Teachers' and students' perceptions of good art lessons and good art teaching
Abstract:What makes a good art lesson and what does it take to teach art well? These were the central questions we posed to art teachers and students in secondary schools in Amsterdam. The three main areas of competency the literature about teacherstudent interaction has identified are subject-matter knowledge, didactics and pedagogy. The teachers we interviewed disagreed about their relative importance. We also asked the teachers and students for their views about relationships between school art and local and professional art worlds. Whereas school art mainly functions within school contexts, authentic art instruction connects with everyday art experience as well as professional art. The article discusses some difficulties we face putting so-called authentic instruction into practice.
Document Type: Research Article
Affiliations: Amsterdam School of the Arts, Netherlands.
Publication date: July 7, 2008
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- The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.
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