Social and Critical Practices in Art Education (Landscapes: The Arts, Aesthetics, and Education)

Dennis Atkinson~Paul Dash

ISBN 10: 1858563119 / ISBN 13: 9781858563114

Edité par Trentham Books, 2005

A propos de cet article

Cover slightly soiled.

N° de réf. du vendeur mon0003563069

Détails bibliographiques

• Titre: Social and Critical Practices in Art Education (Landscapes: The Arts, Aesthetics, and Education)
• Éditeur: Trentham Books
• Date de parution: 2005
• Langue: anglais
• ISBN à 10 chiffres: 1858563119
• ISBN à 13 chiffres: 9781858563114
• Reliure: Paperback
• État de l'article: Good

A propos de ce titre

Présentation de l'éditeur

This book takes a new, exciting and important approach to art. It shows how children and older students can use art to explore personal, social and cultural issues that touch their lives. The book covers new ground, responding as it does to the increasingly diverse nature of cities and to recent government initiatives worldwide to foster social inclusion and equality of opportunity and support active citizenship. The contributors are art educators. They write about their ways of engaging with contemporary art practice in their particular fields so as to encourage young people to acquire critical understanding. They also challenge the pedagogies that perpetuate long-established forms of art practice.Tim Rollins writes about his work with disaffected youths in the Bronx and John Johnston describes work in art to bring communities together in Northern Ireland. Other contributors include Toby Jackson, head of interpretation at Tate Modern, Diedre Prinz, curator of the Robben Island museum in South Africa, the 198 Gallery in south London, and Viv Golding who works in museums and gallery education, . Sinath Bannerjee explores socio-cultural issues in comic novels in India and sue lok explores identities through art practices. Educators at each level also contribute to this groundbreaking book. Andy Gower describes his innovative art practice in a secondary school, and children of Room 13 - in a Scottish primary school - report on their organization of their own focus for art. Lesley Burgess and Nick Addison give an account of their development of critical and social practices in art education at London's Institute of Education. The book is for all those working in art education, in museumsand galleries, schools and communities.Contributor information: Tim Rollins work in New York with Kids of Survival (KOS) has achieved world-wide acclaim. Beginning in the 1980s Rollins taught a highly disaffected group teenagers in the Bronx and together they established an art workshop where members of the group produced challenging conceptual art work. Subsequently work was sold and is now held in major galleries around the world. Through their visual practices many members of the group overcame feelings of rejection and alienation and developed self assurance and confidence.John Johnston works with the Protestant communities in Belfast and through the use of visual practices he has been working with young people in a variety of community sites to explore issues of identity. This is a difficult educational challenge given the history of Northern Ireland. Recently he has been invited to work in Lebanon at a human rights summer school. He has been working with young people there to explore themes of 'home' and 'belonging' through visual practices.Room 13 consists of a highly creative group of children at Caol Primary School near Fort William in Scotland. The children are producing contemporary art which has received much interest and acclaim nationally and internationally. The children run Room 13 as an entirely self-funding business, independent from the school. Rob Fairley and Claire Gibb are the only adults involved, they offer advice but they are not the children's teachers. An elected committee of children makes all decisions about the work and the business.Viv Golding is a lecturer in museum studies at Leicester University. She uses the concept of 'museum clearing' to counter thediscourses of lack, often a self-fulfilling prophecy that frequently permeates much discussion of Black children and their under-achievement in UK schools today. The practical value of her critique is illustrated through a fieldwork project involving imaginative art and literacy school and museum work in south London with early years children.Deidre Prins and her team work as education officers at Robben Island Museum in South Africa. They provide some background to the