" ... provides both a topical and chronological approach to the humanities. Part I, "The Media of the Arts," offers independent chapters on two dimensional art (drawing, painting, printmaking, and photography), sculpture, architecture, music, literature, theatre, cinema, and dance. Part II, "The Styles of the Arts," is a chronological history of the arts of Africa, the Americas, Asia, Europe, and the Middle East, organized by artistic discipline and focusing on styles rather than encyclopedic detail."--Publisher.
reality through the arts
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This introductory exploration of basic artistic concepts and terms applies them to a skeletal multi-disciplinary and multi-cultural history of artistic styles. It treats all the arts--"painting, printmaking, photography, sculpture, music, theatre, dance, film, architecture, literature"--uniformly, and uses a common outline to reinforce the relationship of terms and concepts to the perceptual process. The book also ties both artistic media and history to the theme of art as a reflection of human reality This examination focuses on the media of the arts, pictures, sculpture, music, theatre, cinema, dance, architecture, literature, the styles of the arts, ancient approaches, artistic reflections in the pre-modern world, as well as artistic styles in the emerging modern world and, the beginnings of modernism, pluralism in a post-modern age. For art enthusiasts and others interested exploring how artists express themselves.
Mark Twain, the great American writer of the South whose characters struggle with difficult choices, famously said: “Always do what is right. It will gratify half of mankind and astound the other.” Taking Twain’s phrase as a starting point, this book considers how literature and art explore different systems of values and principles of conduct, and how they can teach us to cope at times of trial. Morality remains one of the most contested areas of thought and ethics in the modern world, due to numerous misapprehensions and the move away from solidarity, from what we share and hold in common, particularly our inherent pursuit of virtue and consideration of principles concerning the distinction between right and wrong, good and bad. Featuring essays by scholars from countries which have seen traditions of virtue and character formation perish in the course of tragic social experiments, this book highlights the role of literature and arts in educating about virtues and character, in both a regional and global context. The volume offers philosophical analysis of moral education and engages with the literary canon, discussing the ways in which virtue was taught and can still be taught with Aristotle as one of the regained “tools of learning.” The essays span countries from England, Spain, Italy and Belgium to the USA, Costa Rica, ancient China and Israel, with Poland, the Polish-Lithuanian Commonwealth and Central Europe receiving considerable coverage. They address themes of virtue and character formation from the Bronze Age to the present and serve as inspiring reading for educators, literary scholars, historians, ethicists, artists and active readers.
This Australian text is about children’s voices – their minds, feelings, souls. It’s about how children’s voices are liberated through the arts, and how children make and communicate meaning through still and moving images, sounds, textures, gestures and the use of many other signs. It is also about how teachers, parents, peers and the community influence children’s early development, and how quality arts education in early childhood is an essential component of lifelong learning. The authors are teachers and researchers who are respected for their contributions to early childhood arts education. All of them have addressed their topics via practical examples, which are embedded in current philosophies and theories, often stemming from original research and firsthand interactions with children.
The separate arts therapies – drama, art, music and dance – are becoming available to increasing numbers of clients as mental health professionals discover their potential to reach and help people. But what are the arts therapies, and what do they offer clients? This fully updated new edition of The Arts Therapies provides, in one volume, a guide to the different disciplines and their current practice and thinking in different parts of the world. Each chapter draws on a variety of perspectives and accounts to develop understandings of the relations between theory, research and practice, offering perspectives on areas such as the client-therapist-art form relationship or on outcomes and efficacy to help articulate and understand what the arts therapies can offer specific client groups. This new edition features ‘Focus on Research’ highlights from music therapy, art therapy, drama therapy and dance movement therapy, which offer interviews with researchers in China, Africa, South America, Australia, Europe and North America, exploring significant pieces of enquiry undertaken within recent years. This comprehensive overview will be an essential text for students and practitioners of the arts therapies. It is international in scope, fully up-to-date with innovations in the field and will be relevant to new practitioners and those looking to deepen their understanding.
Art is the creative manifestation of essences. In order to understand the relation between art and reality, we need a philosophical guide. The best way to comprehend how the creative act of imagining enables the mind to seek reality is to employ the kind of dialectical thinking that Plato used in his dialogues. Beginning with the shadows on the wall of the cave in which each person dwells, that process gradually enables us to grasp the essences that are manifested in individual works of art. Without a philosophical guide, we are likely to encounter only a blur of images in the visual arts, a cacophony of sounds in music, a whirl of activity in the theater, and chaos in the building of cities. Philosophy was eclipsed by a variety of cultural forces in the 20th century, leaving thinkers in all fields without a compass. The tension between absolutism and relativism led many people to abandon the search for reality and seek shelter by returning to the cave. We should expect neither too much nor too little from philosophy. It is too much to expect a set of final answers to any serious question about what is true, good, or beautiful. If we abandon the quest for reality we settle for too little. Plato’s dialectical approach offers a path between Scylla and Charybdis.
Ready-to-use activities tied to content and standards help educators create arts-rich schools that welcome families and community members, promote diversity, and engage parents in their children's education.
First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
Thinking Through the Arts draws together a number of different approaches to teaching young children that combine the experience of thinking with the act of expression through art. Developed as an inclusive, broad-ranging and user-friendly text, Thinking Through the Arts presents the unique insight of teachers as researchers, and counters the view that art is emotionally-based and therefore irrelevant to thinking and learning. The areas covered include drama, dance, music, arts environments, technologies, museums and galleries, literacy, cognition, international influences, curriculum development, research and practice. Early childhood and primary teachers and students alike will find this book is an invaluable source of new insights for their own teaching.