LEADER 03711nam 22006494a 450 001 9910452212503321 005 20210527214940.0 010 $a1-281-72265-0 010 $a9786611722654 010 $a0-300-13357-X 024 7 $a10.12987/9780300133578 035 $a(CKB)1000000000472097 035 $a(StDuBDS)AH23049771 035 $a(SSID)ssj0000106201 035 $a(PQKBManifestationID)11128035 035 $a(PQKBTitleCode)TC0000106201 035 $a(PQKBWorkID)10109472 035 $a(PQKB)10210200 035 $a(MiAaPQ)EBC3420063 035 $a(DE-B1597)484956 035 $a(OCoLC)1013938019 035 $a(DE-B1597)9780300133578 035 $a(Au-PeEL)EBL3420063 035 $a(CaPaEBR)ebr10170753 035 $a(CaONFJC)MIL172265 035 $a(OCoLC)923589372 035 $a(EXLCZ)991000000000472097 100 $a20020412d2002 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 14$aThe arts and the creation of mind$b[electronic resource] /$fElliot W. Eisner 210 $aNew Haven $cYale University Press$dc2002 215 $a1 online resource (288 pages) 300 $aBibliographic Level Mode of Issuance: Monograph 311 0 $a0-300-09523-6 320 $aIncludes bibliographical references (p. 243-253) and index. 327 $tFront matter --$tCONTENTS --$tACKNOWLEDGMENTS --$tINTRODUCTION --$t1. THE ROLE OF THE ARTS IN TRANSFORMING CONSCIOUSNESS --$t2. VISIONS AND VERSIONS OF ARTS EDUCATION --$t3. TEACHING THE VISUAL ARTS --$t4. WHAT THE ARTS TEACH AND HOW IT SHOWS --$t5. DESCRIBING LEARNING IN THE VISUAL ARTS --$t6. THE CENTRALITY OF CURRICULUM AND THE FUNCTION OF STANDARDS --$t7. THE EDUCATIONAL USES OF ASSESSMENT AND EVALUATION IN THE ARTS --$t8. WHAT EDUCATION CAN LEARN FROM THE ARTS --$t9. AN AGENDA FOR RESEARCH IN ARTS EDUCATION --$t10. SUMMARY AND SIGNIFICANCE --$tNOTES --$tINDEX 330 $aAlthough the arts are often thought to be closer to the rim of education than to its core, they are, surprisingly, critically important means for developing complex and subtle aspects of the mind, argues Elliot Eisner in this engrossing book. In it he describes how various forms of thinking are evoked, developed, and refined through the arts. These forms of thinking, Eisner argues, are more helpful in dealing with the ambiguities and uncertainties of daily life than are the formally structured curricula that are employed today in schools. Offering a rich array of examples, Eisner describes different approaches to the teaching of the arts and the virtues each possesses when well taught. He discusses especially nettlesome issues pertaining to the evaluation of performance in the arts. Perhaps most important, Eisner provides a fresh and admittedly iconoclastic perspective on what the arts can contribute to education, namely a new vision of both its aims and its means. This new perspective, Eisner argues, is especially important today, a time at which mechanistic forms of technical rationality often dominate our thinking about the conduct and assessment of education. 606 $aArt$xStudy and teaching$xPhilosophy 606 $aArt and society 606 $aArt$xStudy and teaching$zUnited States 608 $aElectronic books. 615 0$aArt$xStudy and teaching$xPhilosophy. 615 0$aArt and society. 615 0$aArt$xStudy and teaching 676 $a707/.1/273 700 $aEisner$b Elliot W$0846715 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452212503321 996 $aThe arts and the creation of mind$91891796 997 $aUNINA