Art Education: A CRITICAL NECESSITY (Disciplines in Art Education). Cet article n’est pas disponible.
Langue : anglais
Edité par University of Illinois Press August 1991, 1991
- Livre broché
- Occasion
Partenaire historique
Vendeur : Montclair Book Center, Montclair, NJ, Etats-UnisMontclair Book Center
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Livre broché
Etat: Occasion - Satisfaisant
EUR 6,21
N° de réf. du vendeur 58573
- Titre
- Art Education: A CRITICAL NECESSITY (Disciplines in Art Education)
- Auteur
- Albert Levi,Ralph A Smith
- Éditeur
- University of Illinois Press August 1991
- Année de publication
- 1991
- État de l'article
- USED Good
- Reliure
- Trade Paperback
- Langue
- anglais
- ISBN à 10 chiffres
- 0252061853
- ISBN à 13 chiffres
- 9780252061851
- Édition
- 2ème Édition
- Catalogues du vendeur
- ART Hist/Crit
Recommending that art be taught as a humanity, this volume provides a
philosophical rationale for the idea of discipline-based art education.
Levi and Smith discuss topics ranging over both the public and private
aspects of art, the disciplines of artistic creation, art history, art
criticism, and aesthetics, and curriculum proposals featuring five phases
of aesthetic learning.
While there is no consensus on how the various components of aesthetic
learning should be presented in order to accomplish the goals of discipline-based
art education, the authors point out that progress toward those goals
will require that those who design art education programs bring an understanding
of the four disciplines to their work. The introductory volume of a five-volume
series, this book will appeal to elementary and secondary art teachers,
those who prepare teachers at the college level, and museum educators.
philosophical rationale for the idea of discipline-based art education.
Levi and Smith discuss topics ranging over both the public and private
aspects of art, the disciplines of artistic creation, art history, art
criticism, and aesthetics, and curriculum proposals featuring five phases
of aesthetic learning.
While there is no consensus on how the various components of aesthetic
learning should be presented in order to accomplish the goals of discipline-based
art education, the authors point out that progress toward those goals
will require that those who design art education programs bring an understanding
of the four disciplines to their work. The introductory volume of a five-volume
series, this book will appeal to elementary and secondary art teachers,
those who prepare teachers at the college level, and museum educators.
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