The Art And Craft Of Pedagogy

In tracing community, and how art and craft can be harnessed to express and manifest communities, this book raises fundamental questions and issues about the nature of literacy in everyday lives. Threaded throughout the contributions is an abiding belief in the expansive and flexible nature of literacy, which might one moment involve photography; in the next, drama; and in the next, invite song coupled with movement. Something happens to literacy when it is seen through multiple modalities of meaning and communication: it moves from a thing to a thought and a feeling. Pedagogically, the book offers readers a carousel of places and people to witness literacy with, from young children all the way to grandparents. This opens up a sense of geography and age, proving that literacy really does reside in the centre and corners of our lives. With nine chapters by scholars in Canada, the United Kingdom, and the United States, all researching under the umbrella of the same research study, the collection provides a unique perspective on human and aesthetic communication and shows differences between social groups. This book was originally published as a special issue of Pedagogies: An International Journal.

Richard Hickman considers effective teaching across the curriculum, examining the notion that successful teachers of art and design are amongst the best teachers of any subject with much to offer outside their discipline in terms of pedagogy. The case study approach focuses on adolescent learning, although much of what is considered is applicable to all ages and phases of education, to consider the following questions: What are the characteristics of successful art teaching? How do individual life experiences inform art teachers' teaching? How in turn might others benefit from their pedagogical practices? Using self-portraiture, autoethnography and autobiography, Hickman draws together the varied experiences of a group of art teachers to explore a range of issues, including identity, learning environment and the nature of the teacher/learner relationship, which are discussed with clarity and imagination.

A practical guide for everyone who must deliver a lecture, lead a discussion, assign a grade, or carry out the hundreds of tasks involved in being a successful teacher from the first day of school to the last.

What are the prerequisites for reforming education, and how can these reforms be seen in school development and culture? How should teacher education support this reform process? What are the principles and practices underlying the functioning of the schools of tomorrow? These questions are examined in this unique volume. The authors in this book argue that the central function of teacher education and education in general is to respond to the challenges brought on by the twenty-first century. According to this approach, the competencies and skills needed in the future are not merely a new addition to school activities, but rather something requiring a comprehensive reform of school culture encompassing teacher education, curricula, and teaching methods. Such a fundamental process of change in the action and thinking models used by schools would be an effort to achieve a complete transformation, the result of which would be schools developing into organizations that are both creative and imbued with a strong sense of community. A central attribute is that the creation of new knowledge is not just restricted to the classroom but also takes place in out-of-school environments. This would link learning to its natural context, eventually leading to an ideal instruction that is actively problem oriented, holistic, and life centered. This reform-minded volume is divided into three parts. The first part focuses on the reform processes in teacher education, the second on the reforms of pedagogics at schools and teacher education institutions, and the third on the processes of reculturing schools. New prospects for active schools in the United States and Europe, as well as in Japan and China, are discussed.

Art and Design Pedagogy in Higher Education provides a contemporary volume that offers a scholarly perspective on tertiary level art and design education. Providing a theoretical lens to examine studio education, the authors suggest a student-centred model of curriculum that supports the development of creativity. The text offers readers analytical frameworks with which to challenge assumptions about the art and design curriculum in higher education. In this volume, Orr and Shreeve critically interrogate the landscape of art and design higher education, offering illuminating viewpoints on pedagogy and assessment. New scholarship is introduced in three key areas: curriculum: the nature and purpose of the creative curriculum and the concept of a ‘sticky curriculum’ that is actively shaped by lecturers, technicians and students; ambiguity, which the authors claim is at the heart of a creative education; value, asking what and whose ideas, practices and approaches are given value and create value within the curriculum. These insights from the perspective of a creative university subject area also offer new ways of viewing other disciplines, and provide a response to a growing educational interest in cross-curricular creativity. This book offers a coherent theory of art and design teaching and learning that will be of great interest to those working in and studying higher education practice and policy, as well as academics and researchers interested in creative education.

Filled with helpful checklists, charts, and suggestions for further reading, this practical, comprehensive, and multidisciplinary guide takes readers through the entire case-writing process, including skills for writing both teaching cases and research cases. This edition includes new discussions of students as case writers, and how to interpret and respond to reviews, as well as updated and expanded material on video, multimedia and Internet cases.

It is common for teachers and students of education to feel disheartened about the profession and their own aims and purposes once they become conscious of the dehumanizing tendencies of the schooling institution. As teacher educators, we have also known many students who, after studying critical perspectives aimed at exposing the power and privilege flowing through the public schools, then look to us with the question, “Where’s the hope?” Our attempt to answer our students’ questions has led us to consider what beauty and love in education look like. Where can it be seen, and how can we bring this forward so it can be instructive to those who are faced with similar questions about the incredibly important craft of teaching? This collection of narratives, essays, and poetic expressions includes the perspectives of students and educators who, in varying ways, express gratitude toward those who came before them and a deep desire to keep the faith alive. The authors share narrative accounts of someone or something in the public schools or learning experiences in general that inspired and nurtured the passionate desire to achieve goods internal to some shared practice – that is, some art at living – such that there was a transformative readjustment to the very nature of experience itself. We share with readers the stories and intellectual habits that have fueled us, inspired us, and that continue to push us to engage in the practice of cultivating educational dynamics that are meaningful and transformative for ourselves, our students, and our communities. The book concludes with an exploration into how teachers might not only root their craft, but the habit of love in general, in a sense of freedom.