Representing and practising meaningful differences in a well‐structured but complex art curriculum

Cunliffe, Leslie

doi:10.1080/00220270903550849

Cited by 3 publications

(1 citation statement)

References 15 publications

(12 reference statements)

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“…323-343). Cunliffe (2010) showed that approaches to teaching the grammar of each gathering of art, and the related practices, are explored in a well-structured way by students using "know-how" and "know that" grammar. By conceptualizing and teaching an art curriculum in this way, students develop the insightful knowledge to understand how their life-world, as embedded in a technological understanding of being and its technological nihilism, compares with alternative understandings of being as articulated by different cultural grammars.…”

Section: Introductionmentioning

confidence: 99%

Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University

Mousavi

Nili

Nasr

et al. 2017

RES

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The present research mainly aims to determine the innovation indicators for teaching in Art University. Qualitative and quantitative methods have been used. The data were collected from semi-structured interviews and Self-made questionnaire. The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for "teaching-learning activities" is less than medium.

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Section: Introductionmentioning

confidence: 99%