Friday, March 4, 2016

Children and Their Art







Children and Their Art: Methods for the Elementary School, Eighth Edition
Buku ini diterbitkan tahun 2007  oleh Thomson Wadsworth, USA adalah buku edisi  Delapan.


Judul:  Children and Their Art: Methods for the Elementary School, Eighth Edition
Oleh:  Al Hurwitz and Michael Day
Penerbit: Thomson Wadsworth, USA
Tahun: 2007
Jumlah Halaman:   457 hal.

Penulis:
Al Hurwitz
adalah Ketua Profesor Emeritus di Pendidikan Seni di Maryland Institute College of Art. Ia mengajar di SD dan tingkat menengah di Miami-Dade County, Florida, sebelum pengangkatannya sebagai pengawas seni. Dia juga Direktur Visual dan Performing Arts untuk Newton, Massachusetts,
mengajar sekolah dan pendidikan seni di Harvard University Graduate School of Education; Universitas Negeri Ohio; Guru College, Columbia University; Brandeis Universitas; dan Massachusetts College of Art.
Ia juga menulis, co menulis, atau  mengedit 12 buku tentang pendidikan seni dan menjabat sebagai presiden In SEA dan Masyarakat  Amerika Serikat untuk Pendidikan melalui Seni (USSEA).
Dia menerima penghargaan nasional dan internasional termasuk Distinguished Alumnus Award dari Pennsylvania State University; Penghargaan Edmund Ziegfeld; Penghargaan Distinguished Alumnus, Maryland Institute College of Art; Sir Herbert Baca dan Mahmoud El Choice Bassiouny; dan National
Seni Educator Award dari NAEA. Dia menerima gelar doktor dari Pennsylvania State University dan memegang MFA dari Yale Drama School.
Dr. Hurwitz bertugas di National Board for Professional Teaching Standards  (NBPTS), program sertifikasi nasional untuk guru seni. Dia telah mengevaluasi program dalam pendidikan seni untuk Corcoran School of Art dan Guru College of Columbia Universitas; dan dia telah melakukan lokakarya untuk
Hirshhorn, Whitney, dan Los Angeles County Museum seni. Dia memiliki pusat studi Pendidikan Seni Seni dibuat dengan nama-Nya di Maryland Institute College seni, yaitu The Hurwitz Study Center for Art Education.

Michael Day adalah Profesor Emeritus dan mantan Ketua Departemen Seni Visual di Universitas Brigham Young. Dia mengajarkan  seni di sekolah menengah dan  sekolah tinggi di California dan
menyelesaikan gelar doktor di Stanford University. Ia menjabat sebagai kepala program pendidikan seni di Universitas  di Carolina Selatan dan University of Minnesota.
Dia seorang penulis dan seoramg peneliti  yang karyanya telah dipublikasikan secara luas, Profesor Day adalah penerima Manuel Barkan Award untuk penelitian yang dipublikasikan dari NAEA. Dia telah mengarahkan kurikulum nasional lembaga pengembangan dan pengembangan profesional nasional
seminar untuk Getty Education Institute for the Arts. Pada tahun 1993, ia dinobatkan sebagai Getty Institute’s pertama Mengunjungi Scholar.
Profesor Day telah  menjadi konsultan untuk departemen sekolah seni dan departemen negara kabupaten pendidikan dan sekolah di 26 negara. Ia telah bertugas di panel nasional, dewan redaksi untuk publikasi ilmiah nasional, dan papan museum seni. Dia diundang untuk bekas Uni Soviet dalam pertukaran ilmiah yang disponsori oleh International Research and Exchanges Board; dan pada tahun 1998 dia adalah salah satu dari lima cendekiawan yang diundang untuk the Getty Education Institute and the Ministry of Education of the People’s Republic of China. Dia telah mengajar sebagai dosen di Hong Kong Institute of Art dan National Taiwan Normal University di Taipei.
Dr. Day menjabat sebagai Presiden NAEA dari 1997 untuk tahun 1999. Minatnya terus dalam persiapan guru seni mengakibatkan bukunya tahun 1997,  Preparing Teachers of Art, dan di pengembangan dan publikasi pada tahun 2000 dari NAEA Standards for Art Teacher Preparation, selesai di bawah naungan kepresidenannya. Dia coedited dengan Elliot Eisner yang landmark buku Handbook of Research and Policy in Art Education, diterbitkan pada tahun 2004.

Lingkup Pembahasan:
Buku ini terdiri atas  Lima bagian Utama, yaitu  Bagian  1 Yayasan dan Tujuan Pendidikan Seni mencakup pembahasan  PONDASI PENDIDIKAN ART: ANAK-ANAK, ART, DAN MASYARAKAT dan PENDIDIKAN ART DI RUANG KELAS KONTEMPORER: ISU DAN PRAKTIK. Bagian 2   Anak-anak sebagai peserta didik menbakup pembahasan ANAK PEMBANGUNAN artistik ANAK: BAGAIMANA ANAK TUMBUH DAN BELAJAR; ANAK DENGAN KEBUTUHAN KHUSUS: SENI UNTUK SEMUA ANAK dan  ANAK BERBAKAT: SIFAT bakat artistik.  Bagian  3  Isi  Tentang Seni meliputi pembahasan GAMBAR: DI HATI DARI PENGALAMAN STUDIO,  LUKISAN: DI HATI DARI PENGALAMAN STUDIO Patung DAN KERAMIK; Seni Grafis;  NEW MEDIA: IDE DAN EARTHWORKS-KOMPUTER UNTUK LASERS; DESAIN: BAHASA SENI DAN APLIKASI;  KRITIK ART: DARI RUANG KELAS ATAS MUSEUM; SEJARAH ART: TIMES LAIN DAN TEMPAT; Estetika: FILOSOFI SENI DI KAMAR; BUDAYA VISUAL DALAM PENDIDIKAN ART.
Bagian 4 Instruksi mencakup pembahasan  METODE UNTUK MENGAJAR ART: KELAS PRAKTEK dan DIMENSI SOSIAL: KEGIATAN ART COLLABORATIVE DAN INSTRUKSIONAL.
Bagian 5 Kurikulum dan Penilaian meliputi pembahasan  KURIKULUM: LATAR BELAKANG, PERENCANAAN, DAN ORGANISASI; KELAS ORGANISASI DAN PAMERANKERJA SISWA dan  MENILAI BELAJAR DAN PRESTASI SISWA.

Daftar Isi Buku:

PART 1 Foundations and Goals for Art Education
Chapter 1  FOUNDATIONS OF ART EDUCATION: CHILDREN,ART, AND SOCIETY / 1

    Nature of the Visual Arts / 2
    Conceptions of the Learner / 5
    Values of Society / 11
    Change in Art Education / 13
    Some Basic Beliefs in Contemporary Art Education / 18
    NOTES / 18
    ACTIVITIES FOR THE READER / 21
    SUGGESTED READINGS / 22
    WEB RESOURCES / 23
Chapter 2 ART EDUCATION IN CONTEMPORARY CLASSROOMS: ISSUES AND PRACTICES / 25
    Art Is Necessary, Not Just “Nice” / 25
    A Balanced Program of Art Education / 27
    Influences of Postmodern Thought / 30
    Summary / 37
    NOTES / 37
    ACTIVITIES FOR THE READER / 39
    SUGGESTED READINGS / 39
    WEB RESOURCES / 40

PART 2  Children as Learners
Chapter 3 CHILDREN’S ARTISTIC DEVELOPMENT:HOW CHILDREN GROW AND LEARN / 43

    Stages of Graphic Representation / 45
    Why Children Make Art / 60
    Children’s Conceptual Development in Art / 63
    Artists and Children’s Art / 64
    NOTES / 65
    ACTIVITIES FOR THE READER / 66
    SUGGESTED READINGS / 67
    WEB RESOURCES / 67
Chapter 4 CHILDREN WITH SPECIAL NEEDS: ART FOR ALL CHILDREN / 69
    Contributions of Art for Students with Special Needs / 73
    Teaching Children with Intellectual, Cognitive, or Developmental Disabilities / 74
    Methods of Teaching / 76
    Other Kinds of Disabilities / 79
    NOTES / 81
    ACTIVITIES FOR THE READER / 82
    SUGGESTED READINGS / 82
    WEB RESOURCES / 82
Chapter 5 TALENTED CHILDREN: THE NATURE OF ARTISTIC GIFTEDNESS / 85
    Identifying Gifted Children / 87
    Identifying Talented Children / 93
    Special Arrangements in Art for Gifted Children / 94
    Suggested Art Activities / 95
    Teaching Gifted Children / 98
    NOTES / 99
    ACTIVITIES FOR THE READER / 100
    SUGGESTED READINGS / 100
    WEB RESOURCES / 100

PART 3  Content of Art
Chapter 6 DRAWING:AT THE HEART OF THE STUDIO EXPERIENCE / 103

    The Manipulative Stage (Ages 2–5) / 104
    The Symbol-Making Stage (Grades 1–4) / 105
    The Preadolescent Stage (Grades 4–6) / 105
    The Development of Pictorial Composition / 111
    Working with Narratives: Storytelling / 113
    NOTES / 115
    ACTIVITIES FOR THE READER / 115
    SUGGESTED READINGS / 116 /
    WEB RESOURCES / 116
Chapter 7 PAINTING:AT THE HEART OF THE STUDIO EXPERIENCE / 119
    Painting Media and Techniques / 120
    Developing Color Awareness / 122
    NOTES / 127
    ACTIVITIES FOR THE READER / 127
    SUGGESTED READINGS / 128
    WEB RESOURCES / 128
Chapter 8 SCULPTURE AND CERAMICS / 131
    Sculpture: Basic Modes of Forming and Construction / 132
    Sculpture with Paper / 135
    Sculpture in Plaster of Paris / 139
    Ceramics: Art from Earth and Fire / 140
    Modeling with Clay / 140
    Making Pottery / 144
    Media and Techniques 144
    Finishing Processes / 146
    NOTES / 147
    ACTIVITIES FOR THE READER / 148
    SUGGESTED READINGS / 148
    WEB RESOURCES / 149
Chapter 9 PRINTMAKING / 151
    Rubbings / 153
    Monoprints / 154
    Potato and Stick Printing / 156
    Styrofoam, Linoleum, and Woodcut Printing / 157
    Stenciling / 161
    NOTES / 164
    ACTIVITIES FOR THE READER / 164
    SUGGESTED READINGS / 165
    WEB RESOURCES / 165
Chapter 10 NEW MEDIA: IDEAS AND EARTHWORKS—COMPUTERS TO LASERS / 167
    New Ideas, New Media / 168
    New Media in the Classroom / 171
    Media for Instruction / 175
    NOTES / 179
    ACTIVITIES FOR THE READER / 180
    SUGGESTED READINGS / 180
    WEB RESOURCES / 181
Chapter 11 DESIGN:ART LANGUAGE AND APPLICATION / 183
    The Elements of Design / 184
    The Principles of Design / 190
    Uses of Design / 193
    NOTES / 198
    ACTIVITIES FOR THE READER / 198
    SUGGESTED READINGS / 199
    WEB RESOURCES / 199
Chapter 12 ART CRITICISM: FROM CLASSROOM TO MUSEUM / 201
    Art Appreciation and Criticism / 202
    Teaching Methods to Develop Critical Skills / 203
    Learning from Art Critics / 208
    Working with Language / 210
    Further Suggestions for Study / 212
    Working for Total Group Involvement / 213
    Teaching Aids for Developing Critical Response / 216
    Using Art Museums and Galleries / 217
    NOTES / 220
    ACTIVITIES FOR THE READER / 221
    SUGGESTED READINGS / 222
    WEB RESOURCES / 222
Chapter 13 ART HISTORY: OTHER TIMES AND PLACES / 225
    Art History Content: A Brief Survey of World Art / 226
    Teaching Art History / 243
    Functions of Art History and Methods of Inquiry / 245
    NOTES / 250
    ACTIVITIES FOR THE READER / 251
    SUGGESTED READINGS / 252
    WEB RESOURCES / 254
Chapter 14  AESTHETICS: PHILOSOPHY IN THE ART ROOM / 257
    Aesthetics and Theories about Art / 259
    Three Aesthetic Stances: Mimesis, Espressionism, and Formalism / 266
    Art and Western Society / 270
    Ways of Teaching: Inquiry and Structured Discussion / 274
    NOTES / 277
    ACTIVITIES FOR THE READER / 277
    SUGGESTED READINGS / 278
    WEB RESOURCES / 279
Chapter 15 VISUAL CULTURE IN ART EDUCATION / 281
    Rationale for Visual Culture in Art Education / 282
    Approaches to Visual Culture in Art Education / 284
    Applications of Visual Culture in Art Classrooms / 290
    NOTES / 293
    ACTIVITIES FOR THE READER / 294
    SUGGESTED READINGS / 295
    WEB RESOURCES / 295

PA R T 4  Instruction
Chapter 16  METHODS FOR TEACHING ART: CLASSROOM PRACTICE / 297

    Methodology / 298
    Teaching Practices in Art / 300
    Organizing for Instruction / 309
    Teaching in Action: Planning for the First Session / 311
    NOTES / 314
    ACTIVITIES FOR THE READER / 314
    SUGGESTED READINGS / 315
    WEB RESOURCES / 315
Chapter 17 THE SOCIAL DIMENSION: COLLABORATIVE ART ACTIVITIES AND INSTRUCTIONAL GAMES / 317
    Social Values in Art Education / 317
    The Role of the Teacher in Collaborative Activities / 318
    Group Activities: Simpler Forms / 319
    Puppetry / 320
    Murals / 322
    Art Games / 329
    NOTES / 333
    ACTIVITIES FOR THE READER / 334
    SUGGESTED READINGS / 334
    WEB RESOURCES / 335

PART 5 Curriculum and Assessment
Chapter 18 CURRICULUM: BACKGROUND, PLANNING,AND ORGANIZATION / 337

    Influences on Curriculum Decision Making / 338
    Who Designs the Art Curriculum? / 342
    Key Decisions in Planning an Art Program / 346
    Correlating Art with Other Subjects / 348
    Organizing and Writing Art Curriculum / 355
    NOTES / 365
    ACTIVITIES FOR THE READER / 366
    SUGGESTED READINGS / 366
    WEB RESOURCES / 367
Chapter 19 CLASSROOM ORGANIZATION AND EXHIBITION OF STUDENT WORK / 369
    Physical Requirements of the Classroom / 370
    Basic Supplies and Equipment / 370
    Classroom Arrangements / 371
    Why Exhibit Children’s Art? / 375
    Selecting Work for Exhibit / 376
    Arranging Exhibits in the Classroom / 377
    Arranging Displays outside the Classroom / 380
    The Exhibition as Community Education / 381
    NOTES / 382
    ACTIVITIES FOR THE READER / 382
    SUGGESTED READINGS / 382
    WEB RESOURCES / 383
Chapter 20 ASSESSING STUDENT LEARNING AND ACHIEVEMENT / 385
    Defining Terms / 386
    Informal Assessment / 387
    Formal Assessment / 388
    Assessment of Student Progress in Art / 389
    Methods for Assessment of Student Progress in Art / 396
    Reporting Progress in Art / 401
    NOTES / 410
    ACTIVITIES FOR THE READER / 410
    SUGGESTED READINGS / 411
    WEB RESOURCES / 411
Appendix A A HISTORICAL FRAMEWORK FOR ART EDUCATION: DATES, PERSONALITIES,
    PUBLICATIONS, AND EVENTS / 413
Appendix B PROFESSIONAL RESPONSIBILITY AND PROFESSIONAL ASSOCIATIONS / 420
Appendix C COMMERCIAL RESOURCES / 421
Appendix D SAFER MATERIALS FOR ELEMENTARY-SCHOOL ART / 422
CREDITS / 424
INDEX / 428   

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