HU Credits: 3

Degree/Cycle: 2nd degree (Master)

Responsible Department: Teaching Training - Diploma

Semester: 1st and/or 2nd Semester

Teaching Languages: Hebrew

Campus: Mt. Scopus

Course/Module Coordinator: Dr. Ofra Goldman-Porath

Coordinator Email: ofra.porath@mail.huji.ac.il

Coordinator Office Hours: Monday 1.00-2.00

Teaching Staff:
Dr. Ofra Porath

Course/Module description:
The course offers students both theoretical and experimental platform for conceptualization, reflection and didactic application of issues arising from the dialectical encounter between art and education. The first part of the course deals with conceptual and practical challenges posed by the encounter between aesthetic modes of thinking and those associated with teaching / learning practices.
The second part focuses on practicing thinking strategies that are inherent in artistic processes, and the use of visual thinking strategies as a possible channel between Art and other areas, While examining ways to enrich the artist's/teacher's ability to contribute to the promotion of HOT in the Art lesson itself and by Art based interdisciplinary work at school. In this context we will discuss involved ethical and aesthetic considerations.
Note: The course is based on a preliminary discussion in the first year seminar, which focuses on the generic affinities of Art Education and its parents disciplines Art and Education

Course/Module aims:
1.To provide students with knowledge and understanding of the ethical, practical and disciplinary-generic issues involved in the encounter between Education and Art as can be seen in the work of the artist / teacher
- 2. To encounter students with possible mediation channels and application in which they can leverage the uniqueness of Artistic processes to generate HOT in other areas of knowledge

Learning outcomes - On successful completion of this module, students should be able to:
At the end of the course the students will be able to::
- know and understand main theories relating to the cognitive aspects involved in Art processes,
- recognize and to be able to introduce main strategies of visual thinking


- to be able to intelligently apply the knowledge acquired -

Attendance requirements(%):
85%

Teaching arrangement and method of instruction: Lecture, discussion, guest lectures, analysis of case studies; discussing works of art,
Art makink

Course/Module Content:
The course will be divided into two main modules:


A. The Art lesson as a potential space for cultivating thinking:

- Introduction: "Art for Art sake" or "Art for…": Is the Art lesson a place for cultivating thinking - The issue of instrumentality in Art and Art Education
- - Artist / Teacher - Teacher / Artist: The issue of consciousness dimensions in Art and education; Cognitive, effective and value-based emphases; The aesthetic ways of knowing and their place in the complex of knowing ways
- - Art making as an event of intelligence": High-order thinking characterizations built into the processes of creation, viewing, and interpretation.
- Exploratory Learning: The Aesthetic Experience (Beardsley; Chickestamhey); The Creating – inventing Process (Wallace; Monroe)
- The Intelligent Eye: Reflective Thinking in the Art Lesson; The Issue of Transfer in Art (Perkins; Solomon)
(Visual Thinking Strategies (VTS-
Using argumentation strategies in the Art lesson -

B. Art-based thinking teaching

- The encounter between Artistic ways of thinking and its typical practices with those attributed to the formal education system in general and the school system in particular
- School and teaching/learning processes as expressed in the artist's eye: Joseph Heinrich Beuys; Vito Acconci; Max Ernst; BarEl.
- Interdisciplinarity; Multidisciplinarity; Extra-disciplinary (Crossdisciplinarity) and transdisciplinary.
- - Development of an interdisciplinary teaching unit: considerations and fruitful action strategies at the junctures of an art teacher's meeting with the school system
- Student presentations

Required Reading:
אייזנר, א. ההצגה של מה שאדם יודע, תפקיד האמנויות בתוכרה ובתוכניות הלימודים, בתוך: אתגרים בחינוך אסתטי, בעריכת טמיר, מ. עמ' 21-30
דיואי. ג. אצל: פ. האזרחי, הפעילות המתבוננת עיונים באסתטיקה, ירושלים, תשכ"ה, עמ' 96-97.
*לוין, תמר (2003), מתכנון לימודים קווי למרחב למידה – מדוע וכיצד? בתוך: שרן, שחר ולוין, בית הספר החדשני – ארגון והוראה, אוניברסיטת תל אביב והוצ' רמות, תל אביב. עמ' 149 – 183
לם. צבי (2002) .במעגל האידאולוגיות: יסודות החינוך במאה העשרים, ירושלים: האונ' העברית, הוצ. מאגנס, עמ' 1-17
*סלומון ג'. דרכי החתחתים המובילות להעברה: חשיבה מחדש על מנגנונים של תופעה נשכחת. בתוך: פרקינס, ד. ועמיתים נופי החשיבה: מאמרים על חינוך לחשיבה טובה (2000). (עורך: הרפז, י.) משרד החינוך ומכון ברנקו וייס. עמ' 384-342.
פרנקנשטיין, ק. (1981). עמימות, מושגים בדיון החינוכי, בעריכת לם צ., תל-אביב: הוצ. ספרית הפועלים.
ריד, ה. חינוך באמצעות אמנות, , בתוך: כספי, מ. ולם, צ. תורת החינוך. תל אביב: אוצר המורה, 1974, עמ' 155-15
שפלר, י. (1996). בשבח הרגשות הקוגניטיביים. בתוך: י. הרפז (עורך), חינוך לחשיבה ביקורתית. ירושלים: הוצ. מאגנס ומכון ברנקו וייס. עמ' 190-206.
Chin, C.(2017). Comparing, contrasting and synergizing Visual Thinking Strategies (VTS) and Aesthetic Education strategies in practice. International Journal of Education Through Art, 03/01/2017 Vol.13(1), pp.61-75 [Peer Reviewed Journal,
Csikszentmihalyi, M. & Robinson, R. (1990). The art of seeing: An interpretation of the aesthetic encounter. Malibu, California: The Getty Center for the Arts.pp.
*Daichendt, G.James.(2010) Artist-Teacher: a philosophy for creating and teaching.U.K. Intellect. pp. 61-76,143-150
Dewey. J. (1934), Art as Experience, N.Y. p.45
Dorn, C. (1998). Mind in art: Cognitive foundation in art education.: Lawrence Erlbaum Associates, pp. 1-8
*Eflend, A.Freedman, K. & Sture, P. (1996) Postmodern Art Education: An Approach to The Curriculum, pp. 68-79
*Eflend A. Changes in the conception of Art teaching. In: Ronald W. Neperud. (Ed). Context content and community in Art Education: Beyond Postmodernis.Teachers college Pres. Columbia Uni. pp 25-40
.Eisner E (1994). The Misunderstood Role of The Arts in Human Development, in: The Art Education in the U.S.A , ed ,A. Hurwitz, O.Scholz, Berlin, pp.37
Housen, A. C. (2002). Aesthetic thought, critical thinking and transfer. Arts and Learning Research Journal, 18.1, 99–131.
Morin, E. (2001). Seven complex lessons in education for the future. Paris: United Nations Educational, Scientific, and Cultural Organization 7 place Fontenoy - 75352 Paris 07 SP – France 9/W/3 UNESCO 1999 EDP-9
Perkins, D. (1990). The intelligent eye: Learning to think by looking at art. Harvard Project Zero Occasional Paper 4, The Getty Education Institute for the Arts, pp. 1-25, 82-90
,.Perkins.D. B.leondar.(1997) The Arts and Cognition, Baltimore, , pp.6-7
Yenawine. P. (2013). Visual Thinking Strategies: Using Art to Deepen Learning Across School Disciplines (Harvard Education Press)

לצפיה ודיון:
What’s Going On in This Picture_ - The New York Times.html
Yenawine. P. Visual Thinking Strategies: Terra Foundation for American Art https://youtu.be/EnyfHTJVzh8
Amy Herman: "Visual Intelligence" Googel Talks (2016) https://www.youtube.com/watch?v&eq;B9kExhYk75ATalks
VTS founder, Philip Yenawine’s new website: www.watershed-ed.org
What’s Going On in This Picture_ - The New York Times.html

Additional Reading Material:
ארנסטיין, ד. (1966). האסתטי בתוך ההקשר של חינוך כללי. בתוך: דובב, ל. לקראת חינוך אסתטי. עמ' 65-76
בר-אור, ג. ( 2002). בית, ספר . הקיבוץ המאוחד, סידרת קו אדום
איגר ע. בן דויד ע. גלסנר א. (2009). פיתוח חשיבה מסדר גבוה סקירת ספרות. משרד החינוך המזכירות הפדגוגית האגף לתכנון ולפיתוח תכניות לימודים האוניברסיטה הפתוחה והמחלקה לחינוך ולפסיכולוגיה היחידה להשתלמות עובדי הוראה, עמ' 7-27
גרינצוויג, מ' ורובינשטיין, י'. (תשס"ג). על רב-תחומיות, בין תחומיות ומה שביניהם. ירושלים: משרד החינוך.
זוהר.ע. (2013). ציונים זה לא הכל לקראת שיקומו של השיח הפדגוגי. הוצ. ספרית הפועלים
שבע תובנות מורכבות בחינוך מכוון עתיד. תקציר מאמר שהתפרסם בגיליון מספר 13של החב' למתנ'סים: פדגוגיה מוטת עתיד. עורכת: שלומית סדרס-ליבוביץ

Carpenter j. (1986) Creating the world: Poetry, Art and children, University Presss Seattle & London
Day, M. D. (1986) Artist- Teacher: A Problematic Model for Art Education. Journal of Aesthetic Education 20, no.4: pp. 38-42.
Dimond, P. and Mullen, C. (ed) (1999). The postmodern educator: Art based inquiries and teacher development. New York: Peter Lang
Dobbs, S. M. Learning in and through Art – A Guide To D.B.A.E. Los Angeles: The Getty Education Institute For The Arts, 1997. pp, 107-119
Gardner, H. (1980). Artful Scribbles: The significance of children's drawing. New York: Basic Books. Pp. 164-191. 235-251
Hausman, J. (1970). Teacher as artist and artist as teacher. In G. Pappas (Ed.). Concepts in art and education ( pp.333-339) London: MacMillan co.
*Huckman R.(2010). Why we make art and why it is taught: intellect.USA. pp. 14-31.
Stockrocki, M. (Ed.), (2005). Interdisciplinary art education: Building bridges to connect disciplines and cultures. Reston, VA.: National Art Education Association. Humanities (24th, New York, NY, October 3.)

Grading Scheme :
Essay / Project / Final Assignment / Home Exam / Referat 50 %
Presentation / Poster Presentation / Lecture/ Seminar / Pro-seminar / Research proposal 5 %
Active Participation / Team Assignment 20 %
Submission assignments during the semester: Exercises / Essays / Audits / Reports / Forum / Simulation / others 20 %
Presentation / Poster Presentation / Lecture 5 %

Additional information: