The visual arts experiences and their centrality to the learning of the 21st century is presented as it supports adolescent identities and participatory democracy through narrative and embodied education. The paper reports on an aspect of a research project that employed a critical phenomenological methodology to explore longitudinal and case study learning insights about post-compulsory student learning in a visual art curriculum in New South Wales, Australia. The research is informed by the theories of visuality, performative theory and embodied education. It is foregrounded by vision as a governing trope. The voices of students, parents and teachers are used to reveal how visual socio-cultural inquiry through self-narrative in the art st...
This study revolves around visual storytelling and focuses on art education in lower secondary schoo...
This thesis examines the links between who I am, the art I make, and my personal art teaching philos...
37 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.Action research methods were i...
The challenge for arts educators is to find language and conceptual framings for visual art educatio...
The challenge for arts educators is to find language and conceptual framings for visual art educatio...
Post-compulsory secondary Visual Art curriculum in NSW, Australia, informed by postmodern and popula...
Australia, informed by postmodern and popular culture perspectives is providing performative sites f...
Title: Art making and arts knowing as active agents in the development of adolescence students ’ cre...
While economic futures and work readiness preoccupies curriculum imperatives increasingly there is d...
This paper reports on student learning outcomes of a Visual Art curriculum in a secondary school con...
This thesis is located in the areas of arts education, visual arts learning and society formation. T...
Visual popular culture represents the habitus of youth. It is central to how they communicate and ex...
Literacy literate has become a contested and dynamic concept in the 21st century (Leu, Kinzer, Coiro...
This study revolves around visual storytelling and focuses on art education in lower secondary schoo...
This study revolves around visual storytelling and focuses on art education in lower secondary schoo...
This study revolves around visual storytelling and focuses on art education in lower secondary schoo...
This thesis examines the links between who I am, the art I make, and my personal art teaching philos...
37 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.Action research methods were i...
The challenge for arts educators is to find language and conceptual framings for visual art educatio...
The challenge for arts educators is to find language and conceptual framings for visual art educatio...
Post-compulsory secondary Visual Art curriculum in NSW, Australia, informed by postmodern and popula...
Australia, informed by postmodern and popular culture perspectives is providing performative sites f...
Title: Art making and arts knowing as active agents in the development of adolescence students ’ cre...
While economic futures and work readiness preoccupies curriculum imperatives increasingly there is d...
This paper reports on student learning outcomes of a Visual Art curriculum in a secondary school con...
This thesis is located in the areas of arts education, visual arts learning and society formation. T...
Visual popular culture represents the habitus of youth. It is central to how they communicate and ex...
Literacy literate has become a contested and dynamic concept in the 21st century (Leu, Kinzer, Coiro...
This study revolves around visual storytelling and focuses on art education in lower secondary schoo...
This study revolves around visual storytelling and focuses on art education in lower secondary schoo...
This study revolves around visual storytelling and focuses on art education in lower secondary schoo...
This thesis examines the links between who I am, the art I make, and my personal art teaching philos...
37 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.Action research methods were i...