Key Concepts
A Guide to Aesthetics, Criticism and the Arts in Education
Published on 5. May 2016
220 pages
978-1-317-23255-1 (ISBN)
Description
First published in 1991. The arts can only thrive in a culture where there is conversation about them. This is particularly true of the arts in an education context. Yet often the discussion is poor because we do not have the necessary concepts for the elaboration of our aesthetic responses, or sufficient familiarity with the contending schools of interpretation. The aim of Key Concepts is to engender a broad and informed conversation about the arts.
By means of over sixty alphabetically ordered essays, the author offers a map of aesthetics, critical theory and the arts in education. The essays are both informative and argumentative, with cross-references, a supporting bibliography and suggestions for further reading.
By means of over sixty alphabetically ordered essays, the author offers a map of aesthetics, critical theory and the arts in education. The essays are both informative and argumentative, with cross-references, a supporting bibliography and suggestions for further reading.
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Product notice
Reflowable
File size
0,59 MB
ISBN-13
978-1-317-23255-1 (9781317232551)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
10/2017
1st Edition
Routledge
€59.90
Shipment within 10-20 days
Book
04/2016
1st Edition
Routledge
€222.84
Shipment within 10-20 days
Person
Trevor Pateman
Content
Preface; Acknowledgments; Chapter 1 Aesthetic/Aesthetics; Chapter 2 Aesthetic Field; Chapter 3 Aesthetic Intelligence; Chapter 4 Alienation Effect (q.v. 'Mimesis and Katharsis'); Chapter 5 Archetype; Chapter 6 Arts in Education: The Idea of a Generic Arts Community; Chapter 7 Arts in the Primary School; Chapter 8 Art World; Institutional Theories of Art; Chapter 9 Beauty (q.v. 'Judgment', 'Taste'); Chapter 10 Classicism and Romanticism; Chapter 11 Communication; Chapter 12 Creativity (q.v. 'Genius'); Chapter 13 Dance in Education; Chapter 14 Death of the Author; Chapter 15 Deconstruction (q.v. 'Post-Structuralism'); Chapter 16 Drama Education; Chapter 17 Expression; Chapter 18 Feminist Critical Theory; Chapter 19 Figurative and Literal (q.v. 'Meaning', 'Symbol, Symbolism'); Chapter 20 Film in Education; Chapter 21 Form, Formalism; Chapter 22 Genius (q.v. 'Creativity'); Chapter 23 Holocaust; Chapter 24 Human Nature (Natural, Innate); Chapter 25 'I'; Chapter 26 Icon, Index, Symbol; Chapter 27 Imagination (q.v. 'Creativity'); Chapter 28 Intention and Convention (q.v. 'Interpretation', 'Text and Context'); Chapter 29 Interpretation (q.v. 'Meaning', 'Intention and Convention', 'Text and Context'); Chapter 30 Judgment (of Beauty, of Taste); Chapter 31 Language; Chapter 32 Literature in Education; Chapter 33 Mapping Some -isms: Expressionism, Impressionism, Naturalism, Realism, Surrealism; Chapter 34 Marxist Critical Theory; Chapter 35 Meaning (q.v. 'Interpretation', 'Intention and Convention', 'Text and Context'); Chapter 36 Medium; Chapter 37 Mimesis and Katharsis; Chapter 38 Modernism and Post-Modernism; Chapter 39 Morality and Art; Chapter 40 Multicultural Arts Education; Chapter 41 Music in Education; Chapter 42 Obscenity and Pornography; Chapter 43 Originals, Copies, Performances and Reproductions; Chapter 44 Photography; Chapter 45 Play; Chapter 46 Politics and Art; Chapter 47 Post-Structuralism (q.v. 'Death of the Author,' 'Deconstruction,' 'I', 'Structuralism'); Chapter 48 Religion and Art; Chapter 49 Representation (and Seeing-in); Chapter 50 Self-Expression (q.v. 'Classicism and Romanticism', 'Expression', 'I'); Chapter 51 Semiology/Semiotics; Chapter 52 Space and Time, Arts of; Chapter 53 Structuralism (q.v. 'Semiology/Semiotics', 'Post-Structuralism', 'Tradition'); Chapter 54 Style; Chapter 55 Sublime; Chapter 56 Symbol, Symbolism; Chapter 57 Taste; Chapter 58 Tears and Laughter; Chapter 59 Text and Context (q.v. 'Interpretation', 'Meaning', 'Intention and Convention'); Chapter 60 Tradition; Chapter 61 Unconscious/The Unconscious; Chapter 62 Visual Arts in Education; Chapter 63 Willing Suspension of Disbelief (q.v. 'Imagination');
