LEADER 05148nam 2200613Ia 450 001 9910825438803321 005 20240515164405.0 010 $a1-280-47706-7 010 $a9786610477067 010 $a1-84150-922-1 010 $a1-84150-127-1 035 $a(CKB)2550000000038434 035 $a(SSID)ssj0000132761 035 $a(PQKBManifestationID)11137263 035 $a(PQKBTitleCode)TC0000132761 035 $a(PQKBWorkID)10041275 035 $a(PQKB)10674222 035 $a(Au-PeEL)EBL283020 035 $a(CaPaEBR)ebr10080783 035 $a(CaONFJC)MIL47706 035 $a(OCoLC)61210865 035 $a(MiAaPQ)EBC283020 035 $a(EXLCZ)992550000000038434 100 $a20041018d2005 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCritical studies in art and design education /$fRichard Hickman 205 $a1st ed. 210 $aBristol ;$aPortland, OR $cIntellect Books$dc2005 215 $a204 p 225 0 $aReadings in art and design education series Critical studies in art & design education 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-84150-205-7 320 $aIncludes bibliographical references and index. 327 $aFront Cover -- Contents -- Preface -- Acknowledgments -- Notes on Authors -- Introduction -- Chapter 1: A Short History of 'Critical Studies' in Art and Design Education -- Chapter 2: Don't Judge Pianists by their Hair -- Chapter 3: Theoretical Comments -- Chapter 4: Curricular Development in Critical Studies -- Chapter 5: What Do Dragons Think About in their Dark Lonely Caves? Or Critical Studies: The Importance of Knowledge1 -- Chapter 6: Universal Themes: Content and Meaning in Art and Design Education -- Chapter 7: Critical Discourse and Art Criticism Instruction -- Chapter 8: Critical Enquiry in Art in the Primary School -- Chapter 9: Art and Worldview: Escaping the Formalist and Collectivist Labyrinth -- Chapter 10: School Students' Responses to Architecture: A Practical Studio Project -- Chapter 11: Visual Culture Art Education: Why, What and How -- Chapter 12: Out of this World: Theme Parks' Contribution to a Redefined Aesthetics and Educational Practice -- Chapter 13: Who's Afraid of Signs and Significations? Defending Semiotics in the Secondary Art and Design Curriculum -- Appendix I: Breakdown of Images from Seven Packs -- Appendix II: The Domains of Subject Knowledge in Art & -- Design -- Appendix IIa: Ways into the Object:Objectbased Analysis -- Appendix III -- Appendix IIIa -- Appendix IV: React, Research, Respond, Reflect - Engaging Students with Visual Form -- Index -- Back Cover. 330 $aThis book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others describe aspects of current and past practice which exemplify the "symbiotic" relationship between practical studio work and critical engagement with visual form. Rod Taylor, who has done much to promote and develop critical studies in the UK, provides us with examples of classroom practice and gives us his more recent thoughts on fundamental issues - "universal themes" in art - and gives examples of how both primary and secondary schools might develop their teaching of art through attending to themes such as "identity," "myth," and "environments" to help "re-animate the practical curriculum." Although some of the discussion in this book centres on or arises from the English National curriculum, the issues are more global, and relevant to anyone involved in developing or delivering art curricula in schools. An American perspective is given in papers by George Geahigan and Paul Duncum. Geahigan outlines an approach to teaching about visual form which begins with students' personal responses and is developed through structured instruction. In Duncum's vision of 'visual culture art education' sites such as theme parks and shopping malls are the focus of students' critical attention in schools; Nick Stanley gives a lucid account of just such an enterprise, giving practical examples of ways to engage students with this particular form of visual pleasure. This publication serves to highlight some of the more pressing issues of concern to art and design teachers in two aspects. Firstly it seeks to contextualise the development of critical studies, discussing its place in the general curriculum - possibly as a discrete subject - and secondly it examines different approaches 330 8 $ato its teaching. 606 $aArt$xStudy and teaching 606 $aDesign$xStudy and teaching 615 0$aArt$xStudy and teaching. 615 0$aDesign$xStudy and teaching. 676 $a707.041 700 $aHickman$b Richard$01597633 701 $aHickman$b Richard D.$g(Richard Douglas),$f1971-$01683831 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910825438803321 996 $aCritical studies in art and design education$94054921 997 $aUNINA