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ERIC Number: ED528988
Record Type: Non-Journal
Publication Date: 2012-Feb
Pages: 192
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-0-8077-5293-2
ISSN: N/A
Transforming City Schools through Art: Approaches to Meaningful K-12 Learning
Hutzel, Karen; Bastos, Flavia M. C.; Cozier, Kimberly J.
Teachers College Press
This anthology places art at the center of meaningful urban education reform. Providing a fresh perspective on urban education, the contributors describe a positive, asset-based community development model designed to tap into the teaching/learning potential already available in urban cities. Rather than focusing on a lack of resources, this innovative approach shows teachers how to use the cultural resources at hand to engage students in the processes of critical, imaginative investigation. Featuring personal narratives that reflect the authors' vast experience and passion for teaching art, this resource: (1) Offers a new vision for urban schools that reflects current directions of urban renewal and transformation; (2) Highlights successful models of visual art education for the K-12 classroom; (3) Describes meaningful, socially concerned teaching practices; and (4) Includes unit plans, a glossary of terms, and online resources. This book contains the following parts: Part I: Seeing the City: Resources, Assets, and Possibilities (Flavia M. C. Bastos); Part II: Reimagining Teacher Education Through Art: The Dialectic of Freedom (Kim Cosier); and Part III: Engaging Pedagogy: Curriculum and Methodologies for the City (Karen Hutzel and Sharif Bey). The appendix contains: The Unit Plans. A glossary of terms, and online resources are also included.
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Publication Type: Books; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A