Community Participatory Ecological Art and Education

This paper presents a phenomenological case study on ecological artist Lynne Hull by investigating the connections between ecological art, nature, and education. The research examines Hull's ‘positive gesture towards the Earth’ as conceptualized in her work of creating habitats for wildlife (Hull, 2004, para 1). It illustrates how she seeks to inspire changes in human behaviour through her artwork in addition to developing action steps based on her works. Through an examination of Hull's work, the researcher explores how ecological art can inspire environmental education by presenting innovative ways of thinking about existing concepts. The paper discusses how educators can incorporate inquiries about ecological art into the school curriculum. Furthermore, it considers ways in which educators can adopt Hull's art‐making processes and integrate these into the curriculum. It argues that educators can help students to interact with these artworks and develop their own creative processes in a meaningful way that involves art, aesthetics, and nature – all of which may raise students' consciousness about the environment in themselves and others. Ultimately, appreciating the elements of nature and their connection to the aesthetic can become a vehicle for raising awareness about broader     

Influences on and Obstacles to K-12 Administrators’ Support for Environment-Based Education

Urban environmental education helps students to recognize ecological features and practices of cities. To understand the value and practice of developing such ecological place meaning, we conducted narrative research with educators and students in urban environmental education programs in the Bronx, New York City. Narratives showed that educators are cultivating ecological place meaning to help students appreciate ecological aspects of cities, and develop their imagination of how their environment could be improved. Such ecological place meaning is nurtured through direct experiences with the urban environment, social interactions within educational programs and communities, and development of students’ ecological identity.     

高职英语教学中的心理教育

本阐述了如何在高职英语教学中加强对学生的心理教育，包括培养学生良好的心理素质，克服畏难情绪，戒骄戒躁，激发学生学习英语的兴趣，以及培养不的应用意识，旨在提倡重视学生的心理教育，以便他们更有效地学好英语。     

Conceptualising Art Education as Environmental Activism in Preservice Teacher Education

This article explores how art and design education can contribute to the imperative of climate change and help societies adapt to living more sustainably. Drawing on methods from arts‐based research and qualitative case study, it reports on an investigation into what can be learned from creating environmental art installations with preservice teachers (those training to be K‐12 teachers), as part of an environmental art education programme in a leading Canadian university. Findings support that preservice teachers experienced behavioural and attitudinal shifts towards sustainability after engaging in the processes of creating environmental art; involvement in the programme also provided opportunities for building community, engaging multiple domains of learning, modelling sustainable art‐making practices and prompting environmental activism. The results of this study inform a developing pedagogy for environmental art education in higher education settings.     

高校艺术教育改革的民间艺术学取向

当下高校艺术教育存在着模式单一、路径太窄、创新能力薄弱等问题,而民间艺术的原生性质、健康情感与朴拙风格,对改革高校艺术教育有着拾遗补阙的功能。针对艺术教育的现状并结合个人教学实践,我们建议:(1)各地高校充分利用区域性人文艺术资源,在调查研究的基础上,把民间艺术的丰厚积淀转化为教学资源,改变艺术类专业与课程的趋同现象。(2)采取"1+1"教学模式,请民间艺人走上大学讲坛,走到师生之间,用其本色语言讲述自己的创作甘苦,弥补学院与书本教学之不足。(3)艺术专业的师生走出校园,走向民间,走向原生态的民间艺术,通过田野调查,既为区域文化建设做一些具体工作,同时增进对民间艺术的认知,从而提高人文素养。     

上海市高中阶段学校艺术教育现状的调查研究

中小学艺术教育改革是中国基础教育改革的重要方面,本调查研究选取了闵行三中和南洋中学,对学生和教师进行访谈和问卷调查。研究表明,影视艺术和音乐最受学生欢迎;上海高中生普遍在幼年受过艺术培训,但坚持到现在的不多;艺术课能缓解学生沉重的高考压力。通过实验教学,对高中艺术教育的教学目的、教学方法、教学内容以及师生互动的方式进行了反思和讨论,并提出了对高中艺术教材的设想和对艺术教师素养的思考。     

Turning Polemics into Pedagogy: Teaching about Censorship in Art Education

In recent decades, the field of art education has seen an increasing interest in issues of social justice and social reconstruction which has led to pre‐service art educators often being encouraged to include potentially controversial topics in their pedagogy. Surprisingly, however, there seems to have been little concurrent discussion concerning the inherent risks involved in introducing polemical themes within the classroom. Indeed, despite its obvious importance, the subject of censorship is often given little attention in art education circles, save for when it has already become an active problem, such as when an instructor is accused of censorship by a student, or when forces outside the classroom seek to involve themselves in pedagogical decisions. In this article, I describe my experience creating and implementing an undergraduate pre‐service art education course on the subject of censorship. I begin by examining my students’ reactions to some of the themes explored, and then explain how discussing cases of art censorship and controversy can serve as a platform for introducing students to the key role that context plays in how we perceive, value and react to artworks. Finally, I make the argument that by including censorship as a subject within their curriculum, teachers can help students better to navigate the psychological, moral and ethical complexities of contemporary art making.     

Art at the Mall: A Look at the Aesthetics of Popular Mall Art Culture

Currently there is a scarcity of information in the art education literature about purchasing art. This article examines how art acquires economic and social value, as well as how consumers make decisions when purchasing a piece of art. Where does an art student, or the general public learn about buying art? How much, if any, of this process is happening in the art class? There is an assumption art educators make, that raising some invisible standards of taste leads to greater awareness of art consumption. In this article, the author visits four mall stores to study the aesthetics of art purchase to discuss a number of implications for art teaching. Elitist views of the contemporary art world regarding popular culture and the purchase of art frame the debate. As art educators we ask art students to look at the world as critical consumers; this article then, offers practical approaches for classroom discussions surrounding the purchase of art.     

论大学生的艺术教育与素质教育

艺术使人得以充实完美，懂得和实践艺术是大学生思维和心灵健康发展的基础。大学生在艺术参与过程中发展着自尊、自律、合作、自我激励、审美能力。这些无疑是大学生学习、生活成功的必要素质。艺术教育是素质教育的重要组成部分，也是提高大学生整体素质的途径之一。章在充分论证艺术教育对大学生素质和全面发展的重要作用的同时，对普通高校开展艺术教育活动的宗旨、对象、特点和内容提出几点建议。     

高职美术基础教育中创新思维培养方式探究

高职美术基础教育中加强创新思维的有效培养,响应了新时期中国特色社会主义推出的五育并举和加强学生综合素质教育的相关战略政策."解放天性"、"拓展思维",在美术基础教学中融入相关教学理念、创新教学思维.高职美术基础教育教师应当推动课堂教学与社会生活、自然世界的贴近,将理论教学与实践教学相结合,帮助学生将内化的灵感转变成形象化的思维.培养学生的创新思维,需要高职美术教师积极创新和转变教学策略、教学模式,深入分析当前教育教学的基本状况,提出针对性培养学生创新思维的方法策略.     

论戏曲艺术与校园德育的交融

中国戏曲以鲜明生动的艺术形式,承载着文化传承和伦理道德教化的重大使命.在“以德治国”的指引下,戏曲艺术与校园德育工作有着天然的结合优势.戏曲艺术走进德育课堂,完全能够胜任艺术传播与德育工作结合的重任.在传统德育工作体系中尝试融入戏曲艺术来辅助德育的可行性方案是:通过课堂教学、校园文化、社会环境、借鉴戏曲界师德资源四种途径将戏曲与德育有机融合,用隐性教育手段“物化”德育内容,深化德育效果,提升德育内涵.     

Awakening Teachers’ Capacities for Social Justice With/In Arts-Based Inquiries

Social justice-oriented teacher education can guide preservice teachers toward greater critical sociocultural knowledge, analytic skills, social responsibility, and commitment to act in the interest of providing all students with high quality educational experiences. This qualitative case study examines how arts-based inquiries in social justice-oriented teacher education can provide the necessary generative spaces for developing preservice teachers’ critical sociocultural knowledge. Data were drawn from student interviews and reflective papers across four sections of a course employing collaborative, arts-based inquiry. Findings highlight the cumulative knowledge, pleasure, anxiety, confrontation with material and symbolic bodies, and self-transformations that can develop from art practices and help to awaken preservice teachers’ critical consciousness for teaching for social justice.     

推动高校艺术教育发展 促进大学生综合素质提升

通过阐述高校艺术教育与大学生综合素质之间的关系,认真分析当前中国高校的学生艺术素质教育方面存在的问题,得出艺术教育对大学生素质教育的重要作用,两者具有同步性、交叉性和互补性的特点。根据目前我国高校艺术教育和素质教育工作的现状,就如何以高校艺术教育来促进大学生素质教育的发展提出了一些可行性建议。     

Reflective journals: making constructive use of the “apprenticeship of observation” in preservice teacher education

Many scholars have characterized the “apprenticeship of observation” as a “pitfall” to be avoided or a barrier to be overcome in preservice teacher education, but directly challenging students’ experience-based beliefs often leads to resistance, making students feel discounted or disrespected. In my introductory educational psychology course, students write biweekly journals reflecting on their own lived experiences in light of course concepts and ideas. These reflections are then shared in a variety of ways, serving as a vital context for further investigation and discussion of how these concepts and ideas translate into the classroom. In this paper, I share typical journal questions and excerpts from the responses of two recent classes to show how students can engage journal questions at differing levels; how even the experiences of my mostly privileged and successful students have at some points echoed, and thus can illuminate, the struggles of the less privileged, the rebellious, and the failed students who most need good teaching; and how students’ own shared reflections can be used nonthreateningly to help them confront their unconsidered assumptions about teaching and learning. Finally, I discuss choice, respect, and agency as three essential conditions for effective use of student journals in preservice teacher education.     

高职院校生态美育构建途径分析

生态美育是运用生态美学观念提升人的生存境界的美育教育,是传统美育的转型与发展。高职生态美育能使大学生认识生态的重要性,从情感上热爱并保护生态环境,从行为上自觉养成环保行为,实现人与自然和谐发展。根据高职教育特点,提出高职生态美育传统课堂教学循环、传统活动循环、团队循环及辐射循环的“四循环”教学模式、课程考核与评价方法及运行保障措施等构建途径,为更好在高职院校普及生态美育提供参考。     

Distinguishing Between Multicultural and Global Education: The Challenge of Conceptualizing and Addressing the Two Fields

This qualitative study examines how a group of social studies teachers working in a suburban middle school with a predominantly affluent and white student body conceptualize multicultural and global education. The data reveals that several of the teachers experienced difficulties conceptualizing multicultural and global education, used them interchangeably, and did not articulate their importance to their students. In addition to interviews with teachers, classroom observations were conducted to see how they addressed multicultural and global education in class. The outcomes of this study indicate that pre-service and in-service teacher education should pay attention to delineating the distinct purposes of multicultural and global education and how these concepts can be infused into a social studies curriculum.     

探究农村学校美术教育实施发展的途径

初中美术教育是素质教育不可或缺的一部分,要使贫困地区农村学校的初中美术教育得到普及和发展,应从农村的实际出发进行美术教育：在教学准备方面应精心设计教学内容;要把培养美术特长生列入教学计划;在课堂教学实施方面应采取民主型的教学方式;以办小美展的方式优化教学环境。     

Developing Empathy Through Design Thinking in Elementary Art Education

Past research has suggested incorporating design thinking in upper elementary art education helps students develop what are known as the Four Cs: collaboration, communication, creativity, and critical thinking. As an instructional strategy, design thinking focuses on empathy first and provides a structure for students to work through real-world, complex problems in small groups. This exploratory qualitative case study examined the effects of teaching empathy through design thinking in upper elementary art education. Eight teachers participated, representing public, private, charter, and independent school settings. Data included student observations, interviews, and journal reflections. An analysis of findings resulted in three conclusions: (a) design thinking can foster the development of empathy in preadolescents, (b) art education curricula at the upper elementary level can include design thinking, and (c) design thinking is a valid strategy for teaching empathy. Including empathy within art education promotes a classroom culture that is respectful and understanding of others, with students becoming advocates of justice, equity, and inclusion. As society continues to struggle with bullying, physical violence, and social unrest, teaching empathy has the potential to change how students relate to each other in the classroom, and, ultimately, in the world at large.     

论全纳性教育课堂教学资源的有效利用

全纳性教育课堂教学对象存在的客观性、广泛性决定了在教学过程中只有合理、有效地利用教学资源,才能在最大程度上开发所有学生尤其是特殊需要学生的个性潜能,使它们获得全面和谐的发展。全纳性教育课堂教学资源的有效利用,能在一定程度上为全纳教育课堂教学顺利实施提供一定的借鉴意义。     

‘I assume they don't think!’: teachers’ perceptions of Normal Technical students in Singapore

Teachers’ attitudes and beliefs about students in a particular grouping hierarchy are shaped by their ideological views. Within education systems that have high international profiles, such as Singapore, what has been less explored is how teachers think about and interact with students who are seemingly positioned as being ‘low-ability’ or ‘low achieving’ within disadvantaged education contexts. This paper accordingly examines teachers’ perceptions of ‘Normal Technical’ students in Singapore. The findings underscore the need to understand teachers’ interpretations and thinking about teaching and learning processes that influence classroom practice. This is a necessary starting point for pedagogical innovation and change in schools.