Results for 'Art Education Creative Grammar'

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  1. Front Matter Front Matter (pp. i-iii).Creative Grammar, Art Education Creative Grammar & Art Education - 2011 - Journal of Aesthetic Education 45 (3).
     
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  2.  47
    Creative Grammar and Art Education.Leslie Cunliffe - 2011 - Journal of Aesthetic Education 45 (3):1-14.
    Grammar is a word associated with the rules that govern language and its related pedagogy for articulating types of declarative knowledge. It can also refer to the organizational structure of practices and their related forms of knowledge, as described here by Ludwig Wittgenstein: “Essence is expressed in grammar.... Grammar tells us what kind of object anything is. (Theology as grammar.)”1 Wittgenstein’s remark about theology can be generalized to visual art, and, by extension, to the grammatical structure (...)
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  3.  74
    Art and Creativity in the Global Economies of Education.Elizabeth Grierson - 2011 - Educational Philosophy and Theory 43 (4):336-350.
    Creativity: what might this mean for art and art educators in the creative economies of globalisation? The task of this discussion is to look at the state of creativity and its role in education, in particular art education, and to seek some understanding of the register of creativity, how it is shaped, and how legitimated in the globalised world dominated by input-output, means-end, economically driven thinking, expectations and demands. With the help of Heidegger some crucial questions are (...)
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  4.  8
    Expressive Arts Education and Therapy: Discoveries in a Dance Theatre Lab through Creative Process-based Research.Markus Scott-Alexander - 2020 - Brill | Sense.
    In _Expressive Arts Education and Therapy_ we see how the creative process in a dance theatre lab evolved into a Creative Process-based Research project that included the director/choreographer and participants in a collaborative sense-making project.
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  5.  6
    Selected Writings of Richard Mckeon, Volume Two: Culture, Education, and the Arts.Zahava K. McKeon & William G. Swenson (eds.) - 1998 - University of Chicago Press.
    Richard McKeon was a philosopher of extraordinary creativity who brought profoundly original ideas to bear on more standard ways of thinking and learning. A classicist, medievalist, and revolutionary intellectual, he fashioned an approach to philosophy as a plural conversation among varied traditions of thought, epochs, and civilizations. This second volume of McKeon's selected works demonstrates his approach to inquiry and practice in culture, education, and the arts. Together, the writings in this book show how McKeon reinvented the ancient arts (...)
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  6.  21
    Impact of fine arts education on psychological wellbeing of higher education students through moderating role of creativity and self-efficacy.Xuguang Jin & Yuan Ye - 2022 - Frontiers in Psychology 13.
    The purpose of our research was to explore the impact of fine arts education on psychological wellbeing among undergraduate students through moderating role of creativity and self-efficacy. Art is the most effective medium for expressing human ideals, culture, identity, lifestyles, emotions, and societal experiences. Cross-sectional research was carried out on 376 undergraduates in the 2022–2023 academic year at the public and private Chinese universities, and those students who are currently enrolled in fine arts courses. A link to the Google (...)
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  7. A slavish art? Language and grammar in late Byzantine education and society.R. Webb - unknown
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  8.  27
    The art of education: Creative thinking and video games.Lina Georgieva & Alexander Nikulin - 2023 - Balkan Journal of Philosophy 15 (2):179-186.
    The COVID-19 pandemic has shed new light on some significant problems that have been present in the education systems for decades. Тhe lack of various educational methods is becoming more and more evident, leading to a decreasing interest in learning and critical thinking. Оn the other hand, more and more research shows that different types of digital games can enhance creative and critical thinking in students. А closer look at the requirements of the educational programs shows how strict (...)
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  9.  20
    Art Education, Its Philosophy and Psychology: Selected Essays.Thomas Munro - 2023 - New York: Legare Street Press.
    Art Education, Its Philosophy and Psychology is a collection of essays by Thomas Munro, a pioneering figure in the field of art education. Munro's work laid the foundation for a new model of art education that emphasized creativity and self-expression. This book is an essential resource for art educators, students of art education, and anyone interested in the history and theory of art education. This work has been selected by scholars as being culturally important, and (...)
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  10.  10
    " Chinese Elements" as the Core of the Creative Art Education.Qian Chuxi - 2012 - Journal of Aesthetic Education (Misc) 1:012.
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  11.  10
    On Identifying the Relationship between Children's Aesthetic Education and Creative Art Education.H. O. U. Jie - 2011 - Journal of Aesthetic Education (Misc) 3:010.
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  12.  51
    Integrative art education in a metaverse: ground.Elif Ayiter - 2008 - Technoetic Arts 6 (1):41-53.
    Virtual learning environments (VLEs) present us with unprecedented opportunities in bringing together students and educators from widely disparate geographical locations, as well as diverse cultures and backgrounds to participate in a learning experience that should take into cognizance the affordances of these novel arenas in the design of both content and the environment(s) in which this content is to be implemented/enacted. While VLEs do seem to address the requirements of well-structured learning endeavours, the boundaries of which are clearly defined, they (...)
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  13.  10
    Does Studying the Arts Engender Creative Thinking? Evidence for Near but Not Far Transfer.Ellen Winner - 2000 - The Journal of Aesthetic Education 34 (3/4):91.
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  14.  8
    Education as Mutual Translation: A Yoruba and Vedantic Interface for Pedagogy in the Creative Arts.Ranjana Thapalyal - 2018 - Boston: Brill | Sense.
    _Education as Mutual Translation_ examines Hindu Vedantist and Yoruba philosophical concepts of self and mutuality with others, in a contemporary higher art education context. It suggests that resilient, original voices emerge more successfully from awareness of social interactions, than from individualism.
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  15.  78
    Does Studying the Arts Engender Creative Thinking? Evidence for Near but Not Far Transfer.Erik Moga, Kristin Burger, Lois Hetland & Ellen Winner - 2000 - The Journal of Aesthetic Education 34 (3/4):91.
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  16.  5
    Does Studying the Arts Engender Creative Thinking? Evidence for Near but Not Far Transfer.Erik Moga, Kristin Burger, Lois Hetland & Ellen Winner - 2000 - The Journal of Aesthetic Education 34 (3/4):91.
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  17.  2
    The Gate Beautiful: Being Principles and Methods in Vital Art Education.John Ward Stimson, Foster Brandt Press, John S. E. Dutton, Henri Wygant & Charles Lang Keel - 2023 - Legare Street Press.
    Unlock the secrets of the art world and unleash your creative potential with this innovative and inspiring book. Drawing on the principles of vital art education, this book offers a fresh approach to art instruction that emphasizes the importance of creativity, experimentation, and personal expression. Full of practical tips, engaging exercises, and stunning examples of art, this book is a must-read for artists of all levels and backgrounds. This work has been selected by scholars as being culturally important, (...)
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  18. Art as the Measure of Man.Bruno Bettelheim, Irwin Edman, George Dinsmore Stoddard & National Committee on Art Education - 1964 - [Published by] the Museum of Modern Art for the National Committee on Art Education; Distributed by Doubleday, Garden City, N. Y.
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  19. Ernst H. Gombrich, pictorial representation, and some issues in art education.Nanyoung Kim - 2004 - Journal of Aesthetic Education 38 (4):32-45.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.4 (2004) 32-45 [Access article in PDF] Ernst H. Gombrich, Pictorial Representation, and Some Issues in Art Education Nanyoung Kim Introduction This essay will deal with different ways of conceptualizing pictorial representation in art education and their implications. The philosophical issues involved in pictorial representation have fascinated philosophers since the time of Plato and Aristotle. In the first half of the (...)
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  20.  33
    The concept of freedom in art education in japan.Takuya Kaneda - 2003 - Journal of Aesthetic Education 37 (4):12-19.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 12-19 [Access article in PDF] The Concept of Freedom in Art Education in Japan The concept of freedom has played a very important role in art education in Japan. Needless to say, freedom has been regarded as an essential principle of education in the West. Writers from Jean Jacques Rousseau to John Dewey stressed the significance of freedom (...)
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  21.  15
    The Concept of Freedom in Art Education in Japan.Takuya Kaneda - 2003 - Journal of Aesthetic Education 37 (4):12.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 12-19 [Access article in PDF] The Concept of Freedom in Art Education in Japan The concept of freedom has played a very important role in art education in Japan. Needless to say, freedom has been regarded as an essential principle of education in the West. Writers from Jean Jacques Rousseau to John Dewey stressed the significance of freedom (...)
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  22.  16
    Ernst H. Gombrich, Pictorial Representation, and Some Issues in Art Education.Nanyoung Kim - 2004 - Journal of Aesthetic Education 38 (4):32.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.4 (2004) 32-45 [Access article in PDF] Ernst H. Gombrich, Pictorial Representation, and Some Issues in Art Education Nanyoung Kim Introduction This essay will deal with different ways of conceptualizing pictorial representation in art education and their implications. The philosophical issues involved in pictorial representation have fascinated philosophers since the time of Plato and Aristotle. In the first half of the (...)
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  23.  28
    Media literacy education in art: Motion expression and the new vision of art education.Kenta Motomura - 2003 - Journal of Aesthetic Education 37 (4):58-64.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 58-64 [Access article in PDF] Media Literacy Education in Art:Motion Expression and the New Vision of Art EducationThe Bauhaus, which established the foundation of modern design, has greatly influenced Japanese design and art education. It is a historical fact that the movement views "synthetic art" as an integration of the various fields and the integration of the art and (...)
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  24.  24
    Media Literacy Education in Art: Motion Expression and the New Vision of Art Education.Kenta Motomura - 2003 - Journal of Aesthetic Education 37 (4):58.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 58-64 [Access article in PDF] Media Literacy Education in Art:Motion Expression and the New Vision of Art EducationThe Bauhaus, which established the foundation of modern design, has greatly influenced Japanese design and art education. It is a historical fact that the movement views "synthetic art" as an integration of the various fields and the integration of the art and (...)
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  25.  28
    The creative Arts in american education.Donald G. Arnstine - 1961 - Studies in Philosophy and Education 2 (1):6-14.
  26.  23
    Learning from Examples of Civic Responsibility: What Community-Based Art Centers Teach Us about Arts Education.Jessica Hoffmann Davis - 2010 - Journal of Aesthetic Education 44 (3):82.
    In lieu of an abstract, here is a brief excerpt of the content:Learning from Examples of Civic Responsibility:What Community-Based Art Centers Teach Us about Arts EducationJessica Hoffmann Davis (bio)Introduction/QuestionThroughout the United States, beyond school walls, there struggles and soars a sprawling field of community art centers dedicated to education.1 Most frequently clustered on either coast in bustling urban communities, these centers provide arts training that enriches or exceeds what is offered in schools. They serve artists who need space for (...)
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  27.  8
    Arte, Educação, Cultura: Uma reflexão a partir de Friedrich Nietzsche e Vilém Flusser/Art, Education, Culture: a reflection inspired by Friedrich Nietzsche and Vilém Flusser.Debora Pazetto Ferreira - 2016 - Pensando - Revista de Filosofia 6 (12):110.
    Este artigo propõe uma reflexão sobre arte, filosofia, cultura e educação balizada pelos pensamentos de Friedrich Nietzsche e Vilém Flusser. Avesso à erudição acadêmica e profissionalizante, o jovem professor Nietzsche criticava a cultura histórica que segregou o pensamento e a maneira de viver. A essa tendência, o autor opunha uma educação artística, ou seja, uma formação para o pensamento livre e para a criatividade. Este conceito é basilar no pensamento de Flusser e deve ser entendido em consonância com o termo (...)
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  28.  15
    A Creative Education for the Day after Tomorrow.Ian Munday - 2016 - Journal of Philosophy of Education 50 (1):49-61.
    This paper considers the claims representatives of the ‘creativity movement’ make in regards to change and the future. This will particularly focus on the role that the arts are supposed to play in responding to industrial imperatives for the 21st century. It is argued that the compressed vision of the future offered by creativity experts succumbs to the nihilism so often described by Nietzsche. The second part of the paper draws on Stanley Cavell's chapter ‘Philosophy the Day After Tomorrow’ to (...)
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  29.  10
    Teacher education for the 21st century: creativity, aesthetics and ethics in preparing teachers for our future.Donald Blumenfeld-Jones (ed.) - 2016 - Charlotte, NC: Information Age Publishing.
    This book is for anyone interested in how to build a teacher education program utilizing the arts as one central modality for teaching and learning or for those interested in building some of their program along these lines. Throughout the book you will find reference to the intersection of ethics, aesthetics, and teaching. We provide an integrated program devoted to good learning and the good society. In the book we discuss how the program came to be and the underlying (...)
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  30.  19
    Intellectual Creativity, the Arts, and the University.Rebecca Strauch & Nathan L. King - 2022 - Scientia et Fides 10 (2):99-119.
    As virtues of intellectual character are commonly discussed, they aim at _propositional _intellectual goods. But some creative works—especially those in music and the visual arts—are not primarily intended to gain, keep, or share propositional goods such as truth, knowledge, and understanding. They aim at something else. Thus, to conceive of intellectual creativity in a way that accords with standard discussions of intellectual virtue is to exclude paradigmatic works of the creative intellect. There is a kind of puzzle here: (...)
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  31.  29
    Art Clusters: The Importance of Similarities in Aesthetic Research and Education.Aaron Meskin - 2021 - Journal of Aesthetic Education 55 (4):40-50.
    In his presidential address, at the fiftieth anniversary of the American Society of Aesthetics in 1992, Peter Kivy suggested that "progress in the philosophy of art in the immediate future is to be made not by theorizing in the grand manner, but by careful and imaginative philosophical scrutiny of the individual arts and their individual problems." The study of the individual arts, and the differences between them, has, in the ensuing decades, provided a useful corrective to aesthetic theorizing in the (...)
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  32.  17
    Art in Education: An International Perspective.Robert W. Ott & Al Hurwitz - 1984 - Pennsylvania State University Press.
    Profiles of art education in nineteen countries around the world by citizens or longtime residents of those countries comprise the core of this book. Guidelines for the cross-cultural study of art education are presented by the editors in a general introduction and three part introductions, and also by contributing specialists. The nineteen national profiles, with accompanying examples of children's artwork, make up the largest section of the book, Part II. The three chapters in Part I review research that (...)
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  33.  4
    Students, places, and identities in English and the arts: creative spaces in education.David Stevens & Karen Lockney (eds.) - 2018 - New York: Routledge, Taylor & Francis Group.
    Cover -- Half Title -- Title Page -- Copyright Page -- Table of contents -- Contributors -- Introduction -- 1 From place to planet: The role of the language arts in reading environmental identities from the UK to New Zealand -- From here to there -- Cockney translation -- Environmental identities -- Environmental knowledge -- Conclusion: moving from place to planet -- Notes -- References -- 2 Connecting community through film in ITE English -- Introduction -- The place of English (...)
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  34.  9
    The Creative Vision: A Longitudinal Study of Problem Finding in Art.Vera John-Steiner - 1979 - Journal of Aesthetic Education 13 (4):121.
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  35.  13
    The creativity complex: art, tech, and the seduction of an idea.Shannon Steen - 2023 - Ann Arbor, Michigan: University of Michigan Press.
    Richly researched, the book explores how creativity has been invoked in arenas as varied as Enlightenment debates over the nature of the cognition, Victorian-era intelligence research, the Cold War technology race, contemporary education, and even modern electoral politics. Along the way, the book turns to a set of art works from mobile steampunk sculptures to bicentennial adaptations of Frankenstein to a musical about the US Presidential election that ask how our ideas about creativity are bound up with those of (...)
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  36.  8
    Arts-based research across textual media in education: expanding visual epistemology.Jason Dehart & Peaches Hash (eds.) - 2023 - New York: Routledge.
    In company with its sister volume, Arts-Based Research Across Textual Media in Education explores arts-based approaches to research across media, including film and comics-related material, from a variety of geographic locations and across a range of sub-disciplines within the field of education. This first volume takes a textual focus, capturing process, poetic, and dramaturgical approaches. The authors aim to highlight some of the approaches that are not always centered in arts-based research. The contributors represent a variety of arts-based (...)
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  37.  4
    Arts-Based Pathways into Thinking: Troubling Standardization/s, EnticingMultiplicities, Inhabiting Creative Imaginings.Michael Crowhurst & Michael Emslie - 2020 - Cham, Switzerland: Springer.
    This book, based on a critical/collective/auto/ethnographic research project, describes an assemblage of theoretically informed, arts-based methods that aim to promote multiplicity and thinking. It explores multiplicities of knowing, sensing, doing and being, generated by analyzing knowing frames, poetry, reading aloud, fableing, playwriting and other inventive, playful and scholarly ways of working with experiences and stories. By offering engaging and inspiring strategies that can disturb standardizations and interrupt cultural normativities, the book sheds light on the conditions that might be present in (...)
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  38. Art and mathematics in education.Richard Hickman & Peter Huckstep - 2003 - Journal of Aesthetic Education 37 (1):1-12.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.1 (2003) 1-12 [Access article in PDF] Art and Mathematics in Education Richard Hickman and Peter Huckstep We begin by asking a simple question: To what extent can art education be related to mathematics education? One reason for asking this is that there is, on the one hand, a significant body of claims that assert that mathematics is an art, (...)
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  39. Somaesthetics, education, and the art of dance.Peter J. Arnold - 2005 - Journal of Aesthetic Education 39 (1):48-64.
    In lieu of an abstract, here is a brief excerpt of the content:Somaesthetics, Education, and the Art of DancePeter J. Arnold (bio)This essay has two related purposes. The first is to explicate what dance as an art form should minimally comprise if it is to be taught as a distinctive aspect of education in the school curriculum. The second and main purpose is to argue that dance, if taught in accordance with what is outlined, is not only an (...)
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  40.  17
    Art and Mathematics in Education.Richard Hickman & Peter Huckstep - 2003 - Journal of Aesthetic Education 37 (1):1.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.1 (2003) 1-12 [Access article in PDF] Art and Mathematics in Education Richard Hickman and Peter Huckstep We begin by asking a simple question: To what extent can art education be related to mathematics education? One reason for asking this is that there is, on the one hand, a significant body of claims that assert that mathematics is an art, (...)
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  41.  49
    Educational Insights of the Economist: Tibor Scitovsky on Education, Production and Creative Consumption.Tal Gilead - 2013 - Studies in Philosophy and Education 32 (6):623-639.
    In recent decades education is increasingly perceived as an instrument for generating economic growth and enhancing production. Unexpectedly, however, many prominent economists, throughout history, have rejected this view of education. This article examines the grounds on which Tibor Scitovsky, who was one of the leading economists of twentieth century America, objected to the spread of production oriented education. The article begins by an historical overview of the relationship between economic and educational theory. It then explains why Scitovsky (...)
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  42.  10
    Against the Flow: Education, the Art and Postmodern Culture.Peter Abbs - 2003 - Routledge.
    At once provocative and inspiring_, Against the Flow_ is a work of polemic from an internationally respected writer and thinker on arts education. Peter Abbs argues that contemporary education ignores the aesthetic and ethical as a result of being in thrall to such forces as the market economy and managerial and functional dictates. He identifies the present education system as being inimical to creativity and authentic learning and instead, narrowly focused on the quantitative measuring of results. This (...)
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  43.  18
    "Creative Acts of Vision": Connecting Art and Theory through Gloria Anzaldúa's Archived Sketches.Sara Ishii - 2023 - The Journal of Aesthetic Education 57 (2):94-111.
    Abstract:Queer Chicana author Gloria Anzaldúa often used visual art to develop and teach her theories, which address issues relating to social identity and institutions as well as creativity and spirituality. Her large collection of archived sketches at the Gloria Evangelina Anzaldúa Papers at the University of Texas demonstrates her drive to visually express ideas. The archive also holds unpublished works and talks in which Anzaldúa discusses her concepts of creativity and the image-making process. Despite the prevalence of images in her (...)
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  44.  17
    The art of straying as aesthetic education.Piotr Zamojski & Itay Snir - 2022 - Ethics and Education 17 (3):359-367.
    ABSTRACT Our discussion addresses Benjamin’s antifascist education through the lens of aesthetic education and Herbert Marcuse’s aesthetic theory. While this theme is not explicitly discussed in Lewis’ book, we argue that it is essential for understanding the full political and educational potential of what he calls “the art of straying in the city”. Such straying is aesthetic in a twofold way: it allows for the city to be experienced as a massive work of art, and at the same (...)
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  45.  5
    Creative Education at an English School.J. Howard Whitehouse - 2014 - Cambridge University Press.
    John Howard Whitehouse was a British educationalist, social reformer and the founder of Bembridge School on the Isle of Wight. In this book, which was first published in 1928, Whitehouse provides a concise account of life at Bembridge and the methods employed by the school. A vision is put forward in which, without compromising more conventionally academic areas, arts and crafts are presented as being central to the process of 'spiritual and intellectual education'. Numerous illustrative figures are also included, (...)
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  46.  8
    Art and Soul: Rudolf Steiner, Interdisciplinary Art and Education.Victoria de Rijke (ed.) - 2019 - Springer Verlag.
    This book brings together Steiner's philosophical, biodynamic and cultural contributions to education, where 'spirit' and ‘soul’ are the creative elements in human evolution. His thought is applied to selected examples of innovative artistic practice and pedagogy of the present. This volume is intended for researchers in the arts and education with an interest in Rudolf Steiner's huge influence on educational thought and policy.This is an urgent point in time to reflect on the role of arts in (...) and what it might mean for our souls. An accessible yet scholarly study of interdisciplinarity, imagination and creativity is of critical widespread interest now, when arts education in many countries is threatened with near-extinction. (shrink)
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  47.  16
    ABE, STANLEY K. Ordinary Images. University of Chicago Press. 2002. pp. 408. 230 halftones, 5 maps, 20 line drawings.£ 45.50. ALEXANDER, VICTORIA D. Sociology of the Arts: Exploring Fine and Popular Forms. Blackwell. [REVIEW]Creative Dream - 2003 - British Journal of Aesthetics 43 (3).
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  48.  18
    Art, Mind, and Brain: A Cognitive Approach to Creativity.Francine Smolucha & Howard Gardner - 1984 - Journal of Aesthetic Education 18 (2):108.
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  49. Creativity and problem finding in art.J. W. Getzels & M. Csikszentmihalyi - 1988 - In Frank H. Farley & Ronald W. Neperud (eds.), The Foundations of Aesthetics, Art & Art Education. Praeger.
     
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  50.  20
    Black Mountain College: A Creative Art Space Where It Was Safe to Fail.Palmer Jonathan & Trombetta Maria - 2017 - World Futures 73 (1):16-22.
    Black Mountain College is remembered as an artistic utopian alternative to institutional learning. Its faculty and students included some of the most important creative thinkers of the 20th century. Its foundation was built on the philosophy of “learning by doing.” But what made Black Mountain such a dynamic educational environment? Today, the financial burden of higher education places a lasting strain on students that inhibits creative growth. Does the educational structure of the college system impede our learning? (...)
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