- Gebundene Ausgabe: 288 Seiten
- Verlag: Yale University Press (Januar 2003)
- Sprache: Englisch
- ISBN-10: 0300095236
- ISBN-13: 978-0300095234
- Größe und/oder Gewicht: 24,4 x 16,5 x 2,4 cm
- Amazon Bestseller-Rang: Nr. 1.033.513 in Englische Bücher (Siehe Top 100 in Englische Bücher)
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The Arts and the Creation of Mind
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Produktbeschreibungen
From Library Journal
In this eloquent book, Eisner (education & art, Stanford) presents strong arguments for the inclusion of aesthetics as a core element of the school curriculum for all children. Eisner's work in this area is not as well known as Howard Gardner's (e.g., Frames of Mind; Intelligence Reframed), but since the 1960s he has been steadily promoting the ideal of diverse curricular emphases, including arts education. By analyzing student artwork as well as vignettes of good teaching, Eisner delves into both the theoretical (often citing John Dewey, Bruner, and Lev Vigotsky) and the practical applications of his insights. He firmly addresses assessment and evaluation in the arts, proposing a shift from the evaluation of outcomes to the evaluation of process. He also recommends an ongoing practice of criticism, engaged in by students and teachers together in the classroom, with the intention of improving both student work and programs of instruction. This persuasive work is recommended for academic and large public libraries.
Jean Caspers, Linfield Coll. Lib., McMinnville, OR
Copyright 2002 Reed Business Information, Inc.
Jean Caspers, Linfield Coll. Lib., McMinnville, OR
Copyright 2002 Reed Business Information, Inc.
Kurzbeschreibung
Although the arts are often thought to be closer to the rim of education than to its core, they are, surprisingly, critically important means for developing complex and subtle aspects of the mind, argues Elliot Eisner in this discussion. In it he describes how various forms of thinking are evoked, developed, and refined through the arts. These forms of thinking, Eisner argues, are more helpful in dealing with the ambiguities and uncertainties of daily life than are the formally structured curricula that are employed today in schools. Offering an array of examples, Eisner describes different approaches to the teaching of the arts and the virtues each possesses when well taught. He discusses especially nettlesome issues pertaining to the evaluation of performance in the arts. Perhaps most importantly, Eisner seeks to provide a fresh and admittedly iconoclastic perspective on what the arts can contribute to education, namely a new vision of both its aims and its means. This new perspective, Eisner argues, is especially important today, a time at which mechanistic forms of technical rationality often dominate our thinking about the conduct and assessment of education.
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Buchdeckel | Copyright | Inhaltsverzeichnis | Auszug | Stichwortverzeichnis
Buchdeckel | Copyright | Inhaltsverzeichnis | Auszug | Stichwortverzeichnis
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19 von 21 Kunden fanden die folgende Rezension hilfreich
More realistic than subjective
4. Oktober 2006
Format:Taschenbuch
Mr. Eisner explain the applications of the skills fostered by the fine arts educational experience. Giving especific examples, the author illuminates the dark side of the fine arts usefullness. On chapter four (soul of the book) deals with what can be expected from the fine arts experience and the real application of the acquired skills. More important, Eisner highlight the fact that the student has a self motivated and intrinsic satisfaction experience when learning thru the arts, something quite difficult to achieve with academics matters.
7 von 8 Kunden fanden die folgende Rezension hilfreich
Very good resource for anyone working with students and art education
18. März 2009
Format:Taschenbuch
Elliot Eisner has written a wonderful book about why arts are important for education- not as a supplement but as a way to learn. Recommended for anyone teaching children!
4 von 6 Kunden fanden die folgende Rezension hilfreich
Mixed feelings
22. April 2011
Format:Taschenbuch|Von Amazon bestätigter Kauf
I know that this is one of the classic texts defending the need for a well-rounded arts education, but it's a bore. I am an art teacher and genuinely support the messages of this text, but found it a challenging, dull, long read. This book redundant and a bit difficult to follow. The author seems more interested in using academic jargon than defending the role of the arts in the development of the mind. This is a text that I will hang onto as a reference guide, but it is definitely not a text that was enjoyable to read.
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