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Author: Ralph Alexander Smith Publisher: University of Illinois Press ISBN: 9780252062155 Category : Arts Languages : en Pages : 196
Book Description
Thirteen experts in the visual arts, literature, music, dance, and theater responded to the arguments of E. D. Hirsch's "Cultural Literacy: What Every American Needs to Know", focusing particularily on his alarm at the serious slippage that has occurred in the background knowledge and information prerequisite for effective communication. These authorities addressed two questions: (1) What it means for people to be "literate" (that is, able to understand communications and have relevant experiences) in various art forms? (2) What sorts of context should such individuals bring to their encounters with works in these art forms and what would that imply for arts education? The contributing specialists are E. D. Hirsch, Jr., Harry S. Broudy, Jerrold Levinson, Patti P. Gillespie, Walter H. Clark, Jr., John Adkins Richardson, Francis Sparshott, Clifton Olds, Marcia Muelder Eaton, Ronald Berman, Lucian Krukowski, Michael J. Parsons, and David J. Elliot. (KM)
Author: Tuuli Lähdesmäki Publisher: Springer Nature ISBN: 3030892360 Category : Art Languages : en Pages : 163
Book Description
This open access book discusses how cultural literacy can be taught and learned through creative practices. It approaches cultural literacy as a dialogic social process based on learning and gaining knowledge through emphatic, tolerant, and inclusive interaction. The book focuses on meaning-making in children and young people's visual and multimodal artefacts created by students aged 5-15 as an outcome of the Cultural Literacy Learning Programme implemented in schools in Cyprus, Germany, Israel, Lithuania, Spain, Portugal, and the UK. The lessons in the program address different social and cultural themes, ranging from one's cultural attachments to being part of a community and engaging more broadly in society. The artefacts are explored through data-driven content analysis and self-reflexive and collaborative interpretation and discussed through multimodality and a sociocultural approach to children's visual expression. This interdisciplinary volume draws on cultural studies, communication studies, art education, and educational sciences. Tuuli Lähdesmäki is an associate professor at the Department of Music, Art and Culture Studies, University of Jyväskylä, Finland. Jūratė Baranova was a professor at the Department of Continental Philosophy and Religious Studies, Vilnius University, Lithuania. Susanne C. Ylönen is a postdoctoral researcher at the Department of Music, Art and Culture Studies, University of Jyväskylä, Finland. Aino-Kaisa Koistinen is a postdoctoral researcher at the Department of Music, Art and Culture Studies, University of Jyväskylä, Finland. Katja Mäkinen is a senior researcher at the Department of Music, Art and Culture Studies, University of Jyväskylä, Finland. Vaiva Juškiene is a junior researcher at the Institute of Educational Sciences, Vilnius University, Lithuania. Irena Zaleskienė is a senior researcher at the Institute of Educational Sciences, Vilnius University, Lithuania.
Author: E. D. Hirsch Publisher: Yale University Press ISBN: 0300155859 Category : Education Languages : en Pages : 274
Book Description
From the bestselling author of Cultural Literacy, a passionate and cogent argument for reforming the way we teach our children. Why, after decades of commissions, reforms, and efforts at innovation, do our schools continue to disappoint us? In this comprehensive book, educational theorist E. D. Hirsch, Jr. masterfully analyzes how American ideas about education have veered off course, what we must do to right them, and most importantly why. He argues that the core problem with American education is that educational theorists, especially in the early grades, have for the past sixty years rejected academic content in favor of “child-centered” and “how-to” learning theories that are at odds with how children really learn. The result is failing schools and widening inequality, as only children from content-rich (usually better-off) homes can take advantage of the schools’ educational methods. Hirsch unabashedly confronts the education establishment, arguing that a content-based curriculum is essential to addressing social and economic inequality. A nationwide, specific, grade-by-grade curriculum established in the early school grades can help fulfill one of America’s oldest and most compelling dreams: to give all children, regardless of language, religion, or origins, the opportunity to participate as equals and become competent citizens. Hirsch not only reminds us of these inspiring ideals, he offers an ambitious and specific plan for achieving them. “Hirsch’s case is clear and compelling. His book ought to be read by anyone interested in the education and training of the next generation of Americans.”—Glenn C. Altschuler, The Boston Globe “Hirsch once again challenges the prevailing “child-centered” philosophy, championing a return to a “subject-centered” approach to learning.”—Publishers Weekly
Author: E.D. Hirsch, Jr. Publisher: Vintage ISBN: 0394758439 Category : Education Languages : en Pages : 273
Book Description
A must-read for parents and teachers, this major bestseller reveals how cultural literacy is the hidden key to effective education and presents 5000 facts that every literate American should know. In this forceful manifesto Professor E. D. Hirsch, Jr., argues that children in the United States are being deprived of the basic knowledge that would enable them to function in contemporary society. They lack cultural literacy: a grasp of background information that writers and speakers assume their audience already has. Even if a student has a basic competence in the English language, he or she has little chance of entering the American mainstream without knowing what a silicon chip is, or when the Civil War was fought. An important work that has engendered a nationwide debate on our educational standards, Cultural Literacy is a required reading for anyone concerned with our future as a literate nation.
Author: Carol D. Lee Publisher: ISBN: Category : Education Languages : en Pages : 272
Book Description
How can educators improve the literacy skills of students in historically underachieving urban high schools? In this timely book, the author offers a theoretical framework for the design of instruction that is both culturally responsive and subject-matter specific, rooted in examples of the implementation of the Cultural Modeling Project. Presented here, the Cultural Modeling Project draws on competencies students already have in African American Vernacular English (AAVE) discourse and hip-hop culture to tackle complex problems in the study of literature. Using vivid descriptions from real classrooms, the author describes how AAVE supported student learning and reasoning; how students in turn responded to the reform initiative; and how teachers adapted the cultural framework to the English/language arts curriculum. While the focus is on literacy and African American students, the book examines the functions of culture in facilitating learning and offers principles for leveraging cultural knowledge in support of subject matter specific to academic learning. This much-awaited book offers important lessons for researchers, school district leaders, and local practitioners regarding the complex ways that cultural knowledge is constructed and plays out in classroom life, in the life of a school, and in the life of a whole-school reform initiative.
Author: Ralph Alexander Smith Publisher: University of Illinois Press ISBN: 9780252062155 Category : Arts Languages : en Pages : 196
Book Description
Thirteen experts in the visual arts, literature, music, dance, and theater responded to the arguments of E. D. Hirsch's "Cultural Literacy: What Every American Needs to Know", focusing particularily on his alarm at the serious slippage that has occurred in the background knowledge and information prerequisite for effective communication. These authorities addressed two questions: (1) What it means for people to be "literate" (that is, able to understand communications and have relevant experiences) in various art forms? (2) What sorts of context should such individuals bring to their encounters with works in these art forms and what would that imply for arts education? The contributing specialists are E. D. Hirsch, Jr., Harry S. Broudy, Jerrold Levinson, Patti P. Gillespie, Walter H. Clark, Jr., John Adkins Richardson, Francis Sparshott, Clifton Olds, Marcia Muelder Eaton, Ronald Berman, Lucian Krukowski, Michael J. Parsons, and David J. Elliot. (KM)
Author: Erica Rosenfeld Halverson Publisher: Teachers College Press ISBN: 0807765724 Category : Education Languages : en Pages : 169
Book Description
"A comprehensive look at how the arts (broadly conceived) can improve teaching, learning, and curriculum for all students, written in accessible language for non-academics and non-experts. It contains many evocative examples to illustrate the power of the arts to change education"--
Author: Gabriel García Ochoa Publisher: Springer Nature ISBN: 3030599043 Category : Social Science Languages : en Pages : 188
Book Description
This book explores a new approach to cultural literacy. Taking a pedagogical perspective, it looks at the skills, knowledge, and abilities involved in understanding and interpreting cultural differences, and proposes new ways of approaching such differences as sources of richness in intercultural and interdisciplinary collaborations. Cultural Literacy and Empathy in Education Practice balances theory with practice, providing practical examples for educators who wish to incorporate cultural literacy into their teaching. The book includes case studies, interviews with teachers and students, and examples of exercises and assessments, all backed by years of robust scholarly research.
Author: E. D. Hirsch Publisher: Harvard Education Press ISBN: 1612509541 Category : Education Languages : en Pages : 287
Book Description
In Why Knowledge Matters, E. D. Hirsch, Jr., presents evidence from cognitive science, sociology, and education history to further the argument for a knowledge-based elementary curriculum. Influential scholar Hirsch, author of The Knowledge Deficit, asserts that a carefully planned curriculum that imparts communal knowledge is essential in achieving one of the most fundamental aims and objectives of education: preparing students for lifelong success. Hirsch examines historical and contemporary evidence from the United States and other nations, including France, and affirms that a knowledge-based approach has improved both achievement and equity in schools where it has been instituted. In contrast, educational change of the past several decades in the United States has endorsed a skills-based approach, founded on, Hirsch points out, many incorrect assumptions about child development and how children learn. He recommends new policies that are better aligned with our current understanding of neuroscience, developmental psychology, and social science. The book focuses on six persistent problems that merit the attention of contemporary education reform: the over-testing of students in the name of educational accountability; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum to crowd out history, geography, science, literature, and the arts; the achievement gap between demographic groups; and the reliance on standards, such as the Common Core State Standards, that are not linked to a rigorous curriculum. Why Knowledge Matters makes a clear case for educational innovation and introduces a new generation of American educators to Hirsch’s astute and passionate analysis.
Author: Stephanie Autumn Baer Publisher: Taylor & Francis ISBN: 104000329X Category : Education Languages : en Pages : 400
Book Description
This scholarly collection is a continuation of a lecture series highlighting the essential nature of biography in the history of art education. The editors feature 16 prominent art educators, organized into one of three chronological sections spanning the past two decades. The contributing art educators explore influences that shaped their beliefs about art education and the arts, describe their career paths, explain their philosophy of art education and its development, and advise, predict, or speculate about the future. Every chapter concludes with essential questions and instructional resources to guide readers in their reflection. In reading these lectures, art education faculty, students, and any adjacent professional to the arts and art history can learn the importance of biographical and autobiographical study to research. Beyond research, readers can use the lectures to consider and question teaching and mentoring relationships, the power of influence, and what qualities may contribute to the recognition of exemplary success for art educators.
Author: Ralph Alexander Smith Publisher: Teachers College Press ISBN: 9780807746547 Category : Education Languages : en Pages : 212
Book Description
This collection of Ralph Smith's writings provides a comprehensive overview of his extraordinary contributions to understanding the importance of aesthetics in education. These essays record his lifelong efforts to construct a defensible rationale for the arts in general education and a workable curriculum for art education in our public schools (K-16). The topics covered range from liberal education to arts education, the relationship of art, aesthetics, and aesthetic education to teaching and curriculum, the arts and the humanities, and cultural diversity.
Author: Ralph Alexander Smith
Author: Tuuli Lähdesmäki
Author: E. D. Hirsch
Author: E.D. Hirsch, Jr.
Author: Carol D. Lee
Author: Ralph Alexander Smith
Author: Erica Rosenfeld Halverson
Author: Gabriel García Ochoa
Author: E. D. Hirsch
Author: Stephanie Autumn Baer
Author: Ralph Alexander Smith