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Showing 1 - 13 of 13 matches in All Departments
When originally published this was the first book to offer a collective history of all the arts - Art, Drama, Dance, Music, Literature and Film - in the curriculum. It also offers a coherent framework for the teaching of arts which is in line with the best current trends since the Gulbenkian Report of 1982. It insists that the arts, seen together should be an essential part of the national curriculum.
This volume reaffirms the indispensable place of the arts in any coherent curriculum. The author hopes that the specific arguments formulated in the book will advance the conservationist post-Modernist aesthetic.
Written with both the cultural and moral crisis and the challenge of the future in mind, Peter Abbs's book charts an open, clear, and positive way forward for education. Divided into four sections, the first examines the true and fitting ends of education and outlines a positive conception of education as an initiation into critical enquiry and the personal art of learning. The two middle sections consider aesthetic education. Abbs confronts government approaches to arts teaching and offers an alternative dynamic paradigm within which the creativity of the culture (transmitted down the ages) and the creativity of the individual (seen as biologically given) must be combined. The outcome of this is explored, in detail, in relation to the teaching of literature, creative writing and drama. The final section offers critical appraisals of influential figures in the arts field:;Herbert Reid, the late Peter Fuller and David Holbrook.
Written with both the cultural and moral crisis and the challenge of the future in mind, Peter Abbs's book charts an open, clear, and positive way forward for education. Divided into four sections, the first examines the true and fitting ends of education and outlines a positive conception of education as an initiation into critical enquiry and the personal art of learning. The two middle sections consider aesthetic education. Abbs confronts government approaches to arts teaching and offers an alternative dynamic paradigm within which the creativity of the culture (transmitted down the ages) and the creativity of the individual (seen as biologically given) must be combined. The outcome of this is explored, in detail, in relation to the teaching of literature, creative writing and drama. The final section offers critical appraisals of influential figures in the arts field:;Herbert Reid, the late Peter Fuller and David Holbrook.
This volume reaffirms the indispensable place of the arts in any coherent curriculum. The author hopes that the specific arguments formulated in the book will advance the conservationist post-Modernist aesthetic.
Alongside "Living Powers" and "A is for Aesthetic" this book is intended to establish a conceptual frame for the Arts in Education series. The first and primary aim of this symposium is to put teachers of all the arts in touch with some of the most recent and the best writing on the nature of art by art-makers, educationalists and seminal critics. This in itself is to foster generative conceptions and to promote a sense of connection between the arts. Such an intellectual forum is vital, particularly at the present time when, with the waning of Modernism, there is a real need for new formulations, more comprehensive critiques, a greater awareness of the plurality of artistic conventions and, hence, of expressive possibilities. Each essay both stands alone and belongs to a structured sequential argument uniting the collection.
Alongside "Living Powers" and "A is for Aesthetic" this book is intended to establish a conceptual frame for the Arts in Education series. The first and primary aim of this symposium is to put teachers of all the arts in touch with some of the most recent and the best writing on the nature of art by art-makers, educationalists and seminal critics. This in itself is to foster generative conceptions and to promote a sense of connection between the arts. Such an intellectual forum is vital, particularly at the present time when, with the waning of Modernism, there is a real need for new formulations, more comprehensive critiques, a greater awareness of the plurality of artistic conventions and, hence, of expressive possibilities. Each essay both stands alone and belongs to a structured sequential argument uniting the collection.
When originally published this was the first book to offer a collective history of all the arts - Art, Drama, Dance, Music, Literature and Film - in the curriculum. It also offers a coherent framework for the teaching of arts which is in line with the best current trends since the Gulbenkian Report of 1982. It insists that the arts, seen together should be an essential part of the national curriculum.
This is a collection of discourses from figures as diverse as Van Gogh and Nietzsche, in which Peter Abbs makes use of history and mythology to examine the present. Abbs's recurring preoccupations - myth versus autobiography and the influence of the imagination on our perceptions - are expressed in a variety of tones.
A collection of anthologies, resource and reference books, including titles from Oscar Wilde, Mary Shelley, Alex Madina, Jo Phillips and Adrian Barlow.
These two companion volumes provide students aged 14-18 with a practical 'map' of the various literary forms of English. Each volume offers a diverse and imaginative anthology chosen from the whole field of English literature. They aim to encourage students to explore in practical ways the scope, development and uses of form in English. Each chapter offers a wide range of stimulating assignments both for use in the classroom and for personal study. Both volumes are illustrated throughout to provide a full context for the writing which is represented.
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