An Annotated Bibliography of Art Literature for Grades Four Through Eight

The visual arts, a discipline, with a history and knowledge base is a required component of the elementary and middle school curriculum. In order to learn the language of visual symbols resources are needed. The assumption that books which deal with various topics spanning the spectrum of art will provide a link between visual and verbal information and provide, in part, necessary assistance to students in their study of art is the premise on which this research paper is based. As a result of research into available art related books at three school libraries, one public library and one university youth collection an annotated bibliography was compiled. The bibliography is arranged into eight categories: history of art, art appreciation, media and technique, individual artists, arts personalities, elements and principles, themes, and careers. The bibliography includes books published between 1970 and 1984. The bibliography may be used to provide teachers with titles to support and enrich their curricular goals, students with titles which will stimulate and reinforce their independent study, and media specialists with titles which may be used for interdisciplinary approaches in teaching and collection development

Enrichment course in environmental education for studying coastal wetlands ecology through the visual arts

The purpose of this project was to develop an environmental education course to be offered to students in grades 4-6 at the Wetlands Institute in Stone Harbor, New Jersey. The course was designed to teach coastal wetlands ecology through the visual arts to supplement and enrich the current environmental education program offered by the Institute. Although the course is designed specifically for use at the Institute, the activities can be adapted to a similar wetland site and used in part by a resourceful teacher to suit the needs of students of any age or level. The course format consists of a series of six hands-on, interdisciplinary activities focusing on the coastal wetlands and what makes this ecosystem so important. The activities should prove useful to teachers seeking to integrate the visual arts into an environmental education curriculum and are designed to be used individually or as an entire unit. Each activity focuses on a different ecological concept and art method. For activity development the author did extensive research on recent environmental education programs utilizing an interdisciplinary approach to teach wetland ecology. For background data in the development of the visual art components of the project, the author consulted with art educators and referred to several books on art techniques and art education. it is expected that the understanding gained through the implementation of this course will foster a sense of caring and responsibility towards this valuable ecosystem. This will enable the student to be a more informed, responsible, and active citizen in defense of the environment

Trinity College Reporter, Winter 2013

https://digitalrepository.trincoll.edu/reporter/2161/thumbnail.jp

An artistic narrative inquiry into the representations of artists during the Egyptian revolution and how their experience can promote reform

Doctor of PhilosophyCurriculum and Instruction ProgramsKay Ann TaylorThis research is an artistic narrative investigation of the representations of artists during the Egyptian Revolution (ER) and how their experiences can inspire transformation. It explores art educators' perspectives on contemporaneity and art literacy. Three interviews were conducted with each of the five participants using arts-informed narrative inquiry approaches. During the 2011 Egyptian Revolution, three of them were active graffiti artists. My participants’ stories revealed narrative patterns about the evolving purpose of graffiti during ER, the complex relationships within the faculty, ethical practices, and biases, modernizing the curriculum and identity issues, the abandonment of voice, rejecting art labeling and categorization, aesthetic appreciation and its significance in human life, and the implications of skill loss in post-college life. The findings from the research demonstrate the complexities of Egypt's fine arts program, as well as the importance of experience as a vehicle for change and reform

Art as Advocacy. Exploring curatorial practice by learning disabled artists as a site for self-advocacy.

Over the past 40 years within the UK the concept of self-advocacy has gained momentum by enabling learning disabled people to speak out in order to affect change. In the same period, inclusive approaches have been taken up both in research and in the arts, reflecting a growing recognition of learning disabled people as researchers, artists, performers and communicators. Yet curation has rarely been used as an inclusive practice and then principally in museums dealing with history rather than in the context of art galleries. Via a practice-led research approach, Art as Advocacy addressed this gap by exploring the potential for curatorial practice by learning disabled artists to act as a site for self-advocacy. It brought together members of self-advocacy group Halton Speak Out and members of Bluecoat's inclusive arts project Blue Room, to curate a visual arts exhibition titled Auto Agents. These curators developed an exhibition theme, collaborated with artists, commissioned new artwork and designed accessible interpretation for audiences. Through curating Auto Agents, the purpose of this research has been to produce a rich account of the ways in which curatorial and self-advocacy practices intersect. This intersection, whereby tools found in self-advocacy were carried over into curatorship, provided new methodologies that enabled curating to become an inclusive practice. This attention to process results not only in curating becoming more usable by more people, but also more transparent and rigorous. By achieving this, this research delineates to understanding the processes and practices by which our cultural spaces can become democratised

The Falcon 2016-2017

https://digitalcommons.spu.edu/archives_newspapers/1087/thumbnail.jp

Bowdoin Orient v.81, no.1-26 (1951-1952)

https://digitalcommons.bowdoin.edu/bowdoinorient-1950s/1002/thumbnail.jp

La traducción accesible en el espacio multimodal museográfico

La traducción accesible en el espacio multimodal museográfico es la práctica de la traducción e interpretación puesta al servicio de la accesibilidad universal para facilitar el acceso de todos los individuos al conocimiento y la experiencia de la exposición museográfica. Esta práctica requiere, en primer lugar, conocer las características del contexto en el que se desarrolla y un elemento fundamental de este contexto es el escenario de la comunicación: el museo. Los eventos comunicativos multimodales como el museo se han convertido en el objeto central de los Estudios en multimodalidad, un área multidisciplinar que reúne a investigadores de diferentes campos en torno a esta clase de fenómeno semiótico y comunicativo. La particularidad de este tipo de evento comunicativo es que el significado global pretendido se construye a partir de la interacción en el espacio y el tiempo de diversos modos semióticos. Desde los Estudios de Traducción, la multimodalidad se han abordado principalmente en relación con las características del texto origen en la disciplina de la Traducción Audiovisual (TAV). Ha sido en esta área, asimismo, donde se ha desarrollado una línea de investigación dedicada a aquellas modalidades de traducción destinadas particularmente a personas con discapacidad sensorial: el subtitulado para personas sordas y la audiodescripción. La audiodescripción consiste en un proceso de traducción intersemiótica de imágenes a palabras cuya función es facilitar que la persona con discapacidad visual construya una imagen mental de aquello que no puede ver (Salzhauer y Sobol 2003: 2). Si bien la audiodescripción tiene sus orígenes en el teatro, esta práctica se ha desarrollado especialmente en los ámbitos fílmico y televisivo y es esta modalidad la que más investigaciones ha suscitado, dejando un vacío investigador en otros ámbitos como las artes escénicas y, especialmente, los museos y el patrimonio histórico y natural, en los que la audiodescripción es, asimismo, un recurso de accesibilidad de gran valor. Por ello, la presente tesis doctoral pretende hacer una aportación a esta área desde los Estudios de Traducción, que impulse la colaboración entre investigadores, profesionales de la accesibilidad, instituciones museográficas y usuarios en la implantación de planes de accesibilidad museística