![]() Masks required.Īttend the opening reception (everyone welcome)Ĭome and see an exhibition of fine craft with a twist. NBCCD’s Drawing Studio intends to ‘Pull Back the Curtain’ on this process in an exhibition of the same name at the George Fry Gallery with works from all college studios, opening Decemfrom 4-6pm, and running Monday-Friday, 10am – 4pm, until January 17, 2023. Your bowl, scarf, business card, jeans, and necklace started as a scribble. It’s the early drafts of an article the ingredients of a tasty treat. Further, exploring the pedagogy of art education posed additional thought and consideration to the teachers for their future practice and incorporation of the work of art, which is active, therefore not the same as the product of art into their classroom.PULL BACK THE CURTAIN - a drawing exhibitionĭrawing is vital for design work. The participants followed Dewey’s theory of knowledge in order to actively contribute to their own practice as well as contributing to the field of education. Reflections included themes ranging from pedagogy, planning, to self-improvement. Challenges from teaching art included budget, curriculum, and training. ![]() The small case study (n = 9) created individual narratives of each participant’s experience. Bricolage was employed to interpret meanings and analyze findings. Teachers were observed for one art lesson, to create a foundation to their everyday activity followed by a reflective discussion of the observation. The foundation of the research relies on Dewey’s theory of knowledge (experience + reflection = new knowledge). The heuristic foundation of this research is a reflective-formative style of inquire that is delicately entwined in the practice of language. The research follows hermeneutic phenomenology as it explains and gives voice to the lived experience. The research project was designed to understand the lived experience of general elementary teachers teaching art when they are minimally trained and art education is devalued in schools and educational policy. Qualitatively created frameworks, like those of the Studio Habits of Mind, can be used to inform our understanding of creative behavior in various disciplines. We argue that the creative thinking occurring during fashion design bears strong resemblances to that which occurs in the art studio-classroom. We found abundant evidence of all eight of these thinking dispositions in all portions of the show. An entire season of the show (14 episodes) was transcribed and coded for the presence of eight Studio Habits of Mind. Our source of data was footage from a popular reality television show, Project Runway, in which nascent fashion designers are given garment design challenges. Our focus is on " habits of mind " (thinking dispositions) used during the creative process, and the categories we used were those of the eight Studio Habits of Mind observed in visual arts classrooms (Hetland et al., 2007, 2013). We examine creativity from a qualitative process rather than a quantitative product perspective. The study’s findings and their implications for future research and practice concluded this study. The wide variety of professional development experiences was noted and the high degree to which the professional development experiences were found to be beneficial was extensive. ![]() Conditions that supported and eroded a sense of teacher self-efficacy were examined and the effects reviewed. Surprisingly, prior arts experiences showed little to no significant correlation. A high degree of correlation was found between the following: studio habits and the teacher self-efficacy factors that impacted teachers’ decisions to attend an arts professional development and between the total number of professional development hours and arts integration. The study utilized four aspects of the work on studio habits: observe, envision, explore, and reflect (Hetland, Winner, Veenema, & Sheridan, 2007, 2013). Ii Allison Kleinsteuber DecemEducational Leadership THE IMPACT OF PROFESSIONAL DEVELOPMENT IN THE ARTS UPON HABITS OF MIND AND TEACHER EFFICACY Abstract This study employed a concurrent exploratory mixed-methods approach to discern the impact professional development in the arts had upon habits of mind and teacher self-efficacy. ![]()
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