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The Development of Aesthetic Education: A perspective of Calligraphy and Painting Theory Teaching for Chinese Institutions of Higher Learning in New Era
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In: Cross-Cultural Communication; Vol 18, No 1 (2022): Cross-Cultural Communication; 83-91 ; 1923-6700 ; 1712-8358 (2022)
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Die Bildung der Generalistinnen und Generalisten. Perspektiven auf Fachlichkeit im Studium zur Lehrperson für Kindergarten und Primarschule. Festschrift für Frau Prof. Dr. Charlotte Müller
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2021, 251 S. - (Studien zur Professionsforschung und Lehrerbildung) (2021)
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Teaching through stories. Renewing the Scottish storyline approach in teacher education
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In: Münster ; New York : Waxmann 2020, 444 S. (2020)
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The aesthetic literacy in the youth and adult education
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In: Acta Scientiarum: Education ; 40 ; 2 ; 1-9 (2020)
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O papel da linguagem poética no letramento contínuo: uma perspectiva metodológica ; The role of poetic language in continuous literacy: a methodological perspective
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Joaquim, Isadora Rebello. - : Biblioteca Digital de Teses e Dissertações da USP, 2020. : Universidade de São Paulo, 2020. : Faculdade de Educação, 2020
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Repacking: graphic design and aesthetic education ; Reempaque: diseño gráfico y educación estética ; Reembalagem: projeto gráfico e educação estética
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In: Signótica; Vol. 33 (2021) ; Signótica; v. 33 (2021) ; 2316-3690 ; 0103-7250 (2020)
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Forschung zur Digitalisierung in der Kulturellen Bildung
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In: München : kopaed 2019, 236 S. - (Kulturelle Bildung und Digitalität; 1) (2019)
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ФОРМУВАННЯ ЕСТЕТИЧНОЇ КУЛЬТУРИ У МАЙБУТНІХ УЧИТЕЛІВ-ФІЛОЛОГІВ ; FORMATION OF AESTHETIC CULTURE OF THE FUTURE TEACHERS-PHILOLOGISTS
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In: The Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy; № 2 (2019): The Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy; 101-109 ; Наукові записки Тернопільського національного педагогічного університету імені Володимира Гнатюка. Серія: педагогіка; № 2 (2019): Наукові записки Тернопільського національного педагогічного університету імені Володимира Гнатюка. Серія: педагогіка; 101-109 ; 2415-3605 ; 2311-6382 (2019)
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МИСТЕЦЬКО-ОСВІТНЯ КОНЦЕПТУАЛІЗАЦІЯ КАТЕГОРІЇ «ХУДОЖНЯ МАЙСТЕРНІСТЬ» ; ART-EDUCATIONAL CONCEPTUALIZATION OF THE CATEGORY «ARTISTIC SKILL»
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In: Aesthetics and Ethics of Pedagogical Action; № 19 (2019); 74-88 ; Естетика і етика педагогічної дії; № 19 (2019); 74-88 ; 2616-6631 ; 2226-4051 (2019)
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Aesthetic-Environmental Education in Brazil (Based on Pablo René Estévez’s legacy) ; La Educación Estético-Ambiental en Brasil (Lectura a partir del legado de Pablo René Estévez)
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In: Educação; Educação, v. 44, 2019 – Publicação contínua; e28/ 1-19 ; 1984-6444 (2019)
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Engagement in Process Drama for Language Education
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Pheasant, Patrick Iain. - : The University of Sydney, 2019. : Faculty of Arts and Social Sciences, The University of Sydney School of Education and Social Work, 2019
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From Expectation To Experience: My Changing Identity As A Chinese International Student
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In: Electronic Thesis and Dissertation Repository (2019)
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aesthetic experience, gestures and language creativity
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In: gestualité, multimodalité, créativité, 7ème colloque de la Société Internationale des Études sur la Gestualité ; https://hal.archives-ouvertes.fr/hal-01433432 ; gestualité, multimodalité, créativité, 7ème colloque de la Société Internationale des Études sur la Gestualité , PRISMES Université Sorbonne Nouvelle, Jul 2016, Paris France (2016)
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Entre choques, cortes e fissuras - a (semi)formação estética: uma análise crítica da apropriação de filmes na educação escolar
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ИЗ ОПЫТА ПОДГОТОВКИ СТУДЕНТОВ ВУЗА К РЕАЛИЗАЦИИ ИНТЕГРИРОВАННОГО КУРСА «МУЗЫКА - ФРАНЦУЗСКИЙ ЯЗЫК» В СИСТЕМЕ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ МЛАДШИХ ШКОЛЬНИКОВ
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КОРЧАГИНА Н.В.. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Российский университет дружбы народов», 2015
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Young, Gifted, and Brown: Ricanstructing Through Autoethnopoetic Stories for Critical Diasporic Puerto Rican Pedagogy
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In: Dissertations & Theses (2015)
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Warum ästhetisch-literarisches Lernen im Fremdsprachenunterricht? Ausgewählte theoretische Fundierungen ...
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Warum ästhetisch-literarisches Lernen im Fremdsprachenunterricht? Ausgewählte theoretische Fundierungen
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In: Küster, Lutz [Hrsg.]; Lütge, Christiane [Hrsg.]; Wieland, Katharina [Hrsg.]: Literarisch-ästhetisches Lernen im Fremdsprachenunterricht. Theorie - Empirie - Unterrichtsperspektiven. Frankfurt, M. : Lang 2015, S. 15-32. - (Kolloquium Fremdsprachenunterricht; 52) (2015)
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Combining foreign, native and national Languages through Theatre in Schools: an ‘enactive Approach’ to Education
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In: Performing Arts in Language Learning. Proceedings ofthe International Conference,Rome 24/24 october 2014 ; https://hal.archives-ouvertes.fr/hal-01956749 ; Performing Arts in Language Learning. Proceedings ofthe International Conference,Rome 24/24 october 2014, Edizioni Novacultur, pp.65-71, 2014, 978-88-96875-01-8 (2014)
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Abstract:
International audience ; In this article, we are looking at the contribution of aesthetic and languaging (Varela) dimensions of the arts, and in particular of theater, to the teaching of foreign languages. In this respect we are considering the skills of mediation, which are neglected in French curricula. Neurosciences have shown that aesthetic responses are based on the activation of physiologically universal embodied mechanisms, which integrate actions, emotions and sensory perception (Freedberg and Gallese). Creative emergence would therefore be right at the root of human language as put forward by Lecoq, Brook and many other theatrical artists who have shown an interest in education. In this context we suggest that the socio-‐biological roots of learning and language should be taken into account through transversal skills, such as creativity, emotional competence and mediation or “relational intelligence” skills in language curricula. The AiLES experimental project (Arts in Language Education for an Empathic Society) has been designed to test this hypothesis. It stands at the crossroads between innovative practical teaching and research. It is a longitudinal, four-‐year study (2011-‐2015) in a dual language class (German/English) carried out in a multicultural secondary school in a Parisian suburb. Two actors (one English-‐speaking, and one German-‐speaking), come into the classroom on a regular basis. The study analyses if and how theater, as a physical, cultural and linguistic means of expression, facilitates speech and how it can stimulate sensory, kinesthetic, emotional and linguistic forms of expression and perception. Given such a holistic view of the teaching-‐learning process, I hypothesize that the language of the theatre plays a role of mediation and facilitates “relational intelligence”, as it allows students to delve into all their language repertories in order to switch from one language to another (that of their family, of their school context, and of modern languages learnt at school). This article is therefore an invitation to move from disciplinary language teaching to “translanguage” teaching without boundaries, so that tomorrow’s children will build together an empathic society.
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Keyword:
[SHS.EDU]Humanities and Social Sciences/Education; [SHS.LANGUE]Humanities and Social Sciences/Linguistics; aesthetic experience; creativity; empathy; enaction; perfomative teaching and learning; translanguaging
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URL: https://hal.archives-ouvertes.fr/hal-01956749
https://hal.archives-ouvertes.fr/hal-01956749/document
https://hal.archives-ouvertes.fr/hal-01956749/file/Eschenauer_Language%20Teaching%20and%20Theater.pdf
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Editorial. ["Ästhetische Erziehung" im Digitalzeitalter] ...
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