The Arts and the Creation of Mind

Learning in and through the visual arts can develop complex and subtle aspects of the mind. Reviews in: Journal of aesthetic education. 38(2004)4(Winter. 71-98), available M05-194.

The Arts and the Creation of Mind

More Books:

The Arts and the Creation of Mind
Language: en
Pages: 258
Authors: Elliot W. Eisner
Categories: Art
Type: BOOK - Published: 2002-01-01 - Publisher: Yale University Press

Learning in and through the visual arts can develop complex and subtle aspects of the mind. Reviews in: Journal of aesthetic education. 38(2004)4(Winter. 71-98), available M05-194.
The Arts and the Creation of Mind
Language: en
Pages: 258
Authors: Elliot W. Eisner
Categories: Art
Type: BOOK - Published: 2002 - Publisher:

Although the arts are often thought to be closer to the rim of education than to its core, they are critically important means for developing complex and subtle aspects of the mind, argues Elliot Eisner. In this book he describes how various forms of thinking are evoked, developed, and refined
Book Review
Language: en
Pages:
Authors: Raphael J. Heffron
Categories: Art
Type: BOOK - Published: - Publisher:

Books about Book Review
The Arts Go to School
Language: en
Pages: 160
Authors: David Booth, Masayuki Hachiya
Categories: Education
Type: BOOK - Published: 2004-01-01 - Publisher: Pembroke Publishers Limited

Discover the power the arts bring to every aspect of learning. Incorporating the arts in your classroom opens up new possibilities, expands the mind, creates a thirst for knowledge, and helps students become more open to the world around them, offering another way of thinking about, being in, and constructing
Handbook of the Arts in Qualitative Research
Language: en
Pages: 700
Authors: J. Gary Knowles, Ardra L. Cole
Categories: Social Science
Type: BOOK - Published: 2008 - Publisher: SAGE

The bringing together of the arts and qualitative inquiry is changing the face of social science research. The increasing shift toward arts-based research has raised complex questions, such as how to evaluate its quality and even whether distinctions exist between what is art and what is research. In this defining