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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