MARC Record from Marygrove College

LEADER: 04531cam a2200685Ia 4500
001 ocm61896374
003 OCoLC
005 20191109071303.3
008 051011s2005 enka b 001 0 eng d
010 $a 2006297345
040 $aTEF$beng$cTEF$dBAKER$dNLGGC$dDLC$dYDXCP$dOCLCQ$dBTCTA$dUWW$dIQU$dTULIB$dOCLCF$dOCLCQ$dER0$dESU$dDHA$dOCLCQ$dCPO$dUKMGB$dEUX
015 $aGBA728082$2bnb
016 7 $a013410944$2Uk
019 $a779895671
020 $a1841501263
020 $a9781841501260
029 1 $aAU@$b000040124901
029 1 $aAU@$b000048637942
029 1 $aHEBIS$b13421403X
029 1 $aNLGGC$b290822297
029 1 $aNZ1$b10547314
029 1 $aUKBRU$b185524
029 1 $aUNITY$b080693903
029 1 $aYDXCP$b100395259
029 1 $aUKMGB$b013410944
035 $a(OCoLC)61896374$z(OCoLC)779895671
050 00 $aN85$b.H53 2005
080 $a7 :37
082 04 $a707$222
084 $a20.02$2bcl
084 $a20.06$2bcl
084 $a707$222
049 $aMAIN
100 1 $aHickman, Richard D.$q(Richard Douglas),$d1971-
245 10 $aWhy we make art and why it is taught /$cRichard Hickman.
260 $aBristol, UK ;$aPortland, OR :$bIntellect,$c2005.
300 $a175 pages :$bcolor illustrations ;$c23 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 155-162) and indexes.
505 0 $aArt and art education -- Conversations and reflections : some 'mini case-studies' -- Issues in art and learning -- Concluding chapter.
520 3 $a"Does art have any use or real purpose in today's society? Why do governments around the world spend millions on art education? Rejecting the vogue for social and cultural accounts of the nature of art-making, this book is largely psychological in its approach to discussing art-making and its place in education. The 'we' in the title is intentionally polemical, with the author claiming a universal, ie. pan-cultural basis for 'art' making activities - or rather activities which can be described as 'creating aesthetic significance'. Developmental issues in art education are examined, together with the nature of learning in art, with reference to concept acquisition.
520 3 $aSection Two of the four sections which comprise the book, focuses upon some 'mini case-studies', detailing conversations with people talking about their art-making, together with some autobiographical reflections. Section Three then considers the issues in art and learning which can be gleaned from various respondents' accounts of their making activities; these include the nature of the artistic personality and the role of art in self-identity and self-esteem. Other topics touched upon include imagination, expression and creativity. The concluding section examines the notion of creating aesthetic significance as a fundamental human urge, drawing upon work done in evolutionary psychology. Whilst questioning whether schools as they are currently conceived are the best places for teaching and learning anything, an art curriculum based upon the acquisition of 'threshold skills', such as drawing, together with a gradual introduction to the appreciation of visual form is advocated. Declaring that schools of the early 21st century will soon be seen as dated as the Victorian workhouse, the successful art room, with a learner-centred rather than discipline-centred philosophy is put forward as a model for schools and schooling." --IntellectBooks.
590 $bInternet Archive - 2
590 $bInternet Archive 2
650 0 $aArt in education.
650 0 $aArt$xStudy and teaching.
650 7 $aArt in education.$2fast$0(OCoLC)fst00815562
650 7 $aArt$xStudy and teaching.$2fast$0(OCoLC)fst00815338
650 17 $aKunsttheorie.$2gtt
650 17 $aKunstwetenschappen.$2gtt
856 41 $3Table of contents$uhttp://catdir.loc.gov/catdir/enhancements/fy0915/2006297345-t.html
856 42 $3Publisher description$uhttp://catdir.loc.gov/catdir/enhancements/fy0837/2006297345-d.html
856 41 $uhttps://login.proxy.lib.strath.ac.uk/login?url=http://search.ebscohost.com/login.aspx?AN=126853&direct=true&db=nlebk&scope=site$zto access electronic resource
938 $aBaker & Taylor$bBKTY$c30.00$d30.00$i1841501263$n0006467584$sactive
938 $aBaker and Taylor$bBTCP$nBK0006660552
938 $aYBP Library Services$bYANK$n100395259
994 $a92$bERR
976 $a31927000826104