Attitude towards Artwork in the Israeli Kindergarten and the Reproduction of Social Status

Toren, Zehava

doi:10.1080/00393541.2007.11650098

Cited by 5 publications

(4 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Hsiao and Kuo (2013) also found that mothers participate more in after-school art programs than fathers. In Toren's (2007) study, fathers believed that mothers have more knowledge about children's art than they do. Furthermore, Hsiao and Pai (2014) also found that mothers scored significantly higher on preschool art courses and children's artistic development than did fathers.…”

Section: Discussionmentioning

confidence: 99%

“…In spite of diversity of definitions on art in past, it is very important to the ways of assessment of art. Assessment can help parents and children to become aware of particular advantages and interests (Hsiao & Pai, 2014;Toren, 2007). Parents can assist children in developing these interests and to evolve some form of continuity and development in their work (Hwan & Hsiao, 2008).…”

Section: Art As Assessablementioning

confidence: 99%

See 1 more Smart Citation

Current Kindergarten Parents’ Attitudes toward and Beliefs about Children’s Art Education in Majority Cities and Counties of Taiwan

Hsiao¹

2015

IES

View full text Add to dashboard Cite

Current kindergarten parents' attitudes toward and beliefs about children's art education in majority cities and counties of Taiwan were investigated. A review of the literature was conducted to identify several possible influences on parents' interpretation/ assessment of children's art education. Then, the researcher developed and distributed a questionnaire for parents; 1,010 copies were distributed and 800 copies returned-of these, 758 were valid. Findings were as follows: (1) Parents' occupations, educational backgrounds, genders, ages, classes attended by children, and children's genders had significant effects on the interpretation of children's art education. (2) More than 66% of Taiwanese kindergarten teachers used the theme-based teaching approach. (3) Over 72% of parents believed that kindergarten art educators should have basic drawing skills and familiarity with art supplies and craft equipment. (4) Majority parents believed children could attend art classes by 3 years of age, and also informed that their children had attended art classes at that age.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Art As Assessablementioning

confidence: 99%

Current Kindergarten Parents’ Attitudes toward and Beliefs about Children’s Art Education in Majority Cities and Counties of Taiwan

Hsiao¹

2015

IES

View full text Add to dashboard Cite

show abstract

“…In addition, mothers are usually more involved in their children's education than the fathers. When interviewing Israeli parents, Toren (2007) noted that mothers had more concept www.ccsenet.org/ies International Education Studies Vol. 7, No.…”

Section: Comprehensive Discussionmentioning

confidence: 99%

Taiwanese Parents’ Beliefs Regarding Young Children’s Art Education and the Actual Art Achievements of Children

Hsiao

Pai²

2014

IES

View full text Add to dashboard Cite

The research goal is to ascertain the current beliefs of the parents of preschool children regarding art education in Taiwan. Background factors on the parents were tested to show the differences between the parents' beliefs regarding art education and the actual art achievements of the children. From there, relationships between the beliefs and the actual achievements were analyzed and established. The researcher prepared the self-completion survey and distributed 300 copies to parents; 267 copies were returned with an effective return rate of 92.87%. The findings were as follows:

show abstract

“…According to research, there is a correlation between the type of model employed, the skills acquired by students and their scholastic performance (Toren 2007). Students who embrace the messages of the creative model tend to reach higher achievement levels, while learners exposed to the reconstructive, authoritative model designed for weaker social groups are more prone to challenging messages conveyed by the teachers and even dropping out of class.…”

Section: Dominant Pedagogical Models Of Art Educationmentioning

confidence: 99%

creating art, creating identity: Under-privileged pupils in art education challenge critical pedagogy practices

Markovich

Rapoport

2013

International Journal of Education Through Art

View full text Add to dashboard Cite

Studies in the field of education in general, and in art education in particular, point to the contribution of critical pedagogy to the identity empowerment of pupils from an underprivileged socio-class background. Most of the studies conducted so far have examined in detail the theoretical–ideological characteristics of the critical praxis in education, but little attention has been given to the ways in which it operates in practice as part of the learning process in class. This article focuses on the meanings given by pupils from one art class in an underprivileged high school to the critical praxis, and on the ways in which they understood their identity and their social position in light of it. The study is part of an ethnographic field work that took place in the class over an entire school year. This included participant observations in 25 lessons and in-depth interviews with eight leading pupils. The findings suggest that the pupils tended to reject typical critical pedagogical practices that sought to empower them – adopting hegemonic creative tools (the master’s tools) and high-lighting peripheral narratives (ascribing a voice to the subaltern) – this on account of seeing them as reflecting and replicating their underprivileged condition. These objections suggest that critical pedagogy works in differential and unpredictable ways in underprivileged ethno-class contexts, which put its universal ideological assumptions to the test.

show abstract

Attitude towards Artwork in the Israeli Kindergarten and the Reproduction of Social Status

Cited by 5 publications

References 21 publications

Current Kindergarten Parents’ Attitudes toward and Beliefs about Children’s Art Education in Majority Cities and Counties of Taiwan

Current Kindergarten Parents’ Attitudes toward and Beliefs about Children’s Art Education in Majority Cities and Counties of Taiwan

Taiwanese Parents’ Beliefs Regarding Young Children’s Art Education and the Actual Art Achievements of Children

creating art, creating identity: Under-privileged pupils in art education challenge critical pedagogy practices

Contact Info

Product

Resources

About