E-Book Overview
This book is focused on the role of reflective practice, as a source and resource for teaching and learning and research in the arts (here being Art and Design, Dance, Drama and Music). It aims to investigate the concept of reflection and its application to a range of contemporary arts education contexts for both teachers and learners. Authors investigate how and in what ways reflection is practised in arts education, and argue for the central importance of reflection within the professional arts community. The book will provide a resource for those seeking to engage in individual and collective professional development which, by its nature, involves reflecting on practice. Many of the authors are both arts educators and researchers who reflect current trends in arts education, and consider the relationships between teachers, artists and learners in and across disciplines. Through explanation and discussion of examples of practice both in and out of school, and in with a range of age phases, readers will gain insight into a variety of ways of working and ways of understanding how learning in the arts is nurtured.
E-Book Content
REFLECTIVE PRACTICES IN ARTS EDUCATION Landscapes: The Arts, Aesthetics, and Education VOLUME 5 SERIES EDITOR Liora Bresler, University of Illinois at Urbana-Champaign, U.S.A. EDITORIAL BOARD Magne Espeland, Stord University, Norway Eve Harwood, University of Illinois at Urbana-Champaign, U.S.A. Minette Mans, University of Namibia, Namibia Bo Wah Leung, The Hong Kong Institute of Education, Hong Kong Gary McPherson, University of New South Wales, Australia Christine Thompson, Pennsylvania State University, U.S.A. Francois Tochon, University of Wisconsin-Madison, U.S.A. SCOPE This series aims to provide conceptual and empirical research in arts education, (including music, visual arts, drama, dance, media, and poetry), in a variety of areas related to the post-modern paradigm shift. The changing cultural, historical, and political contexts of arts education are recognized to be central to learning, experience, and knowledge. The books in this series present theories and methodological approaches used in arts education research as well as related disciplines - including philosophy, sociology, anthropology and psychology of arts education. The titles published in this series are listed at the end of this volume. REFLECTIVE PRACTICES IN ARTS EDUCATION Edited by PAMELA BURNARD University of Cambridge, UK SARAH HENNESSY University of Exeter, UK A C.I.P. Catalogue record for this book is available from the Library of Congress. ISBN-10 1-4020-4702-9 (HB) ISBN-13 978-1-4020-4702-2 (HB) ISBN-10 1-4020-4703-7 (ebook) ISBN-13 978-1-4020-4703-9 (ebook) Published by Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. www.springer.com Printed on acid-free paper All Rights Reserved © 2006 Springer No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed in the Netherlands. CONTENTS Foreword Endorsements of Reflective Practics in Arts Education Acknowledgements About the Contributors vii ix xi xiii SECTION 1: PERSPECTIVES ON REFLECTION 1. Rethinking the Imperatives for Reflective Practices in Arts Education Pamela Burnard (UK) 2. Adolescents and Cultures of Reflection: More than Meets the Eye Saville Kushner (UK) 3. Cultural Reflections: Teaching Performing Arts to Muslims Diana Harris (UK) 4. Reflective Creativity: Refor