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301	台灣教育創新模式之探討：兩個表演藝術教育破壞性創新實例 / An education innovation model for Taiwan: two examples of disruptive innovation in performing arts education 紀博善, Dale Albanese Unknown Date (has links) 近年來，創造力教育受到越來越多守門人的關注，包括企業界領袖、學者專家、政策制定者和教育工作者。另外在學術界和教育界，也有越來越多的人接受「創造力是可以教」的觀念。因此，追求文化和社會適當的教育創新模式來實施創造力教育是非常重要的。接觸藝術、學習藝術是培養創造力的重要途徑，但在正式教育體制很難提供機會平等的平台時，相關的教育守門人就必須創造機會解決此一問題。Christensen、Horn與Johnson （2008、2011）也認為傳統的教育創新只是進行永續性的創新，所以他們進而提出破壞性創新的教育模式，以彌補傳統創新教育模式之不足。本研究的目的是在探討兩個台灣表演藝術教育破壞性創新的個案：紙風車319鄉村兒童藝術工程和台北景文高中之優人神鼓表演藝術班。本研究的研究方法包括文獻分析，深度訪談和觀察。研究結果發現紙風車319鄉村兒童藝術工程的破壞性教育模式提供更多的機會讓偏遠的兒童可以接觸藝術，對他們產生正面的影響。優人神鼓表演藝術班的教育創新模式讓具有藝術興趣和才能的學生開啟創新的學習管道，一方面發展他們的藝術才情，另一方面也可以在正式教育中表現良好。 / In recent years, creativity in education has received increased attention from gatekeepers - the business leaders, scholars, policy-makers, and educators – around the world. There is also growing acceptance in the academic and educational worlds that “creativity can be taught.” Thus it is now crucial to pursue culturally and socially appropriate models for implementing creativity education. Encountering and studying the arts is an important approach to developing creativity. However, when traditional formal education systems are unable to provide an equal platform for encountering the arts, relevant gatekeepers must come up with new solutions. Christensen, Johnson, & Horn (2008; 2011) write that traditionally, educational innovation has relied on sustaining innovation, which they hold is insufficient for new educational demands today. They propose instead a model of disruptive innovation for education, which has greater potential impact on the education system, to help close the gap between educational ideals and practice. Leadbeater and Wong (2010) further categorize innovations in either formal or informal educational settings. This study examines two cases of disruptive innovation in performing arts education from Taiwan: Paper Windmill Theatre’s First Mile, Kid’s Smile 319 Townships Art Project program and the U-Theatre Performing Arts Class at Taipei Jingwen High School. The research methods employed include document analysis, in-depth interviews, and observations. The research findings conclude that the 319 Project's disruptive innovation model for informal education provided children in remote locations with opportunities to encounter the arts, making a positive impact on their lives. The disruptive innovation model for formal education used by the U-Theatre Performing Arts Class gave students with interests and potential in performing arts a channel for their abilities, both helping them develop their artistic interests and talents and enter university. 教育創新破壞性創新優人神鼓紙風車319鄉村兒童藝術工程台灣教育創造力藝術教育 Educational Innovation Disruptive Innovation Education in Taiwan U-Theatre Creativity Arts Education
302	Odraz Rámcového vzdělávacího programu pro základní umělecké vzdělávání v českém základním uměleckém vzdělávání / Reflection of the Framework Educational Program for Basic Schools of Art in Czech Elementary Art Education Lojdová, Jaroslava January 2018 (has links) The Ph.D. thesis Reflection of the Framework Educational Program for Basic Schools of Art in Czech Elementary Art Education deals with current development of pedagogical reform and its implication in lessons of music theory at basic schools of art. It traces its historic development and changes in educational content, methods and organizational forms of education, according to resources that are at disposal. Based on the research, current pedagogical reform helped to define content and scope of work in lessons of music theory. It enabled to adjust its educational content to specific conditions and profile of individual schools, it gave new view of teaching goals and strengthened teacher's position in creation of strategic school documents. Content based, interpretation skills are complemented with understanding of music core; pupils'values and attitudes are built. Among popular teaching methods feature critical thinking, peer learning and group work, learning through demonstration and actions. The most frequently used progressive method, according to the research, is the simulation method. Based on research findings, music theory at basic schools of art is a subject to continual improvements. Currently, according to accessible resources, there is no complex teaching material that involves modern...
303	"Jag förstår inte hur det här är bild." : En studie om digital kompetens i bildämnet / "I dont understand how this is art." : A study on digital competence in arts education Serrander, Agnes, Larsson, Isabelle January 2021 (has links) Föreliggande studie syftar till att söka ökad kunskap och förståelse för bildämnets möjligheter att stärka Skolverkets uppdrag och mål att utveckla adekvat digital kompetens hos elever, samt synliggöra hur bildlärare arbetar med att utveckla och stärka elevers digitala kompetens utifrån olika aspekter av medie- och informationskunnighet. För att få ett så nyanserat och varierat resultat som möjligt användes en kvalitativ metod, närmare bestämt semi-strukturerade intervjuer och en öppen enkätundersökning. Ett total av fem intervjuer genomfördes med verksamma bildlärare i olika delar av Sverige samt en fokusgruppsintervju med elever på en skola. Enkätundersökningen genererade 20 svar från elever. Det empiriska materialet analyserades med hjälp av två teorier: (i) artefaktsteori och (ii) läroplansteori. Resultatet illustrerar att lärare besitter varierande kunskapsnivåer och att olika kunskaper ger konsekvenser för vilket lärande som ges företräde. Vidare illustrerar resultatet att lärare och elever har olika inställningar om vilket lärande som bildämnet ämnar generera. Resultatet visar även att bildämnet har många möjligheter till att utveckla elevers digitala kompetens, men att det krävs fortbildning för att genomföra ett sådant arbete. / The present study aims to seek increased knowledge and understanding of the possibilities that the art subject has to strengthen the Swedish National Agency for Education´s goals and mission to develop students’ digital competence. Furthermore, to understand how art teachers work to foster and strengthen student digital competence from different aspects of media- and information literacy. A qualitative method was used, more precisely semi-structured interviews and a survey, to attain a wide variety of varied and nuanced results. A total of five interviews were conducted with working art teachers in Sweden and one focus group interview with students at a school. The survey resulted in 20 answers from students. The empirical material was analysed using two theories: artefacts theory and curriculum theory. The results illustrated that teachers have a varied knowledge, and that the variation has an impact on what students learn. The result also shows that students and teachers have a difference in attitudes about what the subject aims to teach students. Finally, that the art subject has a lot of possibilities to foster students’ digital competence, but it takes a lot further training to enable it. Arts education Digitalization Digital competence Digital tools Digital Technology Didactic design Implementation of technology Media- and information literacy Medialitteracy Visual culture Visual competence. Bildundervisning Digitalisering Digitala verktyg och tekniker Didaktisk design implementering av digitala verktyg Medie- och informationskunnighet Mediekompetens Visuell kultur Visuell kompetens Digital kompetens. Pedagogical Work Pedagogiskt arbete
304	A Study of the Watershed Management in the Headwaters of the Hocking River: Environmental Communication in the City Snuffer, Moira Calligan 28 September 2020 (has links) No description available. Agricultural Education Animal Sciences Aquaculture Aquatic Sciences Art Education Arts Management Biology Chemistry Climate Change Communication Earth Ecology Early Childhood Education Education Entomology Environmental Education Environmental Studies Hydrology Industrial Arts Education Museum Studies Museums Multimedia Communications Pedagogy Physical Education Sustainability Teaching Technical Communication Teacher Education Urban Planning Watershed Management Fish Macroinvertebrates Lancaster, Ohio Midwest Museum Children Education City Communication Runoff Crayfish Parameter Trail Signage Wetland River Hocking River Urban Agriculture
305	Les politiques culturelles et le processus de développement dans le monde arabe : analyse d’une série d’indicateurs / Cultural policies and the development process in the Arab world : analysis of selected indicators Mehadji, Meriem 02 October 2014 (has links) En 2010, le bilan sur les objectifs du millénaire pour le développement (OMD) a révélé que l’ensemble des pays ainsi que les différents acteurs impliqués dans ce processus devaient redoubler leurs efforts afin de mettre en place des projets adaptés à la nature des diverses sociétés. À cet effet, la question de la « culture » s’est imposée comme un facteur évident et inhérent à l’accomplissement de ces objectifs. C’est dans ce cadre que se pose notre problématique de recherche à travers une zone géostratégique qui subit de grands bouleversements au niveau politique, économique et social. De cette manière, la culture peut-elle constituer un élément de base dans les programmes de développement entrepris dans les États arabes ? Cette présente thèse s’achemine à travers trois principales étapes. D’abord l’intégration de la culture dans ce processus en tant que secteur à part entière. Ensuite, les moyens et les méthodes utilisés par les différents acteurs engagés et concernés par le domaine de la culture dans les pays arabes. Enfin, les indicateurs spécifiques à la région à travers lesquels apparaissent les limites, mais également le potentiel des États arabes. Pour finir, cette démarche fait office de défrichement, car le développement à travers le secteur culturel reste peu exploité dans le monde arabe. Toutefois, les changements qui s’opèrent depuis quelques années dans la région peuvent conduire à une véritable reconsidération du secteur culturel et de sa relation avec le processus de développement. / In 2010, the appraisal of the Millennium Development Goals (MDGs) indicated that all the countries and the different actors involved in this process should underlay their efforts to implement projects adapted to the nature of the various societies. To this end, the issue of "culture" has emerged as an obvious and inherent factor in achieving these goals.Our research issue raises in this context through a geostrategic area which undergoes great changes in the political, economic and social level. Thus, can the culture constitute a basic element in the development programs undertaken in the Arab States? The present thesis is developed through three main stages. First, the integration of culture in this process as a real sector. Then, the means and methods used by the different actors involved and concerned with the field of culture in the Arab countries. Finally, specific indicators related to the region which could show the limits, but also the potential of Arab States.This approach acts as clearing, insofar as the development through cultural sector remains largely untapped in the Arab world. However, the changes occurring in recent years in the region can lead to a genuine reconsideration of the cultural sector and its relationship with the development process. Développement Culture Cycle culturel Valeur Capital humain créatif Identité Politiques culturelles Monde arabe Industries culturelles Éducation artistique Emploi artistique Mondialisation Institutions culturelles Patrimoine Urbanisation Égalité Zones rurales Droits culturels Tourisme culturel Statut Financement de l’art Participation Accès à la culture Équité des genres Coopération Droits d’auteur et droits voisins Artistes Development Culture Cultural cycle Value Creative human capital Identity Cultural policies Arab world Cultural industries Arts education Artistic employment Globalization Cultural institutions Heritage Urbanization Equality Rural areas Cultural rights Cultural tourism Status Funding art Participation Access to culture Gender equity Cooperation Copyright and neighboring rights Artists 306
306	All the World’s a Stage: Paula Vogel’s Indecent & How Theatre Serves a Community Cann, Audrey Jane January 2022 (has links) No description available. Art Criticism Art Education Art History Arts Management Behavioral Psychology Communication Curricula Curriculum Development Dance Demographics Design East European Studies Education Education Philosophy Educational Evaluation Educational Sociology Educational Psychology Educational Theory Ethics European Studies European History Fine Arts Folklore Foreign Language Gender Gender Studies Higher Education Higher Education Administration History Holocaust Studies Industrial Arts Education Intellectual Property Judaic Studies Marketing Minority and Ethnic Groups Modern History Modern Literature Music Music Education Performing Arts Personal Relationships Social Work Social Research Teacher Education Teaching Theater Theater History Theater Studies Theology Womens Studies

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