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This book fills a gap in the literature of 21st century international visual arts education by providing a structured approach to understanding the benefits of Philosophical Realism in art education, an approach that has received little international attention until now. The framework as presented provides a powerful interface between research and practical reconceptualisations of critical issues and practice in the domains of art, design, and education that involve implications for curriculum in visual arts, teaching and learning, cognitive development, and creativity. The book extends understanding of Philosophical Realism in its practical application to teaching practice in visual arts in the way it relates to the fields of art, design, and education. Researchers, teacher educators and specialist art teachers are informed about how Philosophical Realism provides insights into art, design, and education. These insights vary from clearer knowledge about art to the examination of beliefs and assumptions about the art object. Readers learn how cognitive reflection, and social and practical reasoning in the classroom help cultivate students' artistic performances, and understand how constraints function in students' reasoning at different ages/stages of education.
Table des matières
Part I: The Development of Philosophical Realism in Art, Design and Education.- Introduction to Philosophical Realism in Art, Design and Education Neil Brown and Kerry Thomas.- 2. Constraints on Art in Education: Realism in Art Education.- 3. Making Art a Real Thing.- 4. Aesthetic Description and Realism in Art Education.- 5. Theoretical Perspectives: Research into Children's Cognition and Knowledge in the Visual Arts.- 6. Aesthetic Fallacies in Perspective.- Part II: The Critical Application of Philosophical Realism to Concerns in Art, Design and Education.- 7. Art Education Curriculum Praxis: A Time for Collaboration.- 8. Coming to Terms with Visuality as Content in Art Education.- 9. The Spectacle of the Artist in Art Education.- 10. The Frames and Relational Aesthetics.- 11. The Meta-Representation of Standards, Outcomes and Profiles in Visual Arts Education.- 12. Bodies of Work and the Practice of Art Making.- 13. Distinguishing Artistic from Vernacular Performances in the VisualArts: A Classroom Perspective.- 14. Similarities Between Creativity and Politics as a Form of Praxis.- 15. Creativity as Collective Misrecognition in the Relationships Between Art Students and their Teachers Neil Brown and Kerry Thomas.- 16. The Meaning of Transfer in Arts Education.- Part III: Philosophical Realism and its Implications for Practice in Art, Design and Education.- 17. Pragmatism and Privilege in the Practical Arts.- 18. The Relation Between Evidence and Action in the Assessment of Practice.- 19. The Representation of Practice.- 20. Paradox and Imputation in the Explanation of Practical Innovation in Design.- Index.
Résumé
This book fills a gap in the literature of 21st century international visual arts education by providing a structured approach to understanding the benefits of Philosophical Realism in art education, an approach that has received little international attention until now. The framework as presented provides a powerful interface between research and practical reconceptualisations of critical issues and practice in the domains of art, design, and education that involve implications for curriculum in visual arts, teaching and learning, cognitive development, and creativity. The book extends understanding of Philosophical Realism in its practical application to teaching practice in visual arts in the way it relates to the fields of art, design, and education. Researchers, teacher educators and specialist art teachers are informed about how Philosophical Realism provides insights into art, design, and education. These insights vary from clearer knowledge about art to the examination of beliefs and assumptions about the art object. Readers learn how cognitive reflection, and social and practical reasoning in the classroom help cultivate students’ artistic performances, and understand how constraints function in students’ reasoning at different ages/stages of education.
