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ASSESSING ARTS EDUCATORS: HOW THE PERFORMANCES OF PUBLIC AND PRIVATE HIGH SCHOOL ART TEACHERS ARE ASSESSED IN VIRGINIAPalumbo, Jill 01 May 2013 (has links)
Teacher assessment is a hot topic in today’s high-stakes, test-driven, accountability-focused educational environment. My recent research addresses how high school art educators, under the umbrella of non-tested subjects and grades, are assessed in their classroom teaching practices in Virginia. Based on my findings, it is clear that while the teachers surveyed do not fear accountability, they are wary of being evaluated by those who lack the content knowledge in the arts, by methods that are subjective, and with criteria that is inflexible. This thesis addresses the need to develop open forums that include the educator’s voice in order to create better teacher assessments that focus on student learning achievement in authentic and holistic ways. By learning about and sharing resources regarding how teachers in non-tested subjects and grades are evaluated suggestions are made to organize resources that may help develop more authentic assessments for art teachers focusing on meaningful student learning and achievement.
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Arte na escola: a experiência estética como um dos caminhos para promoção da vocação humana para o ser mais / Art in schools: the aesthetic experience as one of the paths to promote the human vocation to be moreLucca, Lisie De 08 March 2013 (has links)
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Previous issue date: 2013-03-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research seeks to identify subsidies for leading an art course for elementary and
secondary grades which promotes the human vocation to be more - a concept
developed by Paulo Freire - by creating opportunities for students to go through
aesthetic experiences in the classroom, and other educational paths. These subsidies
were identified from the point of view of students and former students of a private
school in Santo André, São Paulo, about their experiences upon the art classes they had
gone though in their lives. Under the light of theories of Paulo Freire, Elliot W. Eisner,
Sam Intrator, Efland, Freedman and Stuhr, Ana Mae Barbosa, John Dewey and other
theorists, the students contributions from a Focus Group procedure and open written
questionnaires were analyzed bearing in mind a qualitative approach. Seeking the
theories that underlie the practices reported and discussed by the research subjects, this
study brought up the desirable characteristics for art classes, teacher s attitude and the
evaluation processs proposed by them, in promoting the inherent human vocation to
"be more", fundamental condition for student s autonomy development / Esta pesquisa busca a identificação de subsídios para a liderança de um curso da
disciplina de arte para as séries do ensino fundamental e médio que promova a vocação
humana para o ser mais - conceito desenvolvido por Paulo Freire por meio da
criação de oportunidades para os alunos passarem por experiências estéticas em sala de
aula, entre outros caminhos pedagógicos. Estes subsídios foram identificados a partir
do olhar de alunos e ex-alunos de uma escola particular em Santo André, São Paulo,
sobre suas experiências de situações de aula de arte vividas desde a infância. À luz das
teorias de Paulo Freire, Elliot W. Eisner, Sam Intrator, Efland, Freedman e Stuhr, Ana
Mae Barbosa, John Dewey entre outros teóricos, foram analisadas as contribuições dos
sujeitos de pesquisa por meio dos procedimentos de Grupo Focal e questionários com
questões abertas, a partir de uma abordagem qualitativa. Ao buscar as teorias que
subjazem às práticas relatadas e discutidas pelos sujeitos de pesquisa, este trabalho
encontrou características desejáveis para que as aulas de arte, os professores da
disciplina e a avaliação proposta por eles auxiliem na promoção da vocação humana
para o ser mais , condição fundamental para o desenvolvimento da autonomia dos
estudantes
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