Teaching Art From a Global Perspective [electronic resource] / Enid Zimmerman.
In global education programs, emphasis on commonalties shared by all peoples and the understanding and appreciation of differences within various cultures and subcultures may provide strong rationales for those who wish to teach art in a social context. Global education should not be viewed as a dis...
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| Corporate Authors: | , |
| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
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| Series: | ERIC digest.
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| Summary: | In global education programs, emphasis on commonalties shared by all peoples and the understanding and appreciation of differences within various cultures and subcultures may provide strong rationales for those who wish to teach art in a social context. Global education should not be viewed as a discipline with particular content or subject matter, rather it should be seen as an approach to the study of culture that can focus on international concerns or those related to study of students' own local communities. To prepare students to be citizens in a global age, educational efforts need to be undertaken to bring about changes in content, social context, and methods through which cultural values are taught. These changes in terms of a social context include moving from (1) a mono-national context to a multinational context; (2) a mono-cultural context to a multicultural context; and (3) a school-bound context to a community involving context. Art teaching is discussed from multinational, multicultural, and community-based contexts and as part of global education. A 16-item reference list concludes the digest. (DB) |
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| Item Description: | ERIC Document Number: ED329490. Sponsoring Agency: Getty Center for Education in the Arts, Los Angeles, CA. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. Contract Number: RI88062009. Also distributed on microfiche by U.S. GPO under ED 1.310/2:329490. |
| Physical Description: | 4 p. |
| Audience: | Teachers. Practitioners. |