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Exploring Foshay’S Theorem For Curriculum-Making In Education: An Elementary School Art Studio Project., James Haywood Rolling Jr.
Exploring Foshay’S Theorem For Curriculum-Making In Education: An Elementary School Art Studio Project., James Haywood Rolling Jr.
Teaching and Leadership - All Scholarship
This study explores the question of “why we teach as we do” through the self-reflexive lens described by several noted curriculum theorists, but perhaps best exemplified in a simple theorem for a reflexive curriculum-making praxis first proposed by aesthetics educator Arthur W. Foshay in his aphorism, “Who is to encounter what, why, how, in what circumstances, under what governance, at what cost?” The efficacy in Foshay’s postulation is not self-evident, but must be revealed in an alternating sequence of engagements with the constituent elements of its syntax. The method for this presentation of living inquiry in curriculum-making is trifold, involving …
Essay Review Of "The Arts And The Creation Of Mind" By Elliot Eisner, James Haywood Rolling Jr.
Essay Review Of "The Arts And The Creation Of Mind" By Elliot Eisner, James Haywood Rolling Jr.
Teaching and Leadership - All Scholarship
To be so ensconced in addressing the developmental needs of elementary learners through all of the fine arts, whether, as Eisner puts it, “visual, choreographic, musical, literary, or poetic” (p. xii), while at the same time developing content of relevance to the agenda of beginning artist-researchers in our unique era, is also to reflect upon my own journey from elementary artistic understandings to expertise. How did the arts carry me from point A, to point B—from an elementary education during which time art education was effectively cut from New York City public schools because of fiscal crisis, to a postsecondary …