Multicultural Art and Visual Cultural Education in a Changing World

Ballengee-Morris, Christine; Stuhr, Patricia L.

doi:10.2307/3193897

Cited by 63 publications

(28 citation statements)

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“…On the other hand, Greek Cypriot teachers emphasized that they did not have any problems as regards course-related needs but that the content of the course should be enriched. For example, Bellenge-Morris and Stuhr [3] concluded in their study that school activities were almost compulsory in drawing class which increased motivation in students and ensured permanence in their learning.…”

Section: Discussionmentioning

confidence: 99%

Gaining of common culture perception to students in divided societies and the role of Art course in this context; Northern and Southern Cyprus

Miralay

2018

SHS Web Conf.

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Section: Discussionmentioning

confidence: 99%

Gaining of common culture perception to students in divided societies and the role of Art course in this context; Northern and Southern Cyprus

Miralay

2018

SHS Web Conf.

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“…Students are encouraged to bring their own existing knowledge and experience into the learning process, lessening the privileging of one dominant «voice». (Cahan et Kocur, 2011, p. 10) Les tenants d'une vision de reconstruction sociale proposent une approche éducative où l'expérience artistique ne devrait pas être réduite à des paramètres disciplinaires et devrait inclure des questions reliées au pouvoir, à l'histoire et à l'identité personnelle des élèves (Ballengee-Morris et Stuhr, 2001). Se référant à la définition de la pédagogie critique proposée par Henry Giroux (1994) v , Allison (2013) souligne que, dans cette perspective, l'enseignante endosse une posture pédagogique dans laquelle elle examine l'ensemble de la situation pédagogique dans le but d'y amener des changements notamment en ce qui concerne la distribution du pouvoir au sein de la classe.…”

Section: Cadre Réflexifunclassified

Formation continue des enseignantes spécialisées en arts plastiques pour faire de l’école un espace inclusif, ouvert à l’autre et au monde | Professional Development of Art Teachers to Make School a Place that is Inclusive, Open to Others and the World

Trudel

Oliveira

Mathieu³

et al. 2017

CRAE

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Résumé : L'article traite d'un programme de formation impliquant des enseignantes en arts plastiques et des conseillères pédagogiques de la Commission scolaire de Montréal (CSDM). L'objectif de la recherche collaborative était de favoriser l'élaboration de nouveaux modes de pratiques en soutenant des enseignantes dans le développement de projets d'art qui conjuguent art actuel, éducation interculturelle et culture des élèves. Dans cette recherche, nous visions à identifier les éléments qui favorisent l'intégration de la dimension interculturelle en classe d'arts plastiques ou qui en constituent un obstacle. Les résultats de l'étude soulignent l'importance de l'appréciation de l'art actuel comme levier d'un dialogue interculturel.Mots clés : Art actuel ; Éducation artistique ; Éducation interculturelle ; Développement professionnel e contexte scolaire montréalais se caractérise par une grande diversité ethnoculturelle, religieuse et linguistique d'où notre intérêt pour la formation continue des enseignantes spécialisées en arts plastiques qui la vivent au quotidien dans leurs classes. La problématique de la présente recherche s'appuie sur des recherches antérieures dans lesquelles nous avons constaté que la diversité ethnoculturelle, religieuse et linguistique est souvent invisible aux yeux des enseignantes d'art pour deux raisons. La première a trait à la façon dont les arts sont enseignés à l'école. La deuxième est reliée à la perception que les enseignantes d'art ont de l'éducation artistique interculturelle qui est associée à des projets d'arts scolaires folkloriques qui ont souvent peu à voir avec la culture et la vie L

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“…Furthermore, Armstrong (2011) exclaimed that culture is a vague concept. He defined culture as "the behavior patterns, symbols, institutions, values and other human-made components of society" (Armstrong, 2011, p. 72).…”

Section: Emerging Questions/comparative Analysismentioning

confidence: 99%

Education of Artistically Talented Students from Selected Socio-Economic and Culturally Diverse Backgrounds

Reeves

2016

Marilyn Zurmuehlen Working Papers in Art Education

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The purpose of this study was to assess accommodations for gifted art students of culturally diverse backgrounds, to see how socio-economic class and culture influence identification and opportunities for gifted art students, and to identify similarities and differences among gifted art students. I conducted and analyzed interviews with five art teachers and five artistically talented students around a large southwestern urban center. Teacher interviews indicated all art teachers had experience teaching diverse students. Teachers defined artistic talent a natural ability, and looked at the student's product. Teachers recommended students to community art classes. Teachers varied in support, some having more than enough resources, others saying they need smaller class sizes, or they want to take students to artists' studios. Results from student interviews revealed that all students were self-motivated to do art everyday; some were also motivated after a big life event, such as a bout of depression or family member's death. Students thought of art as something relatable, defining art vaguely. All students reported having future plans with art in college or their free time. Participants had supportive/encouraging art teachers and parents and had art materials readily available. Because of the need to prepare for growing diversity, art teachers

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Multicultural Art and Visual Cultural Education in a Changing World

Cited by 63 publications

References 0 publications

Gaining of common culture perception to students in divided societies and the role of Art course in this context; Northern and Southern Cyprus

Gaining of common culture perception to students in divided societies and the role of Art course in this context; Northern and Southern Cyprus

Formation continue des enseignantes spécialisées en arts plastiques pour faire de l’école un espace inclusif, ouvert à l’autre et au monde | Professional Development of Art Teachers to Make School a Place that is Inclusive, Open to Others and the World

Education of Artistically Talented Students from Selected Socio-Economic and Culturally Diverse Backgrounds

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