive management of farms. There is potential for the device to be applied to large endangered quadrupeds in captive breeding programs where early, safe and reliable pregnancy diagnosis can be imperative but currently difficult to achieve.

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Aesthetic Education: Its Place in Teacher Training

Cited by 12 publications

References 1 publication

Visual arts in ECE: Strengthening intentional teaching through a network professional learning community

Visual arts in ECE: Strengthening intentional teaching through a network professional learning community

Early Childhood Pre-service Teachers’ Views about Visual Arts Education and Aesthetics

Pregnancy detection and monitoring in cattle via combined foetus electrocardiogram and phonocardiogram signal processing

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