Falmer Press Library on Aesthetic Education
2 primary works
Book 8
At a time when education is increasingly being organized in functional terms, this volume stresses the centrality of the imagination in the visual arts. Illustrated in colour throughout with over 40 examples of children's work, it draws on case-study material as well as the testimonies of students, teachers and artists. Written by one of Britain's champions of the visual arts, this book successfully combines intellectual handbook for arts educators, headteachers and governers alike who wish to ensure that the strictures and structures of the National Curriculum are used wisely to deepen and enlarge aesthetic experience.
Book 12
Provides, for the first time, both the principles and practices of a democratic aesthetic education for all primary school children Provides a necessary fusion of theory and teaching with a conviction born of hard experience This is the final volume in The Falmer Press Library on Aesthetic Education and, in one crucial sense, it is the most important as it contains the first collective initiation of children in to the arts. To neglect the arts in the primary school is to I . rish the human personality, to leave children in exile from their own culture and to leave the future open to the chill forces of mass insensibility and mass standardisation. (Peter Abbs, from the Preface) Firmly based on the authors' firsthand experience, this long-awaited book tackles a wide range of problems relating to the teaching of the arts in the primary school. The place of the arts in cross-curricular learning is examined, endeavouring to meet pupils learning needs through the arts. The authors offer a careful consideration of the arts, and highlight the need for pupils to develop a language through which to articulate their own aesthetic response.