Reflective practices in arts education / edited by Pamela Burnard, Sarah Hennessy, [Liora Bresler, series ed.].

Enhanced descriptions from Syndetics:

It is an exciting time to be an artist and artist educator. Networks of schools and artists are being motivated by arts partnerships, a relatively new phenomenon in a field which whilst disparate in its character and practice, is marked by a common intention, to respond effectively and critically to politically driven agendas of accountability, school improvement and pupil attainment. More than ever artists and educators alike have begun to realise the need to develop practices which offer the development of artist educator pedagogies as agencies for change and political action. Understanding the function of reflective practice, the conditions which s- port it and its impact on learning, are addressed throughout this book. We hope that the book will motivate readers, with a diversity of interests and needs, to engage in reflections of their own professional practices and of the practices of the commu- ties in which they work This book is about reflection. The thesis about the field it covers and major premise of this book is that reflection matters at every turn in arts engagement and even more so in educational settings where artist educators share a passion for facilitating and understanding the 'how'of learners engagement with p- ticular art forms. It aims to show ways in which reflection can inform and transform practice in terms of what, when and how reflection is embodied in arts engagement.

Table of contents provided by Syndetics

• Acknowledgements
• Foreword
• The authors
• Editors' Preface
• Section 1 Perspectives
• 1 Understanding reflective arts practices: Issues, trends and possibilities: Burnard (UK/Australia)
• 2 More than meets the eye: Adolescents and cultures of reflection- Kushner (UK)
• 3 Reflective Creativity: Reforming the arts curriculum for the information age- Hilton (UK)
• 4 Teaching arts as a reflective practice -Hentschke and Del Ben (Brazil)
• 5 Reflecting on teaching performing arts to Muslims-Harris (UK)
• 6 Challenges for artists and teachers working in partnership-Upitis (Canada)
• Section 2 Tools of reflection
• 7 Game for reflection? Reflections on the development and use of a reflective tool -Peel (Visual Arts- UK)
• 8 Reflection and evaluation: Tools for learning by arts practitioners -Glover & Hoskyns (Music - UK)
• 9 Using learning journals in teacher education in the Arts-Rolfe (Dance - UK)
• 10 Changing practice through reflective use of digital technologies in the Arts -Cheung & Kung (Hong Kong, China)
• 11 Tools for developing reflective thinking skills-Kerchner (USA)
• Section 3 Case studies: Reflections in and on action
• 12 Insights into reflective practice: Reengagement through peer teaching Drama -Morrison et all (Australia/UK)
• 13 Cross and intercultural engagement: A case study in self reflection and finding meaning -Joseph (Australia)
• 14 Reflective practice through the lens of a fifth grade composition-based music class-Younker (USA)
• 15 Fair Exchange: Shared professional development-Ledgard (UK)
• 16 Enabling reflective practice in arts education (culminating discussion on 'how' and reiteration of 'why')- Hennessy (UK)
• References
• Name Index
• Subject Index