By Jessica Hoffmann Davis
This available and compelling selection of college reflections examines the tensions among the humanities and lecturers and provides interdisciplinary possible choices for better schooling. With an eye fixed to instructor education, those artist students percentage insights, types, and private event that might interact and encourage educators in a number of post-secondary settings. The authors signify numerous artwork types, views, and reasons for humanities inclusive studying starting from studio paintings to school room educating to city settings within which the topic is fairness and social justice. From the struggles of an arts concentrator at an Ivy League university to the problem of reconciling the twin identities as artists and humanities educators, the problems handy are candid and compelling. The examples of discourse starting from the vast level of arts advocacy to somebody path or software supply testimony to the ability and promise of the humanities in larger education.
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Additional resources for Discourse and Disjuncture between the Arts and Higher Education
Framing the past: Essays on art education. Reston, VA: National Art Education Association. Brooks, K. (2014, February 27). Print Article, President Obama sends handwritten apology to Art History Professor, posted 02/18/2014, Huffington Post, Arts and Culture. html Cantor, Nancy. (2011). Keynote address at the national conference, Art-Making, the Arts, and the Research University hosted by Arts Engine, University of Michigan, May 4–6. pdf Consortium of National Arts Education Associations (2002).
2011, Spring). Creative Campus, Co-Taught Courses. html Zakaria, F. (2015). In defense of a liberal education. W. Norton Co. ” In the months leading up to declaring, students are matched with resident tutors, who live alongside them in the undergraduate houses and provide general guidance to students as they navigate the decision-making process. During advising meetings or over a meal in the dining halls, tutors discuss with students their background and interests, past academic performance and experiences, course schedules and selections, and future aspirations.
Likewise, if the standard is a direct disciplinary connection to “critical needs” areas such as STEM [science, technology, engineering, and math] fields, the arts will seem peripheral to the “real” work of higher education. 36). Similarly, the Report on the Task Force on the Arts (The President and Fellows of Harvard College, 2008) at Harvard University, summarizing a year-long initiative convened in response to President Drew Faust’s charge for “an ambitious rethinking of the place of arts practice at Harvard” (p.
Discourse and Disjuncture between the Arts and Higher Education by Jessica Hoffmann Davis