An Examination of Two Approaches to Ceramic Instruction in Elementary Education

Teaching the Alternative Ceramic Firing Techniques to Preservice Visual Arts Teachers: A Case Study

“…A number of studies concluded that ceramic education rendered positive changes in students and could develop their handcrafting as well as visual-spatial intelligences (V. Kacar, 2018;Özçelik, 2015;Çevik, 2014;B. Kacar, 2010;Erman & Ozdag, 2019;Terwiel, 2010;Hansen, 2012;Brewer, 1991;Xiangcui, 2018;Dasdag & Gokdemir, 2017). Threedimensional artworks include the courses starting as early as preschool grade till the end of basic education and enabling learners to design three-dimensional objects at undergraduate level.…”

Critical Thinking and School Music Education: Literature Review, Research Findings, and Perspectives

“…The skills of critical thinking are directly connected with creativity and with a willingness to explore, elements that condition all artistic processes (Small, 1987;Pogonowski, 1987). When such skills are promoted in arts education, they suggest a framework for approaching new knowledge that can be also used in other subjects; that is, students are able to pose essential questions and seek evidence in order to reach concrete conclusions (Dorn, 1993;Slavik, 1993;Brewer, 1991;Perkins, 1990;Vigilante, 1989;Eisner, 1982).…”

Reconsidering Everyday Assessment in the Art Classroom: Ceramics and Science

“…Teachers should provide opportunities for students to learn how to pre-assess and post-assess their own learning, compare the results of their first assignment with a later one, problem-solve and reflect collaboratively, evaluate their own artwork, draw pictures of and measure what they learn, and provide suggestions about their works in the future. This should start at the middleschool level, when students are interested in technical concerns, scientific wonders, and how things work (Brewer 1991).…”