Rethinking Art Education Research through the Essay
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Beschreibung
This book explores the pedagogical applications of critical thinking in art education and scholarship. In the first part of the book, the author delves into the ways that arts-based educational research has incorporated critical thinking in order to illuminate the context for the subsequent study. The second half of the book focuses on the essay as a genre used in creative nonfiction and film in order to enact the concept of critical thinking in art education. In this way, the book sheds light on a new landscape of thinking arts education and thinking scholarship through the essay that is practiced in creative nonfiction and cinema.
This book explores the pedagogical applications of critical thinking in art education and scholarship. In the first part of the book, the author delves into the ways that arts-based educational research has incorporated critical thinking in order to illuminate the context for the subsequent study. The second half of the book focuses on the essay as a genre used in creative nonfiction and film in order to enact the concept of critical thinking in art education. In this way, the book sheds light on a new landscape of thinking arts education and thinking scholarship through the essay that is practiced in creative nonfiction and cinema.
Redefines critical thinking in a way that applies to art and its education Draws on noology and the work of Gilles Deleuze Locates the essay as an observable site of thinking in art
Autor*in
Stephen M. Morrow
Themen in »Rethinking Art Education Research through the Essay«
arts-based educational research critical thinking creative non-fiction essay writing aesthetics
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“Stephen Morrow has written a timely book that takes a critical look at arts and educational research and professionalism in American higher education. Professions have a way of fencing in ideas, as containers for professional standardization of theory and practice. By definition, professions are self-contained. Members of the profession form most of the theory bases, from which they derive professional standards, which are then often used to train practitioners. But such a closed system can also be limiting, if not confining. Morrow provides a road map for art educators to break out of their professional box, and greatly expand the potential of Arts Based Educational Research (ABER), stepping out beyond our laboratories and address research on a scale that writers and filmmakers have already been doing for centuries. In this way, the arts and education professions can reconsider and expand their work and research in a way that frees professionals from their silos.” (Clayton Funk, Senior Lecturer, Department of Arts Administration, Education and Policy, Ohio State University, USA)
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