東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Toward a situated view of art practi...

Meban, Margaret.

Linked to FindBook

Google Book

Amazon

博客來

Toward a situated view of art practice for art education: Two case studies of professional art practice.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Toward a situated view of art practice for art education: Two case studies of professional art practice./
Author:	Meban, Margaret.
Description:	251 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0454.
Contained By:	Dissertation Abstracts International66-02A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ99824
ISBN:	061299824X

Toward a situated view of art practice for art education: Two case studies of professional art practice.
Meban, Margaret.

Toward a situated view of art practice for art education: Two case studies of professional art practice. - 251 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0454.

Thesis (Ph.D.)--Queen's University at Kingston (Canada), 2005.

This research explored the notion of art practice as a contextually situated activity. To that end, the current study had two main objectives: (a) to re-evaluate the professional artist as a source for informing art education curricula from a contextualist perspective endorsing the situated nature of human praxis and knowledge, and (b) to provide rich accounts illustrating art practice as socially and culturally situated rather than as individually-bound. To address these objectives, two case studies were conducted to explore the situated nature of professional art practice. The artist participants of this research were a mid-career, 44-year-old abstract painter and a 24-year-old performance, installation and community-based artist in the early stages of her career. Taken together, these two artist cases illustrated several contextual domains that may be seen as possible realms of influence in professional art practices. These domains included: (a) aesthetic conventions, (b) elements of the local spatial, temporal, and physical environment, (c) other individuals in the local setting along with members of the larger art community systems of distributions, and (d) significant past experiences and motivational forces tied to personal, familial, and educational contexts as well as contexts thought to be inherent to the field of artistic production. Implications of the contextually-based nature of artistic thinking found in the two case studies were considered in relation to the activity theory of Cole and Engestrom (Cole, 1995, 1996; Engestrom & Cole, 1997). Finally, a provisional model that views professional artistic thinking as thinking in practice is provided for art education.

ISBN: 061299824XSubjects--Topical Terms:

1018432
Education, Art.

Toward a situated view of art practice for art education: Two case studies of professional art practice.
LDR:02611nmm 2200265 4500 001 1841723
005 20050915140306.5
008 130614s2005 eng d
020 $a 061299824X
035 $a (UnM)AAINQ99824
035 $a AAINQ99824
040 $a UnM $c UnM
100 1 $a Meban, Margaret. $3 1930008
245 1 0 $a Toward a situated view of art practice for art education: Two case studies of professional art practice.
300 $a 251 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0454.
500 $a Adviser: Howard Smith.
502 $a Thesis (Ph.D.)--Queen's University at Kingston (Canada), 2005.
520 $a This research explored the notion of art practice as a contextually situated activity. To that end, the current study had two main objectives: (a) to re-evaluate the professional artist as a source for informing art education curricula from a contextualist perspective endorsing the situated nature of human praxis and knowledge, and (b) to provide rich accounts illustrating art practice as socially and culturally situated rather than as individually-bound. To address these objectives, two case studies were conducted to explore the situated nature of professional art practice. The artist participants of this research were a mid-career, 44-year-old abstract painter and a 24-year-old performance, installation and community-based artist in the early stages of her career. Taken together, these two artist cases illustrated several contextual domains that may be seen as possible realms of influence in professional art practices. These domains included: (a) aesthetic conventions, (b) elements of the local spatial, temporal, and physical environment, (c) other individuals in the local setting along with members of the larger art community systems of distributions, and (d) significant past experiences and motivational forces tied to personal, familial, and educational contexts as well as contexts thought to be inherent to the field of artistic production. Implications of the contextually-based nature of artistic thinking found in the two case studies were considered in relation to the activity theory of Cole and Engestrom (Cole, 1995, 1996; Engestrom & Cole, 1997). Finally, a provisional model that views professional artistic thinking as thinking in practice is provided for art education.
590 $a School code: 0283.
650 4 $a Education, Art. $3 1018432
690 $a 0273
710 2 0 $a Queen's University at Kingston (Canada). $3 1250078
773 0 $t Dissertation Abstracts International $g 66-02A.
790 1 0 $a Smith, Howard, $e advisor
790 $a 0283
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ99824