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Van moi tot je : die verband tussen die ontwikkeling van die subjek en die kunsmaakproses /Roux, Susan Elizabeth. January 2008 (has links)
Thesis (MA)--University of Stellenbosch, 2008. / Library's copy not signed by author. Bibliography. Also available via the Internet.
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The making of the maker : a practice-based exploration into the process of signification as a mutually constitutive process for artist and artworkFerreira, Doret Jr (Johanna Dorothea) 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This thesis is a practice-based investigation into the mutual coming into being of artist
and artwork within the process of signification as described by Julia Kristeva. The
investigation is done from an unstable subjective position and requires innovative
research methodologies and a sustained close connection with the practice in order to
accommodate the complexity inherent to the process. The exploration involves a closer
look at the process of making of the work, the possible meaning embedded in the
artworks and the impact on the maker of the work. The situated knowledge acquired
through the praxis provides new insight supported by the theories of Julia Kristeva and
others. / AFRIKAANSE OPSOMMING: Hierdie tesis is ’n praktykgebaseerde ondersoek na die wedersydse totstandkoming van
kunstenaar en kunswerk binne die proses van signifikasie soos beskryf deur Julia
Kristeva. Die ondersoek word gedoen vanuit ’n onstabiele subjektiewe posisie en vereis
innoverende navorsingsmetodologieë en ’n volgehoue nóú verbintenis met die praktyk
om voorsiening te maak vir die kompleksiteit inherent aan die proses. Die ontleding
behels ’n verkenning van die werksproses, die moontlike betekenis verskuil binne die
kunswerke en die impak op die maker van die werk. Die gesitueerde kennis wat uit die
praxis voortspruit verskaf nuwe insigte, gesteun deur die teorieë van Julia Kristeva en
ander.
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An Art Teacher's Guide to a Cognitive Teaching Process: Prompting Student's Creative ThoughtWarskow, Kristen 01 December 2014 (has links)
This paper seeks to further explore stages an artist moves through that can be applied to teaching art, and helping students understand how to access their creativity. This project involves observation and an auto-ethnographic approach in order to best determine stages artists naturally move through when creating art. In order to most effectively suggest a teachable creative process for secondary art students, this paper will further explore cognitive and disciplinary categories in art education by applying principles and stages to a curricular guide (or lesson plans) for secondary art educators. Topics and studies of design thinking, creative inquiry, studio habits, creative processes, the National Assessment for Educational Progress (NAEP, 2008), and National Core Art Standards will be reviewed and expanded upon in this paper. Using these inputs, a series of 4 recursive, creative stages were observed and applied to teaching art at the secondary (6th-12th grade) levels.
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Město nemusí být bludiště. Výtvarný projekt pro 1. stupeň ZŠ / City does not have to be a labyrinth. Art project for first schoolSmetanová, Martina January 2011 (has links)
Martina Smetanová Teaching for elementary school Dissertation Abstract The dissertation is regarding the use of art education in the education of children in elementary schools. In the theoretical part of the dissertation, there are described various psychological aspects, which have an influence on the development on the children's personality, e.g. creativity, intelligence, cooperation, sample schemes, mental mapping, attention, … The practical part consists of ten art themes within one common project "City does not have to be a labyrinth". (City from a bird's eye-view, Plastic city, City paving, Modern building, Traffic intersections, City plan, We are building a city, Travelling using a bus or tram, House sign, Mystical city). I realized this project on elementary school called ZŠ Fryčovická in Prague 9 - Letňany, in third, fourth and fifth grade. During the work with children, I tried to use the knowledge I got from the theoretical part. The aim was to give the children an idea about city, in which they are living and also to focus on the experiences, cooperation with other pupil, experiences with new art techniques, connection with other subjects, evaluation, development of fantasy, etc. The dissertation shows how we, within an art education, can develop skills and abilities, which can be then used in...
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