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The Paradox of Creativity in Art Education
The Paradox of Creativity in Art Education
Knygos.lt klubas Knygos.lt nariams
83,57 €
-30%
Įprastai
119,39 €
  • Išsiųsime per 12–18 d.d.
This book examines the paradox of creativity in art education and proposes a possible resolution. Based on the findings of a longitudinal ethnographic study as a particular case of creative practice in art education, this book is underpinned by Bourdieu's concepts of the habitus, symbolic capital and misrecognition. The author offers an insightful account of social reasoning within creative practice in the senior school art classroom, examining ongoing exchanges between students and their teach…
  • Leidėjas:
  • ISBN-10: 3030213684
  • ISBN-13: 9783030213688
  • Formatas: 14.8 x 21 x 0.9 cm, minkšti viršeliai
  • Kalba: Anglų

The Paradox of Creativity in Art Education (el. knyga) (skaityta knyga) | knygos.lt

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This book examines the paradox of creativity in art education and proposes a possible resolution. Based on the findings of a longitudinal ethnographic study as a particular case of creative practice in art education, this book is underpinned by Bourdieu's concepts of the habitus, symbolic capital and misrecognition. The author offers an insightful account of social reasoning within creative practice in the senior school art classroom, examining ongoing exchanges between students and their teacher. Ultimately, these exchanges culminate in actions, beliefs and desires about what is creatively conceivable in the making of art, while providing confirmation without corruption of the pedagogical role of the art teacher. Allowing the context of creative agency to emerge afresh, this book will be of interest and value to art educators and teachers committed to fostering the creative performances of students in any field.

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  • Autorius: Kerry Thomas
  • Leidėjas:
  • ISBN-10: 3030213684
  • ISBN-13: 9783030213688
  • Formatas: 14.8 x 21 x 0.9 cm, minkšti viršeliai
  • Kalba: Anglų

This book examines the paradox of creativity in art education and proposes a possible resolution. Based on the findings of a longitudinal ethnographic study as a particular case of creative practice in art education, this book is underpinned by Bourdieu's concepts of the habitus, symbolic capital and misrecognition. The author offers an insightful account of social reasoning within creative practice in the senior school art classroom, examining ongoing exchanges between students and their teacher. Ultimately, these exchanges culminate in actions, beliefs and desires about what is creatively conceivable in the making of art, while providing confirmation without corruption of the pedagogical role of the art teacher. Allowing the context of creative agency to emerge afresh, this book will be of interest and value to art educators and teachers committed to fostering the creative performances of students in any field.

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