Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-03-21T21:36:39Z No. of bitstreams: 2 Tese - Pablo Petit Passos Sérvio - 2015.pdf: 6644320 bytes, checksum: 97ed5d5d51b286b798c5c675ff5a5cc6 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-22T14:25:11Z (GMT) No. of bitstreams: 2 Tese - Pablo Petit Passos Sérvio - 2015.pdf: 6644320 bytes, checksum: 97ed5d5d51b286b798c5c675ff5a5cc6 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-22T14:25:11Z (GMT). No. of bitstreams: 2 Tese - Pablo Petit Passos Sérvio - 2015.pdf: 6644320 bytes, checksum: 97ed5d5d51b286b798c5c675ff5a5cc6 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-03-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This thesis investigates the way visual art teachers pedagogically relate to the use of advertising images. Nine teachers in Goiania's municipal system participated as collaborators in the research. The methodological procedures used were observations, field notes and individual interviews. Based on Cultural Studies and principles of Visual Culture Education, this study adopts an epistemological approach that favors poststructuralist assumptions. It assumes that advertising images are relevant for a Visual Culture Education since they contribute to built and at the same time legitimize meanings that guide ways of perceiving, being and having dialogues with the world. The research opposes the prescription of content for the reason that it characterizes school submission to the university and indicate the need to identify and discuss the practices and aspirations that these teachers engage in their day-today teaching. Visual Culture Education highlights that today the visual arts teachers' challenge is not just work with images apart from those that are culturally considered art, but, especially, decide how to use them pedagogically. The research identifies, analyses, and discusses aspects of these teachers discourses and practices being able to produce questions for a Visual Culture Education. / Esta tese investiga o modo como professores de artes visuais se relacionam pedagogicamente com imagens de publicidade. Nove professores da Rede Municipal de Goiânia participaram como colaboradores da pesquisa. Observações, anotações de campo e entrevistas individuais foram os procedimentos metodológicos utilizados. Fundamentada nos Estudos Culturais e nos princípios da Educação da Cultura Visual, esta pesquisa assume posição epistemológica que privilegia pressupostos pós-estruturalistas. Este trabalho parte da convicção de que imagens de publicidade são relevantes para uma Educação da Cultura Visual porque contribuem para construir, ao mesmo tempo em que legitimam, significados que orientam modos de perceber, estar e dialogar com o mundo. Opõe-se à prescrição de conteúdos, pois tal atitude caracteriza uma submissão das escolas à universidade, apontando a necessidade de identificar e discutir as práticas e aspirações pedagógicas que estes professores perseguem no seu cotidiano docente. A Educação da Cultura Visual destaca que hoje o desafio dos professores de artes visuais não está apenas em trabalhar com imagens além daquelas socialmente legitimadas como arte, mas, especialmente, o modo de abordá-las pedagogicamente. A pesquisa identifica, analisa e discute aspectos de discursos e práticas desses professores produzindo questionamentos para uma Educação da Cultura Visual.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-19T11:00:46Z No. of bitstreams: 2 Tese - Alexandre José Guimarães - 2017.pdf: 10625160 bytes, checksum: 269dfd97267b302ac257f60db2b9826c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-19T11:31:52Z (GMT) No. of bitstreams: 2 Tese - Alexandre José Guimarães - 2017.pdf: 10625160 bytes, checksum: 269dfd97267b302ac257f60db2b9826c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-19T11:31:52Z (GMT). No. of bitstreams: 2 Tese - Alexandre José Guimarães - 2017.pdf: 10625160 bytes, checksum: 269dfd97267b302ac257f60db2b9826c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-02 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This study deals the averse teaching of four visual arts teachers in the professional education context from their life histories. In order to discuss variables of the teaching images about the professional education teacher, the teaching work of the Federal Institute of Goiás was investigated through questions about: a) the art teachers identities in a school of technicist tradition; b) the teaching training processes in transit and in different places from and beyond school; c) the historical contextualization of the Brazilian professional education matrices; d) the dialogues between the artistic work and the teaching work as actions that feed back. For methodological inventions, the issue discussed was: how does an investigation in art invite me to experiment the art and how this artistic production infiltrates in a research problem? By understanding the art research as a research narrative this study was built at the same time that it told its story - a metalinguistic game that took shape while maintaining a pedagogical dialogue with itself. In this sense, this study arrives in appoitments such as: a) an identity crisis of the federal network teacher; b) the tension movements for the art education in the technical education context; c) the reaffirmation and reconfiguration of the professional education colorization throughout our histories; d) the necessity and the urgency to think about the art teaching practice in the professional education scope; e) the collegiality as an inseparable element for the art teacher formation; f) the artistic work (or experience) approximation with the teaching work as a dialogical action. In this way, we experimented an archaeological exercise to dig our and other stories for the understanding and reconfiguration of our profession contributing to the identity constitution and our difference within the public education. / Este estudo aborda os avessos docentes de quatro professoras de artes visuais no contexto da educação profissional a partir de suas histórias de vida. Para discutir variáveis das imagens docentes sobre o professor da educação profissional, investigou-se a docência no Instituto Federal de Goiás por meio de questões sobre: a) identidades de professoras de arte em uma escola de tradição tecnicista; b) processos formativos docentes em trânsito e em diferentes lugares a partir e além da escola; c) contextualização histórica das matrizes da educação profissional brasileira; d) diálogos entre o trabalho artístico e o trabalho docente como ações que se retroalimentam. Para as invenções metodológicas, voltou-se à pergunta: como uma investigação em arte me convida a experimentar arte e como essa produção artística se infiltra em um problema de pesquisa? Ao compreender a pesquisa em arte como uma narrativa de investigação, este estudo foi se construindo ao mesmo tempo em que contava sua história – um jogo metalinguístico que ganhou forma enquanto manteve um diálogo pedagógico consigo mesmo. Nesse sentido, chega-se a apontamentos como: a) crise de identidade do professor da rede federal; b) movimentos de tensão para o ensino de arte no contexto do ensino técnico; c) reafirmações e reconfigurações da colorização da educação profissional ao longo de nossas histórias; d) necessidade e urgência em pensar a prática docente em arte no âmbito da educação profissional; e) colegialidade como elemento indissociável para a formação do professor de arte; f) aproximação do trabalho (ou experiência) artística com o trabalho docente enquanto ação dialógica. Experimentou-se, dessa forma, exercícios arqueológicos para cavar as nossas e outras histórias para o entendimento e reconfiguração de nossa profissão, contribuindo para a constituição identitária e nossa diferença no interior da educação pública.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Esta pesquisa se utiliza do MÃtodo HistÃrico, proposto por Michel Foucault, para conhecer o CRIA â Centro de ReferÃncia Integral de Adolescentes, ONG que trabalha, desde 1994, com formaÃÃo artÃstica para jovens, de 10 a 18 anos de idade, na cidade de Salvador. Os procedimentos de fazer arquivo foram executados por de meio de exercÃcios descritivos, tomando por referÃncia documentos, registros de entrevistas, observaÃÃes e diÃrios etnogrÃficos realizados ao longo de um ano, junto Ãs atividades de artes praticadas na ONG. Esses exercÃcios consolidaram um texto narrativo no qual o CRIA à compreendido como instituiÃÃo que existe a partir de historicidades locais, regionais e individuais afirmando a tese de que educar atravÃs da arte à um argumento que amplia os sentidos da vida e conduz adolescentes e jovens ao experimento de auto-criaÃÃo de si, de seu laÃos com a cultura e com o presente. As aÃÃes de educaÃÃo empreendidas pela ONG tÃm por referÃncia prÃticas de cidade, experimentaÃÃo teatral e poÃtica e a implementaÃÃo de polÃticas de arte e cultura no Ãmbito da educaÃÃo formal de jovens. Neste sentido apresenta-se uma discussÃo sobre a juventude no terreno da historia social e no campo da sociologia, em especial a relaÃÃo educaÃÃo escolar e trabalho capitalista, bem como juventude e prÃticas de cultura com vistas a explicitar os nomes da juventude que a modernidade ocidental celebrou como verdadeiros. Finalmente apresenta-se um ensaio sobre a juventude que, inspirado em Nietzsche, procura pÃr em cena diÃlogos da razÃo trÃgica a que o CRIA expÃe os jovens que fazem formaÃÃo em artes. Palavras chaves: Juventude; Arte; EducaÃÃo; MÃtodo HistÃrico, RazÃo TrÃgica. / This research was used in Method History (arch-genealogy), to learn the meanings of teaching practices and proposals offered to young people who are integrated into programs and / or educational projects in a non-school institution. The empirical field was the CRIA â Centro de ReferÃncia Integral de Adolescentes, an NGO working since 1994 with artistic training for young people 10-18 years of age in the city of Salvador. The procedures for doing file were executed by means of descriptive exercises, taking as reference documents, records of interviews, ethnographic observations and diaries made ​​over a year, with the activities of NGOs in the arts practiced. These exercises reinforced a narrative text in which CRIA is understood as an institution that exists from historicities local, regional and individual asserting the claim that educating through art is an argument that extends the meaning of life and puts, adolescents and young given the need to forge himself in relation to culture and the present. The education activities undertaken by NGOs have a handy reference of the city, theatrical experimentation, clown and poetry; implementation of policies of art and culture in the context of formal education and community which young people are linked.

The focus of aesthetic education is reflected in an arts curriculum designed for students to learn skills that make it possible for them to experience the world in a satisfying and meaningful manner. Incorporating aesthetics into school curriculum can be approached through the use of coordinated programs. In the state of Texas, over 1100 schools participate annually in the One-Act Play contest (OAP). The contest is governed by the University Interscholastic League (UIL), which has designed and recommended a structure in which students actively participate in the fine art of theatre. This curriculum is the roadmap for instruction that leads students to learn the value of the aesthetic. This study examines teacher and student perception in the Texas One-Act Play contest and its implications for teaching and learning the aesthetic. The qualitative data were collected through a series of interviews and observations during the spring 2006 with five schools in the north Texas area. Students and teachers at each school were interviewed. Data revealed how the goals of the UIL OAP system are being met based on teachers' practices, perceptions, and experience. Implications of the study are seen through the teachers' attitude toward winning as well as how the elements of teaching, rehearsal technique, and external support systems affect the teachers' contest preparation.

The implementation of the Creative and Performing Arts (CPA) syllabus at lower primary school level in Botswana has been carried out without paying due regard to all that should be in place. As a result, the implementation exercise has been hampered by some administrative and logistical problems. The content for Creative and Performing Arts as a curriculum subject draws from Western culture, primarily due to the proliferation of literary sources for such content. It has therefore been a matter of urgent concern to establish the extent to which local culture, in the form of indigenous musical arts, have been integrated into the syllabus. The methods employed in this study are qualitative. They include data collection by means of semi - structured interviews in focus group discussions, and content analysis of the syllabus document. The results of this research suggest that the indigenous musical arts in the Creative and Performing Arts syllabus content are generally representative of the culture of the Batswana. But the indigenous musical arts content in the Creative and Performing Arts syllabus could be representative of the indigenous culture of the Batswana to a much greater extent, especially as it al lows for the use of local resources and contains objectives that explicitly refer to the inclusion of the musical culture of a local community. Current limitations are mainly caused by the teachers ’ short comings in terms of appropriate teaching approaches and their vague under standing of the main concept that they should master, namely ‘integration’. The results of the study further indicate that teachers cover most of the indigenous musical arts in their lessons. The results also indicate that teachers are usually able to relate music with physical education, but are unable to integrate content as much as it is practicable due to lack of knowledge and skill on their part. On syllabus implementation, the results reveal that school administrators feel that they have not been duly recognized as key players in the implementation exercise. They suggest that specialization in the teaching of the various components of the Creative and Performing Arts be encouraged. They also suggest a review of the syllabus that would allow primary school teachers more input. As far as the teachers are concerned, the results reveal that, the implementation workshops they have attended have not been adequate in equipping them with the necessary skills to teach the subject. They, like the school heads, suggest specialization by teachers. They also suggest the following: a review of the syllabus and teaching and learning materials; provision of in-service training; close monitoring by the implementing authority, and the provision of resources. The conclusion reached is that the syllabus allows the teacher the freedom to draw as much as possible from the community, thus making learning more relevant to the learner. With regard to syllabus implementation, the implementation exercise is hampered by the absence of appropriate resources and facilities as well as the necessary support in the form of needs - oriented in-service training. Owing to lack of resources and in-service training that addresses specific needs, the teachers are not very effective in syllabus delivery. / Thesis (DMus)--University of Pretoria, 2008. / Music / unrestricted

"The problem of this study is to determine to what extent the junior high school teachers of industrial arts in Texas are being trained to meet the apparent needs and trends in the field. Do the teachers colleges of Texas have the facilities --curricula--to adequately train industrial arts teacher for the courses that are actually being taught in the junior high schools of Texas? The study is limited to certain aspects of industrial arts in the junior high schools and the State Teachers colleges of Texas. The offerings and trends in offerings of the junior high schools, the organization and trends in the organization, the adequacy of training of industrial arts teachers in the junior schools, and offerings and trends in the industrial arts departments of the Texas State Teachers Colleges are of major importance in this study. " --p. 1

TITTLE: Influencing a narrow practice of Visual Arts Education in pre-school AUTHOR: Milena Menčíková DEPARTMENT: Art Education Department SUPERVISOR: Mgr. Helena Kafková ABSTRACT: This thesis describes the practice of Visual Arts Education in one particulal pre-school. It presents hypothesis on genesis and establishing certain practice, using the tools of case study. Its integral part is to offer the participant a relatively wider conception of Visual Arts Education. The text is divided into two parts. The first part is concerned with teoretical findings, it consists of propositions of the whole thesis, which are: the current and older conceptions of Visual Arts Education for pre-school and the elementary level. Grounding Visual Arts Education as specific area of education, which can be found in RVP PV. The second part consists of data accumulated and analyzed through hybrid approach using the tools of action research and case study. It presents hypothesis on the genesis and establishing the Visual Arts Education practice of the participant. KEYWORDS: stereotype, genesis of practice, routine, action research, participation, Visual Arts Education on pre-school level

Böhmová, Z.; Adam and Eve - nudity in Art and what to do with it in art education. [Diploma thesis] Prague 2015 - Charles University, Faculty of education, 106 pages. This thesis is analysing nudity by comparing religious, moral and political documents with perception of everyday reality and artistic portrayal. It follows the changes of paradigm of nudity in European culture since the start of Christianity. The objective of this thesis is to find the roots of connection between nudity and abashment. It finds the origins of finding nudity erotic and its connection with pornography. In the didactic part it tries to introduce this topic into visual arts education, defining this idea throughout artistic activities and comprehension of the changes in perception of naked body in modern painting. With the use of the medium of painting the semiotic character of nudity is being researched as well as the signs that reference nudity.

(english): In the theoretical part, I deal primary with defining the concepts of doll production and it is history first in a global context and than specifically in the Czech Republic. I also cover historic all production technques by artisans, the revival of there traditional technques as well as various doll produstion techniques. I highlight some of today's craftsmen as well as their personal stories about getting started in the handmade doll production. Next, I delve into rules and guidelines for doll production as well as doll selection by the consumer. A the end of theoretical part, I deal with the different types of gameplay with dolls along wth gender aspect. The first part of the project deals with the relationship between the person hand making the doll and the doll itself. It also includes a small making project with childern. The second part is the project goes over a collection of dolls I have handmade in the last three years divided according to production technique and further subdivided need on material, labor and suitable age. The third part is the research, Which has determine whether the observation of the making process of dolls can influence the kids. It seems that it reflects on the relationship or the playing with the doll. Keywords: pre-school education, research, didactic...

Jana Kerhartová Play, playfulness and humour in the practice of the Art Gallery H Abstract This thesis presents activities of an unofficial private art gallery which operated in Kostelec nad Černými lesy in the 1980s. The research for the paper combined the oral history method, work with visual and textual archives and (visual) semiotic analysis. The aim of the research was to describe the activities of The Art Gallery H and to verify the possibilities of didactic transformation of some chosen aspects into visual arts education. The data, especially interviews with witnesses, historical documents, artworks and school lessons have the character of utterances in the poststructuralist context. Memories of the time and the alternative community viewed through the lens of today bring us important information about the present as well. Clandestine culture arisen in the totalitarian regime brings a new perspective into issues such as freedom, focus of our activities, relation to the establishment, ethics. The main concept that interconnects the whole thesis is the relation between humour, play and art creation. This motive is also important for the context of visual arts education.The outputs of the research were presented in the book Humour and Play in The Art Gallery H and at the exhibition of the same name...