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Autor Barton, Georgina |
Documentos disponibles escritos por este autor (5)
Crear una solicitud de compra Refinar búsquedaArts-Based Research, Resilience and Well-being Across the Lifespan / McKay, Loraine ; Barton, Georgina ; Garvis, Susanne ; Sappa, Viviana
TÃtulo : Arts-Based Research, Resilience and Well-being Across the Lifespan Tipo de documento: documento electrónico Autores: McKay, Loraine, ; Barton, Georgina, ; Garvis, Susanne, ; Sappa, Viviana, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2020 Número de páginas: XXVII, 351 p. 39 ilustraciones ISBN/ISSN/DL: 978-3-030-26053-8 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: PsicologÃa del desarrollo PsicologÃa PsicologÃa Educacional Teatro Servicio social Métodos psicológicos Teatro Aplicado Trabajo Social Clasificación: 155 Psicología diferencial desarrollo Resumen: Este libro investiga cómo los métodos de investigación basados ​​en las artes pueden influir positivamente en la resiliencia y el bienestar de las personas, particularmente en entornos restrictivos. Utilizando ejemplos de métodos de investigación basados ​​en las artes en diferentes contextos y de todo el mundo, el libro reúne una amplia gama de perspectivas para comprender cómo se pueden apoyar tanto la resiliencia como el bienestar en un mundo que rara vez está libre de estrés. En conjunto, demuestran cómo los métodos de investigación basados ​​en las artes pueden: proporcionar agencia al poner en primer plano las voces de los participantes; ofrecer oportunidades de aprendizaje transformadoras; crear oportunidades para construir relaciones; apoyar la creatividad y nuevas formas de pensar; generar aspiraciones y esperanza; fomentar formas de comunicación que expongan ideas, emociones y sentimientos que anteriormente tal vez no se conocÃan o no se sabÃa cómo expresar; y potenciar la reflexión y la reflexividad. Los autores exploran cómo las prácticas basadas en el arte, como el clown, el collage, la dramatización, el dibujo, la pintura, el juego de roles y la escultura, pueden usarse para apoyar la resiliencia y el bienestar de individuos y grupos a lo largo de la vida, y teorizan cómo las artes Los métodos de investigación basados ​​en la investigación pueden contribuir positivamente a la autoestima, la autoimagen y la capacidad de los participantes para afrontar desafÃos y nuevas circunstancias. Académicos, facilitadores de aprendizaje profesional, estudiantes de educación superior y cualquier persona interesada en la resiliencia y el bienestar en los sectores de la salud y la educación encontrarán este un texto interesante y atractivo. Loraine McKay es profesora titular en la Escuela de Educación y Estudios Profesionales de la Universidad Griffith, Australia. Georgina Barton es profesora asociada en la Escuela de Formación Docente y Primera Infancia de la Universidad del Sur de Queensland, Australia. Susanne Garvis es profesora de la Universidad de Gotemburgo y profesora invitada en la Universidad de Estocolmo, Suecia. Viviana Sappa es investigadora principal y formadora de docentes en el Instituto Federal Suizo de Educación y Formación Profesional (SFIVET) en Lugano, Suiza. Nota de contenido: Chapter 1. Introduction: Defining and theorising key concepts of resilience and well-being and arts-based research; Georgina Barton, Loraine McKay, Susanne Garvis, Viviana Sappa -- Chapter 2. Early childhood education, arts-based research and resilience; Susanne Garvis -- Chapter 3. How arts-based methods are used to support the resilience and well-being of young people: A review of the literature; Abbey MacDonald, Margaret Baguley, Georgina Barton and Martin Kerby -- Chapter 4. Building resilience through listening to children and young people about their health preferences using arts-based methods; Jane Coad -- Chapter 5. Promoting resilience in youth through participation in an arts-based mindfulness group program; Diana Coholic -- Chapter 6. Engendering hope using photography in arts-based research with children and youth; Sophie Yohani -- Chapter 7. Using arts-based reflection to explore the resilience and well-beingof mature-age women in the initial year of preservice teacher education; Loraine McKay and Kathy Gibbs -- Chapter 8. Joint painting for understanding the development of emotional regulation and adjustment between mother and son in expressive arts therapy; Rainbow T. H. Ho and C. C. Wong -- Chapter 9. Empowering in-service teachers: A resilience-building intervention based on the forum theatre technique; Viviana Sappa and Antje Barabsch -- Chapter 10. Overcoming a lived experience of personal impasse by creating a theatrical drama: an example of promoting resilience in adult education; Deli Salini and Marc Durand -- Chapter 11. Clowning training to improve working conditions and increase the well-being of employees; Reinhard Tschiesner and Alessandra Farneti -- Chapter 12. The reflexive practitioner; using arts-based methods and research for professional development; Cecilie Meltzer -- Chapter 13. University teachers' professional identity work and emotions in the context of an arts-based identity coaching program; Katja Vähäsantanen, Päivi Hökkä and Susanna Paloniemi -- Chapter 14. "Colouring outside the lines": Employment and resilience for art-makers with disabilities; Tanya Riches, Vivienne Riches and Bruce O'Brien -- Chapter 15. Beating stress, the Swedish way: Time for a 'fika'; Liisa Uusimaki -- Chapter 16. Using clay in Spiritually Ecological-Existential Art therapy: To "see", to "listen" and to "understand" by hands; Jaroslava Anna Å icková-Fabrici -- Chapter 17. Picturing childhood connections: How arts-based reflection and representation strengthen preservice early childhood teachers' understandings about well-being, belonging, and place; Alison L Black -- Chapter 18. Arts based research across the lifespan and its contribution to resilience and well-being; Loraine McKay, Georgina Barton, Viviana Sappa, Susanne Garvis. Tipo de medio : Computadora Summary : This book investigates how arts-based research methods can positively influence people's resilience and well-being, particularly in constraining environments. Using examples from arts-based research methods in different contexts and from across the globe, the book brings together a diverse range of perspectives to understand how both resilience and well-being can be supported in a world that is rarely stress free. Collectively they demonstrate how arts-based research methods can: provide agency through the foregrounding of participants' voices; afford transformational learning opportunities; create opportunities for relationship building; support creativity and new ways of thinking; generate aspirations and hope; encourage forms of communication that expose ideas, emotions and feelings that previously might not have been known or known how to be expressed; and enhance reflection and reflexivity. The authors explore how art-based practices, such as clowning, collage, dramatisation, drawing, painting, role-play and sculpting, can be used to support the resilience and well-being of individuals and groups across the lifespan, and theorize how arts-based research methods can positively contribute to participants' positive self-esteem, self-image and ability to cope with challenges and new circumstances. Academics, professional learning facilitators, higher education students, and anyone interested in resilience and well-being in the health and education sectors will find this an interesting and engaging text. Loraine McKay is a senior lecturer in the School of Education and Professional Studies at Griffith University, Australia. Georgina Barton is an associate professor in the School of Teacher Education and Early Childhood at the University of Southern Queensland, Australia. Susanne Garvis is a professor at the University of Gothenburg, and a guest professor atStockholm University, Sweden. Viviana Sappa is a senior researcher and teachers' educator at Swiss Federal Institute for Vocational Education and Training (SFIVET) in Lugano, Switzerland. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Arts-Based Research, Resilience and Well-being Across the Lifespan [documento electrónico] / McKay, Loraine, ; Barton, Georgina, ; Garvis, Susanne, ; Sappa, Viviana, . - 1 ed. . - [s.l.] : Springer, 2020 . - XXVII, 351 p. 39 ilustraciones.
ISBN : 978-3-030-26053-8
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: PsicologÃa del desarrollo PsicologÃa PsicologÃa Educacional Teatro Servicio social Métodos psicológicos Teatro Aplicado Trabajo Social Clasificación: 155 Psicología diferencial desarrollo Resumen: Este libro investiga cómo los métodos de investigación basados ​​en las artes pueden influir positivamente en la resiliencia y el bienestar de las personas, particularmente en entornos restrictivos. Utilizando ejemplos de métodos de investigación basados ​​en las artes en diferentes contextos y de todo el mundo, el libro reúne una amplia gama de perspectivas para comprender cómo se pueden apoyar tanto la resiliencia como el bienestar en un mundo que rara vez está libre de estrés. En conjunto, demuestran cómo los métodos de investigación basados ​​en las artes pueden: proporcionar agencia al poner en primer plano las voces de los participantes; ofrecer oportunidades de aprendizaje transformadoras; crear oportunidades para construir relaciones; apoyar la creatividad y nuevas formas de pensar; generar aspiraciones y esperanza; fomentar formas de comunicación que expongan ideas, emociones y sentimientos que anteriormente tal vez no se conocÃan o no se sabÃa cómo expresar; y potenciar la reflexión y la reflexividad. Los autores exploran cómo las prácticas basadas en el arte, como el clown, el collage, la dramatización, el dibujo, la pintura, el juego de roles y la escultura, pueden usarse para apoyar la resiliencia y el bienestar de individuos y grupos a lo largo de la vida, y teorizan cómo las artes Los métodos de investigación basados ​​en la investigación pueden contribuir positivamente a la autoestima, la autoimagen y la capacidad de los participantes para afrontar desafÃos y nuevas circunstancias. Académicos, facilitadores de aprendizaje profesional, estudiantes de educación superior y cualquier persona interesada en la resiliencia y el bienestar en los sectores de la salud y la educación encontrarán este un texto interesante y atractivo. Loraine McKay es profesora titular en la Escuela de Educación y Estudios Profesionales de la Universidad Griffith, Australia. Georgina Barton es profesora asociada en la Escuela de Formación Docente y Primera Infancia de la Universidad del Sur de Queensland, Australia. Susanne Garvis es profesora de la Universidad de Gotemburgo y profesora invitada en la Universidad de Estocolmo, Suecia. Viviana Sappa es investigadora principal y formadora de docentes en el Instituto Federal Suizo de Educación y Formación Profesional (SFIVET) en Lugano, Suiza. Nota de contenido: Chapter 1. Introduction: Defining and theorising key concepts of resilience and well-being and arts-based research; Georgina Barton, Loraine McKay, Susanne Garvis, Viviana Sappa -- Chapter 2. Early childhood education, arts-based research and resilience; Susanne Garvis -- Chapter 3. How arts-based methods are used to support the resilience and well-being of young people: A review of the literature; Abbey MacDonald, Margaret Baguley, Georgina Barton and Martin Kerby -- Chapter 4. Building resilience through listening to children and young people about their health preferences using arts-based methods; Jane Coad -- Chapter 5. Promoting resilience in youth through participation in an arts-based mindfulness group program; Diana Coholic -- Chapter 6. Engendering hope using photography in arts-based research with children and youth; Sophie Yohani -- Chapter 7. Using arts-based reflection to explore the resilience and well-beingof mature-age women in the initial year of preservice teacher education; Loraine McKay and Kathy Gibbs -- Chapter 8. Joint painting for understanding the development of emotional regulation and adjustment between mother and son in expressive arts therapy; Rainbow T. H. Ho and C. C. Wong -- Chapter 9. Empowering in-service teachers: A resilience-building intervention based on the forum theatre technique; Viviana Sappa and Antje Barabsch -- Chapter 10. Overcoming a lived experience of personal impasse by creating a theatrical drama: an example of promoting resilience in adult education; Deli Salini and Marc Durand -- Chapter 11. Clowning training to improve working conditions and increase the well-being of employees; Reinhard Tschiesner and Alessandra Farneti -- Chapter 12. The reflexive practitioner; using arts-based methods and research for professional development; Cecilie Meltzer -- Chapter 13. University teachers' professional identity work and emotions in the context of an arts-based identity coaching program; Katja Vähäsantanen, Päivi Hökkä and Susanna Paloniemi -- Chapter 14. "Colouring outside the lines": Employment and resilience for art-makers with disabilities; Tanya Riches, Vivienne Riches and Bruce O'Brien -- Chapter 15. Beating stress, the Swedish way: Time for a 'fika'; Liisa Uusimaki -- Chapter 16. Using clay in Spiritually Ecological-Existential Art therapy: To "see", to "listen" and to "understand" by hands; Jaroslava Anna Å icková-Fabrici -- Chapter 17. Picturing childhood connections: How arts-based reflection and representation strengthen preservice early childhood teachers' understandings about well-being, belonging, and place; Alison L Black -- Chapter 18. Arts based research across the lifespan and its contribution to resilience and well-being; Loraine McKay, Georgina Barton, Viviana Sappa, Susanne Garvis. Tipo de medio : Computadora Summary : This book investigates how arts-based research methods can positively influence people's resilience and well-being, particularly in constraining environments. Using examples from arts-based research methods in different contexts and from across the globe, the book brings together a diverse range of perspectives to understand how both resilience and well-being can be supported in a world that is rarely stress free. Collectively they demonstrate how arts-based research methods can: provide agency through the foregrounding of participants' voices; afford transformational learning opportunities; create opportunities for relationship building; support creativity and new ways of thinking; generate aspirations and hope; encourage forms of communication that expose ideas, emotions and feelings that previously might not have been known or known how to be expressed; and enhance reflection and reflexivity. The authors explore how art-based practices, such as clowning, collage, dramatisation, drawing, painting, role-play and sculpting, can be used to support the resilience and well-being of individuals and groups across the lifespan, and theorize how arts-based research methods can positively contribute to participants' positive self-esteem, self-image and ability to cope with challenges and new circumstances. Academics, professional learning facilitators, higher education students, and anyone interested in resilience and well-being in the health and education sectors will find this an interesting and engaging text. Loraine McKay is a senior lecturer in the School of Education and Professional Studies at Griffith University, Australia. Georgina Barton is an associate professor in the School of Teacher Education and Early Childhood at the University of Southern Queensland, Australia. Susanne Garvis is a professor at the University of Gothenburg, and a guest professor atStockholm University, Sweden. Viviana Sappa is a senior researcher and teachers' educator at Swiss Federal Institute for Vocational Education and Training (SFIVET) in Lugano, Switzerland. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : Compassion and Empathy in Educational Contexts Tipo de documento: documento electrónico Autores: Barton, Georgina, ; Garvis, Susanne, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2019 Número de páginas: XXVII, 292 p. 18 ilustraciones ISBN/ISSN/DL: 978-3-030-18925-9 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: PsicologÃa Educacional Emociones Emoción Clasificación: 370.1 Resumen: Este libro explora la importancia de la compasión y la empatÃa en contextos educativos. Si bien se reconoce ampliamente que la compasión y la empatÃa son claves para vivir una vida feliz y saludable, hay poco escrito sobre cómo se pueden enseñar estas cualidades a niños y jóvenes, o cómo los maestros pueden modelar estos rasgos en su propia práctica. Este libro comparte varios modelos de compasión y empatÃa que se pueden implementar en contextos escolares, y también examina cómo se presentan estas cualidades en los libros ilustrados, las pelÃculas y los juegos para niños. Los editores y colaboradores comparten ideas personales y enfoques prácticos para mejorar tanto la conciencia como el uso de enfoques compasivos y empáticos hacia los demás. Este libro será de interés y valor para todos aquellos interesados ​​en promover la compasión y la empatÃa dentro de la educación. Nota de contenido: SECTION I. Compassion and empathy can be learnt -- Chapter 1. Theorising compassion and empathy in educational contexts: What are compassion and empathy and why are they important?; Georgina Barton -- Chapter 2. Empathy as special form of motor skill that can be trained; Justin H.G. Williams -- Chapter 3. "But it wouldn't be me": Exploring empathy and compassion for self and others through creative processes; Melissa Cain -- SECTION II. The importance of compassion and empathy for children and young people -- Chapter 4. Towards a test driven early childhood education: Alternative practices to testing children; Susanne Garvis, Heidi Harju-Luukkainen and Tina Yngvession -- Chapter 5. Compassion in children's peer cultures; Jaakko Hilppö, Antti Rajala, and Lasse Lipponen -- Chapter 6. Fostering students' psychological well-being amidst the threat of bullying: Emotional intelligence may hold the key; Neha Kulkarni and Sairaj M. Patki -- SECTION III. Compassion and empathy in the curriculum.-Chapter 7. When caring counts: Fostering empathy and compassion through the Arts using animation; Susan Chapman -- Chapter 8. Peace, Conflict and Empathy: Leveraging violent games for global good; Paul Darvasi -- Chapter 9. Exploring how quality children's literature can enhance compassion and empathy in the classroom context; Georgina Barton, Margaret Baguley, Martin Kerby and Abbey Macdonald -- SECTION IV. Compassion and empathy for teachers -- Chapter 10. Understanding teachers' resilience through compassion and empathy in Hong King; Lai Kuen Brenda Lo and Richard G. Bagnall -- Chapter 11. Early Childhood Education: From maternal care to social compassion; Geoff Taggart -- Chapter 12. Understanding Ethics of care; Lisa Uusimaki and Susanne Garvis -- SECTION V. Compassion and empathy in different educational contexts -- Chapter 13. Empathy and the landscape of conflict; Margaret Baguley and Martin Kerby -- Chapter 14. Pedagogies of empathy-building: Canadian and Azorean perspectives on film-viewing in higher education; Amélie Lemieux, Casey Burkholder and Josélia Mafalda. Tipo de medio : Computadora Summary : This book explores the importance of compassion and empathy within educational contexts. While compassion and empathy are widely recognised as key to living a happy and healthy life, there is little written about how these qualities can be taught to children and young people, or how teachers can model these traits in their own practice. This book shares several models of compassion and empathy that can be implemented in schooling contexts, also examining how these qualities are presented in children's picture books, films and games. The editors and contributors share personal insights and practical approaches to improve both awareness and use of compassionate and empathetic approaches to others. This book will be of interest and value to all those interested in promoting compassion and empathy within education. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Compassion and Empathy in Educational Contexts [documento electrónico] / Barton, Georgina, ; Garvis, Susanne, . - 1 ed. . - [s.l.] : Springer, 2019 . - XXVII, 292 p. 18 ilustraciones.
ISBN : 978-3-030-18925-9
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: PsicologÃa Educacional Emociones Emoción Clasificación: 370.1 Resumen: Este libro explora la importancia de la compasión y la empatÃa en contextos educativos. Si bien se reconoce ampliamente que la compasión y la empatÃa son claves para vivir una vida feliz y saludable, hay poco escrito sobre cómo se pueden enseñar estas cualidades a niños y jóvenes, o cómo los maestros pueden modelar estos rasgos en su propia práctica. Este libro comparte varios modelos de compasión y empatÃa que se pueden implementar en contextos escolares, y también examina cómo se presentan estas cualidades en los libros ilustrados, las pelÃculas y los juegos para niños. Los editores y colaboradores comparten ideas personales y enfoques prácticos para mejorar tanto la conciencia como el uso de enfoques compasivos y empáticos hacia los demás. Este libro será de interés y valor para todos aquellos interesados ​​en promover la compasión y la empatÃa dentro de la educación. Nota de contenido: SECTION I. Compassion and empathy can be learnt -- Chapter 1. Theorising compassion and empathy in educational contexts: What are compassion and empathy and why are they important?; Georgina Barton -- Chapter 2. Empathy as special form of motor skill that can be trained; Justin H.G. Williams -- Chapter 3. "But it wouldn't be me": Exploring empathy and compassion for self and others through creative processes; Melissa Cain -- SECTION II. The importance of compassion and empathy for children and young people -- Chapter 4. Towards a test driven early childhood education: Alternative practices to testing children; Susanne Garvis, Heidi Harju-Luukkainen and Tina Yngvession -- Chapter 5. Compassion in children's peer cultures; Jaakko Hilppö, Antti Rajala, and Lasse Lipponen -- Chapter 6. Fostering students' psychological well-being amidst the threat of bullying: Emotional intelligence may hold the key; Neha Kulkarni and Sairaj M. Patki -- SECTION III. Compassion and empathy in the curriculum.-Chapter 7. When caring counts: Fostering empathy and compassion through the Arts using animation; Susan Chapman -- Chapter 8. Peace, Conflict and Empathy: Leveraging violent games for global good; Paul Darvasi -- Chapter 9. Exploring how quality children's literature can enhance compassion and empathy in the classroom context; Georgina Barton, Margaret Baguley, Martin Kerby and Abbey Macdonald -- SECTION IV. Compassion and empathy for teachers -- Chapter 10. Understanding teachers' resilience through compassion and empathy in Hong King; Lai Kuen Brenda Lo and Richard G. Bagnall -- Chapter 11. Early Childhood Education: From maternal care to social compassion; Geoff Taggart -- Chapter 12. Understanding Ethics of care; Lisa Uusimaki and Susanne Garvis -- SECTION V. Compassion and empathy in different educational contexts -- Chapter 13. Empathy and the landscape of conflict; Margaret Baguley and Martin Kerby -- Chapter 14. Pedagogies of empathy-building: Canadian and Azorean perspectives on film-viewing in higher education; Amélie Lemieux, Casey Burkholder and Josélia Mafalda. Tipo de medio : Computadora Summary : This book explores the importance of compassion and empathy within educational contexts. While compassion and empathy are widely recognised as key to living a happy and healthy life, there is little written about how these qualities can be taught to children and young people, or how teachers can model these traits in their own practice. This book shares several models of compassion and empathy that can be implemented in schooling contexts, also examining how these qualities are presented in children's picture books, films and games. The editors and contributors share personal insights and practical approaches to improve both awareness and use of compassionate and empathetic approaches to others. This book will be of interest and value to all those interested in promoting compassion and empathy within education. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : Music Learning and Teaching in Culturally and Socially Diverse Contexts : Implications for Classroom Practice Tipo de documento: documento electrónico Autores: Barton, Georgina, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2018 Número de páginas: XIX, 215 p. 32 ilustraciones ISBN/ISSN/DL: 978-3-319-95408-0 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Arte Docente Aprendizaje PsicologÃa de Música Creatividad y Educación ArtÃstica Enseñanza y formación docente PsicologÃa Instruccional Clasificación: 700.71 Resumen: Este libro examina la interrelación entre el aprendizaje y la enseñanza de la música, y la cultura y la sociedad: una relación que es crucial comprender en las aulas de hoy. El autor presenta estudios de casos de diversos contextos de enseñanza y aprendizaje musical, incluidos el sur de la India y Australia y entornos de aprendizaje en lÃnea, para comparar los modos de transmisión que utilizan los profesores para compartir sus conocimientos y habilidades musicales. Es imperativo comprender las formas en que la cultura y la sociedad pueden, de hecho, influir en las creencias y experiencias de los profesores de música: y al comprenderlo, existe potencial para mejorar los enfoques interculturales de la educación musical en general. En escuelas cada vez más diversas, el autor destaca la necesidad de enfoques culturalmente apropiados para la planificación, evaluación y currÃculo musical. De este modo, los profesores y estudiantes de música podrán comprender la diversidad de la educación musical y se les animará a adoptar una variedad de métodos y enfoques en su propia enseñanza. Este libro inspirador será de interés y valor para todos aquellos involucrados en la enseñanza y el aprendizaje de la música en diversos contextos. Nota de contenido: PART I. Framing the concepts -- Chapter 1. The importance of exploring how culture and society impact on music learning and teaching -- Chapter 2. The relationship between music, culture and society: Meaning in music -- Chapter 3. Music learning and teaching in culturally and socially diverse contexts: Exploring modes of transmission and acquisition -- Chapter 4. Diverse learning and teaching contexts: What methods and modes look like in context -- PART II. Applying the concepts to contexts -- Chapter 5. The music learning and teaching contexts -- Chapter 6. The teachers' own music learning experiences and personal beliefs -- Chapter 7. The teaching methods and modes of communication -- Chapter 8. Socio-cultural influences on music learning and teaching -- PART III. Implications and ways forward for music education -- Chapter 9. Socio-culturally diverse music learning and teaching: Implications and ways forward for classroom practice. Tipo de medio : Computadora Summary : This book examines the inter-relationship between music learning and teaching, and culture and society: a relationship that is crucial to comprehend in today's classrooms. The author presents case studies from diverse music learning and teaching contexts – including South India and Australia and online learning environments – to compare the modes of transmission teachers use to share their music knowledge and skills. It is imperative to understand the ways in which culture and society can in fact influence music teachers' beliefs and experiences: and in understanding, there is potential to improve intercultural approaches to music education more generally. In increasingly diverse schools, the author highlights the need for culturally appropriate approaches to music planning, assessment and curricula. Thus, music teachers and learners will be able to understand the diversity of music education, and be encouraged to embrace a variety of methods and approaches in their own teaching. Thisinspiring book will be of interest and value to all those involved in teaching and learning music in various contexts. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Music Learning and Teaching in Culturally and Socially Diverse Contexts : Implications for Classroom Practice [documento electrónico] / Barton, Georgina, . - 1 ed. . - [s.l.] : Springer, 2018 . - XIX, 215 p. 32 ilustraciones.
ISBN : 978-3-319-95408-0
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Arte Docente Aprendizaje PsicologÃa de Música Creatividad y Educación ArtÃstica Enseñanza y formación docente PsicologÃa Instruccional Clasificación: 700.71 Resumen: Este libro examina la interrelación entre el aprendizaje y la enseñanza de la música, y la cultura y la sociedad: una relación que es crucial comprender en las aulas de hoy. El autor presenta estudios de casos de diversos contextos de enseñanza y aprendizaje musical, incluidos el sur de la India y Australia y entornos de aprendizaje en lÃnea, para comparar los modos de transmisión que utilizan los profesores para compartir sus conocimientos y habilidades musicales. Es imperativo comprender las formas en que la cultura y la sociedad pueden, de hecho, influir en las creencias y experiencias de los profesores de música: y al comprenderlo, existe potencial para mejorar los enfoques interculturales de la educación musical en general. En escuelas cada vez más diversas, el autor destaca la necesidad de enfoques culturalmente apropiados para la planificación, evaluación y currÃculo musical. De este modo, los profesores y estudiantes de música podrán comprender la diversidad de la educación musical y se les animará a adoptar una variedad de métodos y enfoques en su propia enseñanza. Este libro inspirador será de interés y valor para todos aquellos involucrados en la enseñanza y el aprendizaje de la música en diversos contextos. Nota de contenido: PART I. Framing the concepts -- Chapter 1. The importance of exploring how culture and society impact on music learning and teaching -- Chapter 2. The relationship between music, culture and society: Meaning in music -- Chapter 3. Music learning and teaching in culturally and socially diverse contexts: Exploring modes of transmission and acquisition -- Chapter 4. Diverse learning and teaching contexts: What methods and modes look like in context -- PART II. Applying the concepts to contexts -- Chapter 5. The music learning and teaching contexts -- Chapter 6. The teachers' own music learning experiences and personal beliefs -- Chapter 7. The teaching methods and modes of communication -- Chapter 8. Socio-cultural influences on music learning and teaching -- PART III. Implications and ways forward for music education -- Chapter 9. Socio-culturally diverse music learning and teaching: Implications and ways forward for classroom practice. Tipo de medio : Computadora Summary : This book examines the inter-relationship between music learning and teaching, and culture and society: a relationship that is crucial to comprehend in today's classrooms. The author presents case studies from diverse music learning and teaching contexts – including South India and Australia and online learning environments – to compare the modes of transmission teachers use to share their music knowledge and skills. It is imperative to understand the ways in which culture and society can in fact influence music teachers' beliefs and experiences: and in understanding, there is potential to improve intercultural approaches to music education more generally. In increasingly diverse schools, the author highlights the need for culturally appropriate approaches to music planning, assessment and curricula. Thus, music teachers and learners will be able to understand the diversity of music education, and be encouraged to embrace a variety of methods and approaches in their own teaching. Thisinspiring book will be of interest and value to all those involved in teaching and learning music in various contexts. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : Professional Learning in the Work Place for International Students : Exploring Theory and Practice Tipo de documento: documento electrónico Autores: Barton, Georgina, ; Hartwig, Kay, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2017 Número de páginas: XIII, 324 p. 23 ilustraciones ISBN/ISSN/DL: 978-3-319-60058-1 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación profesional Educación vocacional Educación Superior Educación internacional Educación comparada Educación profesional y vocacional Educación más alta Educación internacional y comparada Clasificación: 370.113 Resumen: Este libro comparte una variedad de ejemplos en los que estudiantes internacionales han realizado prácticas, prácticas o prácticas laborales o han participado en un aprendizaje integrado en el trabajo. Las contribuciones reflejan los éxitos y desafÃos que este grupo particularmente diverso de estudiantes experimenta al realizar programas de prácticas laborales en una variedad de disciplinas, como educación, ingenierÃa y salud. El libro explora estas experiencias a través de tres conceptualizaciones principales: 1. Internacionalización e interculturalización, incluida la diversidad de cohortes de estudiantes internacionales y las polÃticas, prácticas y evaluaciones asociadas relacionadas con los estudiantes internacionales en la educación superior; 2. Multisocialización – de estudiantes internacionales con un enfoque en nuevos contextos culturales, aprendizaje profesional y disciplinariedad; y 3. Reflexión y práctica reflexiva: reconocer que para que se produzcan mejoras y cambios, los involucrados deben reflexionar sobre la práctica actual y posible en el futuro. Se introduce un modelo de trabajo de práctica eficaz que puede informar a los futuros estudiantes internacionales, sus mentores/supervisores, coordinadores de prácticas laborales y otro personal universitario relevante. Nota de contenido: Part I: Theorising internationalisation, professional socialisation and reflective practice for international students -- Chapter 1. The importance of positive intercultural exchanges for international students on work placements in higher education, Georgina Barton and Kay Hartwig -- Chapter 2. Work placement for International Student Programs (WISP): A model of effective practice, Georgina Barton, Kay Hartwig, Dawn Bennett, Melissa Cain, Marilyn Campbell, Sonia Ferns, Liz Jones, Dawn Joseph, Marie Kavanagh, Ann Kelly, Ingrid Larkin, Erin O'Connor, Anna Podorova, Donna Tangen, and Marleen Westerveld -- Chapter 3. Creating a climate for global WIL: Barriers to participation and strategies for enhancing international students' involvement in WIL in Canada and Australia, Cate Gribble and Norah McRae -- Chapter 4. International students, inclusion and professional field placements, Gai Harrison and Kathleen Felton -- Chapter 5. Who fails whom? A case study exploration of factors leading to unsuccessful international pre-service teachers' work placements, Donna Tangen and Marilyn Campbell -- Chapter 6. Reflection and reflective practice for international students and their supervisors in context, Georgina Barton and Mary Ryan -- Chapter 7. Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, Georgina Barton and Stephen Billett -- Part II: Work placement for International Student Programs -- Chapter 8. Practicum for international students in teacher education programs: An investigation of three university sites through multisocialisation, interculturalisation and reflection, Georgina Barton, Kay Hartwig, Dawn Joseph and Anna Podorova -- Chapter 9. International healthcare students in clinical learning environments, Kristina Mikkonen, Marianne Pitkäjärvi and Maria Kääriäinen -- Chapter 10. Revisiting cultural and linguistic diversity in speech pathology programs in Australia: Listening to the voices of staff and international students, Simone Howells, Marleen F. Westerveld and Susanne Garvis -- Chapter 11. Enhancing workplace learning for international students in psychology: Learning from students' and supervisors' perspectives, Liz Jones, Erin O'Connor and Christine Boag-Hodgson -- Chapter 12. Functional and cognitive aspects of employability: Implications for international students, Dawn Bennett and Sonia Ferns -- Part III: Improving work placements for international students: exploring the higher education context -- Chapter 13. The Study Abroad Program: Experience and benefit, Kay Hartwig -- Chapter 14. "Let's focus on exploration": Developing professional identity of international students as global teachers in a question-driven practicum, Harry Stokhof and Peter Fransen -- Chapter 15. "Practical experience is really important": Perceptions of Chinese international students about the benefits of Work Integrated Learning in their Australian Tourism and Hospitality degrees, Katrine Sonnenschein, Michelle Barker, Raymond Hibbins and Melissa Cain -- Chapter 16. University strategic directions, international education and WIL: From policy to practice, Nan Bahr, Donna Pendergast and Christopher Klopper -- Chapter 17. Transforming challenges into opportunities: A work placement model to help international students become employable, Ann Kelly -- Chapter 18. What does internationalisation or interculturalisation look like in the future in the Higher Education Sector? Kay Hartwig, Georgina Barton, Dawn Bennett, Melissa Cain, Marilyn Campbell, Sonia Ferns, Liz Jones, Dawn Joseph, Marie Kavanagh, Ann Kelly, Ingrid Larkin, Erin O'Connor, Anna Podorova, Donna Tangen, and Marleen Westerveld. Tipo de medio : Computadora Summary : This book shares a range of examples where international students have undertaken a work placement, practicum, internship or participated in work integrated learning. Contributions reflect on the successes and challenges that this particularly diverse group of students experience when undertaking work placement programs in a variety of disciplines, such as education, engineering and health. The book explores these experiences via three main conceptualisations: 1. Internationalisation and interculturalisation – including the diversity of international student cohorts and the associated policy, practices and assessment related to international students in higher education; 2. Multi-socialisation – of international students with a focus on new cultural contexts, professional learning and disciplinarity; and 3. Reflection and reflective practice – acknowledging that for improvement and change to occur those involved need to reflect on current and possible future practice. A working model of effective practice is introduced which can inform prospective international students, their mentors/supervisors, work placement coordinators and other relevant university staff. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Professional Learning in the Work Place for International Students : Exploring Theory and Practice [documento electrónico] / Barton, Georgina, ; Hartwig, Kay, . - 1 ed. . - [s.l.] : Springer, 2017 . - XIII, 324 p. 23 ilustraciones.
ISBN : 978-3-319-60058-1
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Educación profesional Educación vocacional Educación Superior Educación internacional Educación comparada Educación profesional y vocacional Educación más alta Educación internacional y comparada Clasificación: 370.113 Resumen: Este libro comparte una variedad de ejemplos en los que estudiantes internacionales han realizado prácticas, prácticas o prácticas laborales o han participado en un aprendizaje integrado en el trabajo. Las contribuciones reflejan los éxitos y desafÃos que este grupo particularmente diverso de estudiantes experimenta al realizar programas de prácticas laborales en una variedad de disciplinas, como educación, ingenierÃa y salud. El libro explora estas experiencias a través de tres conceptualizaciones principales: 1. Internacionalización e interculturalización, incluida la diversidad de cohortes de estudiantes internacionales y las polÃticas, prácticas y evaluaciones asociadas relacionadas con los estudiantes internacionales en la educación superior; 2. Multisocialización – de estudiantes internacionales con un enfoque en nuevos contextos culturales, aprendizaje profesional y disciplinariedad; y 3. Reflexión y práctica reflexiva: reconocer que para que se produzcan mejoras y cambios, los involucrados deben reflexionar sobre la práctica actual y posible en el futuro. Se introduce un modelo de trabajo de práctica eficaz que puede informar a los futuros estudiantes internacionales, sus mentores/supervisores, coordinadores de prácticas laborales y otro personal universitario relevante. Nota de contenido: Part I: Theorising internationalisation, professional socialisation and reflective practice for international students -- Chapter 1. The importance of positive intercultural exchanges for international students on work placements in higher education, Georgina Barton and Kay Hartwig -- Chapter 2. Work placement for International Student Programs (WISP): A model of effective practice, Georgina Barton, Kay Hartwig, Dawn Bennett, Melissa Cain, Marilyn Campbell, Sonia Ferns, Liz Jones, Dawn Joseph, Marie Kavanagh, Ann Kelly, Ingrid Larkin, Erin O'Connor, Anna Podorova, Donna Tangen, and Marleen Westerveld -- Chapter 3. Creating a climate for global WIL: Barriers to participation and strategies for enhancing international students' involvement in WIL in Canada and Australia, Cate Gribble and Norah McRae -- Chapter 4. International students, inclusion and professional field placements, Gai Harrison and Kathleen Felton -- Chapter 5. Who fails whom? A case study exploration of factors leading to unsuccessful international pre-service teachers' work placements, Donna Tangen and Marilyn Campbell -- Chapter 6. Reflection and reflective practice for international students and their supervisors in context, Georgina Barton and Mary Ryan -- Chapter 7. Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, Georgina Barton and Stephen Billett -- Part II: Work placement for International Student Programs -- Chapter 8. Practicum for international students in teacher education programs: An investigation of three university sites through multisocialisation, interculturalisation and reflection, Georgina Barton, Kay Hartwig, Dawn Joseph and Anna Podorova -- Chapter 9. International healthcare students in clinical learning environments, Kristina Mikkonen, Marianne Pitkäjärvi and Maria Kääriäinen -- Chapter 10. Revisiting cultural and linguistic diversity in speech pathology programs in Australia: Listening to the voices of staff and international students, Simone Howells, Marleen F. Westerveld and Susanne Garvis -- Chapter 11. Enhancing workplace learning for international students in psychology: Learning from students' and supervisors' perspectives, Liz Jones, Erin O'Connor and Christine Boag-Hodgson -- Chapter 12. Functional and cognitive aspects of employability: Implications for international students, Dawn Bennett and Sonia Ferns -- Part III: Improving work placements for international students: exploring the higher education context -- Chapter 13. The Study Abroad Program: Experience and benefit, Kay Hartwig -- Chapter 14. "Let's focus on exploration": Developing professional identity of international students as global teachers in a question-driven practicum, Harry Stokhof and Peter Fransen -- Chapter 15. "Practical experience is really important": Perceptions of Chinese international students about the benefits of Work Integrated Learning in their Australian Tourism and Hospitality degrees, Katrine Sonnenschein, Michelle Barker, Raymond Hibbins and Melissa Cain -- Chapter 16. University strategic directions, international education and WIL: From policy to practice, Nan Bahr, Donna Pendergast and Christopher Klopper -- Chapter 17. Transforming challenges into opportunities: A work placement model to help international students become employable, Ann Kelly -- Chapter 18. What does internationalisation or interculturalisation look like in the future in the Higher Education Sector? Kay Hartwig, Georgina Barton, Dawn Bennett, Melissa Cain, Marilyn Campbell, Sonia Ferns, Liz Jones, Dawn Joseph, Marie Kavanagh, Ann Kelly, Ingrid Larkin, Erin O'Connor, Anna Podorova, Donna Tangen, and Marleen Westerveld. Tipo de medio : Computadora Summary : This book shares a range of examples where international students have undertaken a work placement, practicum, internship or participated in work integrated learning. Contributions reflect on the successes and challenges that this particularly diverse group of students experience when undertaking work placement programs in a variety of disciplines, such as education, engineering and health. The book explores these experiences via three main conceptualisations: 1. Internationalisation and interculturalisation – including the diversity of international student cohorts and the associated policy, practices and assessment related to international students in higher education; 2. Multi-socialisation – of international students with a focus on new cultural contexts, professional learning and disciplinarity; and 3. Reflection and reflective practice – acknowledging that for improvement and change to occur those involved need to reflect on current and possible future practice. A working model of effective practice is introduced which can inform prospective international students, their mentors/supervisors, work placement coordinators and other relevant university staff. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : The Palgrave Handbook of Global Arts Education Tipo de documento: documento electrónico Autores: Barton, Georgina, ; Baguley, Margaret, Mención de edición: 1 ed. Editorial: London : Palgrave Macmillan UK Fecha de publicación: 2017 Número de páginas: XXXVIII, 572 p. 102 ilustraciones, 86 ilustraciones en color. ISBN/ISSN/DL: 978-1-137-55585-4 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Arte Creatividad y Educación ArtÃstica Clasificación: 700.71 Resumen: Este extenso Manual aborda una variedad de temas contemporáneos relacionados con la educación artÃstica en todo el mundo. Está dividido en seis secciones; Contextualizar la educación artÃstica, a nivel global y local; Educación artÃstica, currÃculo, polÃticas y escolarización; Educación artÃstica a lo largo de la vida; Educación artÃstica para la justicia social: práctica indÃgena y comunitaria; Educación para la salud, el bienestar y las artes y educación artÃstica basada en las artes e informada por la investigación. El Manual explora debates globales dentro de la educación en las áreas de danza, teatro, música, medios y artes visuales. Al presentar una amplia investigación, desde pedagogÃas de adaptación desarrolladas en Uganda hasta etnomusicologÃa en Malasia y artes participativas comunitarias hasta el bienestar en Canadá, el Manual destaca la necesidad universal de una educación artÃstica y, en particular, la importancia de la educación artÃstica indÃgena (incluidas las prácticas tradicionales y contemporáneas). . Con contribuciones de académicos y profesionales de renombre internacional y basándose en la Cumbre Mundial de la Alianza Mundial para la Educación ArtÃstica de 2014, el Manual crea un recurso esencial para las prácticas de educación artÃstica dentro y fuera de la escuela junto con contextos institucionales, tradicionales y contemporáneos. Los estudiantes, profesores y profesionales de las disciplinas artÃsticas encontrarán que el texto es invaluable para desarrollar más oportunidades para promover y estudiar la educación artÃstica. Nota de contenido: SECTION I. Contextualizing Arts Education Globally and Locally -- Chapter 1. Sustainable Arts Education in a Prosumer World; Susan Wright & Samuel Leong -- Chapter 2. Contextualizing Dance Education Globally and Locally; Ralph Buck & Jeff Meiners -- Chapter 3. Drama Education: In the Global Context; Robin Pascoe & Lynn FC Yau -- Chapter 4. Music Education in the Global Context; Margaret Barrett & Heidi Westerlund -- Chapter 5. Visual Arts Education and the Challenges of the Millennium Goals; Teresa Torres de Eça, Melody K. Milbrandt, Ryan Shin & Kevin Hsieh -- SECTION II. Arts Education, Curriculum, Policy and Schooling -- Chapter 6. Arts Education and Pedagogy in the Learning Profile in Tanzania: Current Trends; Charles Enock Mulimba Ruyembe -- Chapter 7. Arts Education across Australia, New Zealand and Papua New Guinea; Kay Hartwig, Stuart Wise & Naomi Faik-Simet -- Chapter 8. How to Practically Help Non-Specialist Teachers to Implement Various Ways to Better Integrate Art Education in Ordinary Classroom Practices: The French Program AlféArt, between Research and Resource; Jean-Charles Chabanne & Martin Kerby -- Chapter 9. Looking at New Trends and Policies in Latin American Art Education; Belidson Dias, Irene Tourinho, Fernando Miranda, Olga Parra Lucia Alaya, Vanessa Freitag & Tatiana Fernandez -- Chapter 10. Reflections on Contemporary Arts Education in Egypt, Lebanon and Saudi Arabia; Rose Martin, Samia El-Sheikh & Bilal Makled -- Chapter 11. Arts Education in Canada and the United States; Susan A. O'Neill & Patrick Schmidt -- Chapter 12. School Music Education in Hong Kong after Returning to China: Policy, Curriculum and Teaching Practice; Bo-Wah Leung -- SECTION III. Arts Education Across the Life Span -- Chapter 13. Encouraging a Dynamic Relationship between the Arts and Literacy; Georgina Barton & Robyn Ewing -- Chapter 14. Young Children and Early Childhood Arts Education: What can we Learn from Current Research?; Susanne Garvis & Pernilla Lagerlöf -- Chapter 15. Creating Contemporary Asian Dance in Tertiary Dance Education: Research-Based Choreography at Nanyang Academy of Fine Arts; Caren Carino -- Chapter 16. The Arts Contribution to the Process of 'Coming into the World'; Janeke Wienk -- Chapter 17. Pedagogies of Adaptation: Teachers' Reflections on Teaching Traditional Ugandan Dances in Urban Schools in Kampala, Uganda; Alfdaniels Mabingo -- SECTION IV. Arts Education for Social Justice: Indigenous and Community Practice -- Chapter 18. Indigenous Participation in Arts Education: A Framework for Increasing Engagement and Learning Outcomes; Robert Barton -- Chapter 19. Applied Theatre as a Medium of Communal Communication: 'Access to Justice' Project in Kwale, Kenya; Wabende Kimingichi & Jeong Kyung Park -- Chapter 20. Transmitting Intangible Cultural Heritage through Ethnomusicology Coursework: Cases from Sabah, Malaysia; Jacqueline Pugh-Kitingan -- Chapter 21. (Mis)Representing Others: Ethical Dilemmas of Socially Engaged Art Practice; Kate Blackmore -- Chapter 22. Remembrance of Things Past: Historical Commemoration in an Educational Setting; Margaret Baguley & Martin Kerby -- SECTION V. Health, Wellbeing and Arts Education -- Chapter 23. Wellbeing in Classroom Arts Collaborations; Janet McDonald, Arnold Aprill & Deborah Mills -- Chapter 24. Growing Wellbeing through Community Participatory Arts: The Anishinaabek Cervical Cancer Screening Study (ACCSS); Pauline Sameshima, Pamela Wakewich & Ingeborg Zehbe -- Chapter 25. Cello Lessons and Teargas: War, Peace and Music Education; Laura Hassler & Chris Nicholson -- Chapter 26. Understanding Caregiving and Alzheimer's Disease through the Arts; Ardra L. Cole -- SECTION VI. Arts-Based and Research-Informed Arts Education -- Chapter 27. Arts-Based Research with Young Children Across Health and Education; Susanne Garvis -- Chapter 28. A /r/ Topography Around the World; Rita L. Irwin, Jesús Agra Pardiñas, Daniel T. Barney, Jo Chiung Hua Chen, Belidson Dias, Shaya Golparian & Abbey MacDonald -- Chapter 29. Exploring a Creative Learning Process in Dance Education in Egypt; Krystel Khoury -- Chapter 30. Understanding the Creativity of Bricolage in Zoukei-Asobi; Keisuke Kirita -- Chapter 31. A Critical Review of the Postmodern Implosion of Fine Art and Popular Visual Culture in Art Classrooms; Paul Duncum -- Chapter 32. Connecting Conversations: Finding New Ways Forward for Arts Educators; Madonna Stinson. Tipo de medio : Computadora Summary : This extensive Handbook addresses a range of contemporary issues related to arts education across the world. It is divided into six sections; Contextualising Arts Education, Globally and Locally; Arts Education, Curriculum, Policy and Schooling; Arts Education Across the Life Span; Arts Education for Social Justice: Indigenous and Community Practice; Health, Wellbeing and Arts Education and Arts-Based and Research-Informed Arts Education. The Handbook explores global debates within education in the areas of dance, drama, music, media and visual arts. Presenting wide-ranging research from pedagogies of adaptation developed in Uganda to ethnomusicology in Malaysia and community participatory arts to wellbeing in Canada the Handbook highlights the universal need for arts education and in particular the importance of indigenous (including both traditional and contemporary practice) arts education. With contributions from internationally renowned scholars and practitioners and building on the World Alliance for Arts Education Global Summit in 2014, the Handbook creates an essential resource for arts education practices in and out of school alongside institutional, traditional and contemporary contexts. Students, teachers and practitioners across the arts disciplines will find the text invaluable for developing further opportunities to promote and study arts education. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1057/97 [...] The Palgrave Handbook of Global Arts Education [documento electrónico] / Barton, Georgina, ; Baguley, Margaret, . - 1 ed. . - London : Palgrave Macmillan UK, 2017 . - XXXVIII, 572 p. 102 ilustraciones, 86 ilustraciones en color.
ISBN : 978-1-137-55585-4
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Arte Creatividad y Educación ArtÃstica Clasificación: 700.71 Resumen: Este extenso Manual aborda una variedad de temas contemporáneos relacionados con la educación artÃstica en todo el mundo. Está dividido en seis secciones; Contextualizar la educación artÃstica, a nivel global y local; Educación artÃstica, currÃculo, polÃticas y escolarización; Educación artÃstica a lo largo de la vida; Educación artÃstica para la justicia social: práctica indÃgena y comunitaria; Educación para la salud, el bienestar y las artes y educación artÃstica basada en las artes e informada por la investigación. El Manual explora debates globales dentro de la educación en las áreas de danza, teatro, música, medios y artes visuales. Al presentar una amplia investigación, desde pedagogÃas de adaptación desarrolladas en Uganda hasta etnomusicologÃa en Malasia y artes participativas comunitarias hasta el bienestar en Canadá, el Manual destaca la necesidad universal de una educación artÃstica y, en particular, la importancia de la educación artÃstica indÃgena (incluidas las prácticas tradicionales y contemporáneas). . Con contribuciones de académicos y profesionales de renombre internacional y basándose en la Cumbre Mundial de la Alianza Mundial para la Educación ArtÃstica de 2014, el Manual crea un recurso esencial para las prácticas de educación artÃstica dentro y fuera de la escuela junto con contextos institucionales, tradicionales y contemporáneos. Los estudiantes, profesores y profesionales de las disciplinas artÃsticas encontrarán que el texto es invaluable para desarrollar más oportunidades para promover y estudiar la educación artÃstica. Nota de contenido: SECTION I. Contextualizing Arts Education Globally and Locally -- Chapter 1. Sustainable Arts Education in a Prosumer World; Susan Wright & Samuel Leong -- Chapter 2. Contextualizing Dance Education Globally and Locally; Ralph Buck & Jeff Meiners -- Chapter 3. Drama Education: In the Global Context; Robin Pascoe & Lynn FC Yau -- Chapter 4. Music Education in the Global Context; Margaret Barrett & Heidi Westerlund -- Chapter 5. Visual Arts Education and the Challenges of the Millennium Goals; Teresa Torres de Eça, Melody K. Milbrandt, Ryan Shin & Kevin Hsieh -- SECTION II. Arts Education, Curriculum, Policy and Schooling -- Chapter 6. Arts Education and Pedagogy in the Learning Profile in Tanzania: Current Trends; Charles Enock Mulimba Ruyembe -- Chapter 7. Arts Education across Australia, New Zealand and Papua New Guinea; Kay Hartwig, Stuart Wise & Naomi Faik-Simet -- Chapter 8. How to Practically Help Non-Specialist Teachers to Implement Various Ways to Better Integrate Art Education in Ordinary Classroom Practices: The French Program AlféArt, between Research and Resource; Jean-Charles Chabanne & Martin Kerby -- Chapter 9. Looking at New Trends and Policies in Latin American Art Education; Belidson Dias, Irene Tourinho, Fernando Miranda, Olga Parra Lucia Alaya, Vanessa Freitag & Tatiana Fernandez -- Chapter 10. Reflections on Contemporary Arts Education in Egypt, Lebanon and Saudi Arabia; Rose Martin, Samia El-Sheikh & Bilal Makled -- Chapter 11. Arts Education in Canada and the United States; Susan A. O'Neill & Patrick Schmidt -- Chapter 12. School Music Education in Hong Kong after Returning to China: Policy, Curriculum and Teaching Practice; Bo-Wah Leung -- SECTION III. Arts Education Across the Life Span -- Chapter 13. Encouraging a Dynamic Relationship between the Arts and Literacy; Georgina Barton & Robyn Ewing -- Chapter 14. Young Children and Early Childhood Arts Education: What can we Learn from Current Research?; Susanne Garvis & Pernilla Lagerlöf -- Chapter 15. Creating Contemporary Asian Dance in Tertiary Dance Education: Research-Based Choreography at Nanyang Academy of Fine Arts; Caren Carino -- Chapter 16. The Arts Contribution to the Process of 'Coming into the World'; Janeke Wienk -- Chapter 17. Pedagogies of Adaptation: Teachers' Reflections on Teaching Traditional Ugandan Dances in Urban Schools in Kampala, Uganda; Alfdaniels Mabingo -- SECTION IV. Arts Education for Social Justice: Indigenous and Community Practice -- Chapter 18. Indigenous Participation in Arts Education: A Framework for Increasing Engagement and Learning Outcomes; Robert Barton -- Chapter 19. Applied Theatre as a Medium of Communal Communication: 'Access to Justice' Project in Kwale, Kenya; Wabende Kimingichi & Jeong Kyung Park -- Chapter 20. Transmitting Intangible Cultural Heritage through Ethnomusicology Coursework: Cases from Sabah, Malaysia; Jacqueline Pugh-Kitingan -- Chapter 21. (Mis)Representing Others: Ethical Dilemmas of Socially Engaged Art Practice; Kate Blackmore -- Chapter 22. Remembrance of Things Past: Historical Commemoration in an Educational Setting; Margaret Baguley & Martin Kerby -- SECTION V. Health, Wellbeing and Arts Education -- Chapter 23. Wellbeing in Classroom Arts Collaborations; Janet McDonald, Arnold Aprill & Deborah Mills -- Chapter 24. Growing Wellbeing through Community Participatory Arts: The Anishinaabek Cervical Cancer Screening Study (ACCSS); Pauline Sameshima, Pamela Wakewich & Ingeborg Zehbe -- Chapter 25. Cello Lessons and Teargas: War, Peace and Music Education; Laura Hassler & Chris Nicholson -- Chapter 26. Understanding Caregiving and Alzheimer's Disease through the Arts; Ardra L. Cole -- SECTION VI. Arts-Based and Research-Informed Arts Education -- Chapter 27. Arts-Based Research with Young Children Across Health and Education; Susanne Garvis -- Chapter 28. A /r/ Topography Around the World; Rita L. Irwin, Jesús Agra Pardiñas, Daniel T. Barney, Jo Chiung Hua Chen, Belidson Dias, Shaya Golparian & Abbey MacDonald -- Chapter 29. Exploring a Creative Learning Process in Dance Education in Egypt; Krystel Khoury -- Chapter 30. Understanding the Creativity of Bricolage in Zoukei-Asobi; Keisuke Kirita -- Chapter 31. A Critical Review of the Postmodern Implosion of Fine Art and Popular Visual Culture in Art Classrooms; Paul Duncum -- Chapter 32. Connecting Conversations: Finding New Ways Forward for Arts Educators; Madonna Stinson. Tipo de medio : Computadora Summary : This extensive Handbook addresses a range of contemporary issues related to arts education across the world. It is divided into six sections; Contextualising Arts Education, Globally and Locally; Arts Education, Curriculum, Policy and Schooling; Arts Education Across the Life Span; Arts Education for Social Justice: Indigenous and Community Practice; Health, Wellbeing and Arts Education and Arts-Based and Research-Informed Arts Education. The Handbook explores global debates within education in the areas of dance, drama, music, media and visual arts. Presenting wide-ranging research from pedagogies of adaptation developed in Uganda to ethnomusicology in Malaysia and community participatory arts to wellbeing in Canada the Handbook highlights the universal need for arts education and in particular the importance of indigenous (including both traditional and contemporary practice) arts education. With contributions from internationally renowned scholars and practitioners and building on the World Alliance for Arts Education Global Summit in 2014, the Handbook creates an essential resource for arts education practices in and out of school alongside institutional, traditional and contemporary contexts. Students, teachers and practitioners across the arts disciplines will find the text invaluable for developing further opportunities to promote and study arts education. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1057/97 [...]
