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Teaching and learning the arts in hi...

Kan, Rebecca Yen Pei.

Teaching and learning the arts in higher education with technologyvignettes from practice /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching and learning the arts in higher education with technologyedited by Joyce Hwee Ling Koh, Rebecca Yen Pei Kan.
Reminder of title:	vignettes from practice /
other author:	Koh, Joyce Hwee Ling.
Published:	Singapore :Springer Singapore :2021.
Description:	viii, 209 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	ArtsStudy and teaching (Higher)
Online resource:	https://doi.org/10.1007/978-981-16-4903-5
ISBN:	9789811649035$q(electronic bk.)

Teaching and learning the arts in higher education with technologyvignettes from practice /
Teaching and learning the arts in higher education with technologyvignettes from practice /[electronic resource] :edited by Joyce Hwee Ling Koh, Rebecca Yen Pei Kan. - Singapore :Springer Singapore :2021. - viii, 209 p. :ill., digital ;24 cm.

This book is an inquiry about the possibilities of using technology to support the education of artists within higher education contexts. Even though technology-enhanced learning and teaching may seem incongruent with the long-established studio-based cultures of making and performing, it is increasingly becoming a pivotal point to connect artistes to potential audience and markets. Amidst the COVID-19 pandemic, technology is also the crucial linchpin for educational continuity of student artists. This book explores how technology could enhance the education of artists and designers as they continue to create, make, and add value to life and society through their artistry. It draws upon the experiences of the Nanyang Academy of Fine Arts (NAFA), a pioneering arts institution in Singapore with over 80 years of institutional history. Through 9 vignettes, this book illustrates technology-enhanced pedagogical practices that have been implemented in different artistic learning spaces including classroom, studio, and stage as well as institutional support strategies. With a naturalistic stance, these chapters seek to illuminate realistic pictures of teaching and learning that are being uncovered by artist educators as they sought to integrate technology within teaching practices using available technologies and within the classes that they are teaching. It is hoped that this book will stimulate conversation among artist educators about possible pedagogical models, as well as inform higher arts institutions about the contextual strategies needed to support the creation of technology-enhanced pedagogical practices.

ISBN: 9789811649035$q(electronic bk.)

Standard No.: 10.1007/978-981-16-4903-5doiSubjects--Topical Terms:

912058
Arts
--Study and teaching (Higher)

LC Class. No.: NX282 / .T43 2021

Dewey Class. No.: 700.711

Teaching and learning the arts in higher education with technologyvignettes from practice /
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520 $a This book is an inquiry about the possibilities of using technology to support the education of artists within higher education contexts. Even though technology-enhanced learning and teaching may seem incongruent with the long-established studio-based cultures of making and performing, it is increasingly becoming a pivotal point to connect artistes to potential audience and markets. Amidst the COVID-19 pandemic, technology is also the crucial linchpin for educational continuity of student artists. This book explores how technology could enhance the education of artists and designers as they continue to create, make, and add value to life and society through their artistry. It draws upon the experiences of the Nanyang Academy of Fine Arts (NAFA), a pioneering arts institution in Singapore with over 80 years of institutional history. Through 9 vignettes, this book illustrates technology-enhanced pedagogical practices that have been implemented in different artistic learning spaces including classroom, studio, and stage as well as institutional support strategies. With a naturalistic stance, these chapters seek to illuminate realistic pictures of teaching and learning that are being uncovered by artist educators as they sought to integrate technology within teaching practices using available technologies and within the classes that they are teaching. It is hoped that this book will stimulate conversation among artist educators about possible pedagogical models, as well as inform higher arts institutions about the contextual strategies needed to support the creation of technology-enhanced pedagogical practices.
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