Singapore University of Social Sciences

Issues and Perspectives in Art Education: Artistic, Aesthetic and Creative Growth (BAE305)

Applications Open: To be confirmed

Applications Close: To be confirmed

Next Available Intake: To be confirmed

Course Types: To be confirmed

Language: English

Duration: 6 months

Fees: To be confirmed

Area of Interest: Education

Schemes: To be confirmed

Funding: To be confirmed


Synopsis

When art is taught well in a holistic and developmentally sound framework, it has immense potential to develop children and adolescents’ artistic, aesthetic and creative capabilities. In BAE305, participants will explore theories, concepts and issues on how best to maximise holistic art education that promotes growth in ways that are rigorous, meaningful, and authentic. Using the learner-centric approach, participants will encounter core issues and concepts in developmental psychology, creativity and classroom dynamics. As these areas directly impact art and aesthetic education in schools; classical perspectives as well as emergent theories and frameworks will be presented and debated.

Level: 3
Credit Units: 5
Presentation Pattern: Every January

Topics

  • Theoretical Beginnings of Developing Creativity and Aesthetic Growth Through Art Education
  • Discipline-Based Art Education
  • Visual Culture – The Social Dimension of Art Education
  • Education, Creativity and Aesthetics in The 21st Century
  • Student Autonomy and the Choice-Based Classroom
  • Diverse Pedagogies and Contemporary Indicators of Artistic, Asethetic and Creative Growth

Learning Outcome

  • Analyse the core perspectives framing learner-centric art education and discuss its potential and implications.
  • Examine creative, aesthetic and artistic developmental theories both from a classical as well as from an emergent angle.
  • Debate how art education and creativity theories derived from a foreign perspective can best be contextualized and made meaningful in a local setting.
  • Analyse selected pedagogical approaches in creativity, art and aesthetic and discuss them in light of recent development in socio-cognitive and (multiple) intelligence theories.
  • Criticise classical theories in art and aesthetic education in light of newer and more emergent theories in the field.
  • Deconstruct and examine key foundations framing learner-centric art education from both a philosophical as well as structural angle.
  • Develop arguments in support of holistic art education within public schools that are theoretically sound and informed.
  • Differentiate approaches in art, aesthetic and creativity theories and employ them to localised contexts.
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