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Stabler, Albert – International Journal of Art & Design Education, 2019
Race, history and visibility have a great deal to do with how disability operated socially and educationally in the Chicago public high school art classroom where I taught for ten years. I am severely near-sighted, and I am also white, educated and often, but not consistently, able to pass for non-disabled. A large number of my students were…
Descriptors: Public Schools, Art Education, High School Students, Teacher Attitudes
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Wewiora, Elizabeth – International Journal of Art & Design Education, 2019
This article describes a current project by Liverpool organisations Open Eye Gallery (Liverpool), Whitby High School (Ellesmere Port), recent partners Liverpool Hope University and Curious Minds. The school is in an area of high socio-economic deprivation and low level of cultural engagement. The project seeks to support students' photographic and…
Descriptors: Arts Centers, Photography, Foreign Countries, Partnerships in Education
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Edwards-Vandenhoek, Samantha – International Journal of Art & Design Education, 2018
This article outlines the learning design, implementation and shared outcomes of an intensive placed-based design education programme that was delivered in a specific remote high school learning context in the Warmun Aboriginal community, East Kimberley, Western Australia. Place-based design education seeks to assist vulnerable young people in…
Descriptors: Design, Place Based Education, Indigenous Populations, Indigenous Knowledge
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Stabler, Albert – International Journal of Art & Design Education, 2018
A primary function of schooling is to impart moral discipline, and art education distills this role to its core imperative of mandated pleasure, summarised by Jacques Lacan as the 'will to enjoy'. This manifests in the insistence that, despite producing similar outcomes, students come to recognise themselves as unique and creative. In the…
Descriptors: Art Education, Moral Values, Foreign Countries, Artists
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Cutcher, Alexandra – International Journal of Art & Design Education, 2013
Developing one's creative potential is a basic human right, and thus the relationship between democracy and creativity is ineffable. Reggio Emilia pedagogies recognise this intrinsically; teaching through this modality embeds deep learning and an aesthetic awareness not often evident in formal schooling, despite the overwhelming evidence…
Descriptors: Reggio Emilia Approach, Democracy, Creativity, Art Education
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Coutts, Glen; Soden, Rebecca; Seagraves, Liz – International Journal of Art & Design Education, 2009
This article reports on an evaluation to interrogate the efficacy of a Scottish Government sponsored initiative to introduce an arts-infused education model to primary (elementary) and secondary (high) schools called Arts Across the Curriculum. Between April 2005 and December 2007 the evaluation team gathered data about this three-year pilot…
Descriptors: Art Education, Integrated Curriculum, Elementary Secondary Education, Pilot Projects
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Savoie, Alain – International Journal of Art & Design Education, 2009
Fine arts teachers' concerns about male underachievement in a Quebec coeducational high school, and a related survey showing boys' negative perceptions of fine arts motivated this interdisciplinary literature review. Referring to biology and cognitive science, the article explores concepts of sex-related cognitive traits to help in designing…
Descriptors: Males, Cognitive Style, Fine Arts, Coeducation
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Clemons, Stephanie A. – International Journal of Art & Design Education, 2006
Interior design, as a field of study, is a rapidly growing area of interest--particularly for teenagers in the United States. Part of this interest stems from the proliferation of design-related reality shows available through television media. Some art educators and curriculum specialists in the nation perceive the study of interior spaces as a…
Descriptors: Higher Education, Interior Design, Problem Solving, Creativity