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本文介绍了新加坡拉萨尔艺术学院运用在当地艺术部门和艺术教育部门开发的教学模式,在新加坡建立了一个完整系统的教学模式,那些兼职的艺术家们可以花适当的时间在公立和私立学校教学,同时也可以有他们的艺术实践活动。该模式通过量身定制的异构教学法以统一视角解决了多种艺术形式。通过教育理论家温格提出的“实践社区”概念(1991),学生通过他们所学学科的视角对艺术教育及核心项目做出研究反应。他们分享了教学法和研究意识形态的差异,异构教育学在学科交叉合作中为最佳做法。核心素养旨在解决教育学和研究保持不变的同时艺术家们结合自己的学科所反应的能力。结合肖恩的“反思性实践者”模式(1987),学生以批判性思维不断地从自己最佳的实践艺术教学中回顾,从他们的学科以外的艺术家那里,也从众多的艺术门类借鉴中创建跨艺术学科的共性并产生共鸣。新的知识是由学生从异构教育学设置中分享自己艺术学科的创作理论。为应对各种学科背景下的共同核心项目提供了一个协作和跨学科的工作。这种新的知识是共享的知识,并创设了学生不断拓宽学科的界限,包括来自其他艺术学科学术研究的理论和实践。新加坡拉萨尔艺术学院在艺术教育领域里的共性以及教学实践中使用异构教育学的模式,促进合作和跨学科的艺术交流,并在研究和实践中创造的新方法。
This article introduces the Singapore LaSalle Art Institute using a teaching model developed in the local art department and art education department to establish a complete and systematic teaching model in Singapore where part-time artists can spend their time teaching in public and private schools, At the same time can also have their artistic practice. The model solves a variety of art forms in a unified perspective through tailor-made heterogeneous pedagogy. Through the concept of “community of practice” put forward by educational theorist Wenger (1991), students react to the art education and core projects through the perspectives of the subjects they study. They shared the difference between pedagogy and research ideology, and islander pedagogy is best practice in interdisciplinary collaboration. Core Literacy aims to address the ability of artists to react to their own disciplines while pedagogy and research remain the same. Combined with Sean’s Reflective Practitioner model (1987), students continually review their best practice art teaching with critical thinking, from artists outside their disciplines and from a wide range of art genres Draw on the commonalities and create resonances across interdisciplinary disciplines. New knowledge is the creative theory that students share their own art disciplines from the set of heterogeneous pedagogy. It provides a collaborative and interdisciplinary work to address common core projects in a variety of disciplines. This new knowledge is shared knowledge and creates the boundaries that students continue to broaden their disciplines, including theories and practices from other academic disciplines of the arts. The commonalities of Singapore’s Lhasa Institute of Art in the field of art education and the use of heterogeneous pedagogy in teaching practice to promote collaborative and interdisciplinary arts exchange and to create new approaches in research and practice.