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"The publication of these texts in a single volume enables the reader to create useful historical comparisons as well as facilitating the careful examination of historical documents. Sources in Irish Art: A Reader will be an ideal text for Irish Studies and relevant Art History courses both at undergraduate and postgraduate levels."--BOOK JACKET.
Using Ireland as a model, Art Education and Contemporary Culture offers a comprehensive treatment of art education in primary and secondary schools, institutions of higher education, cultural institutions, and the diverse communities they serve. Gary Granville has brought together a diverse group of eminent art educators who, together, lay out the opportunities and challenges of art practice while paying close attention to relevant national policy. Rounding out the discussion are essays that locate the challenges and innovations of art education from in international perspective.
Researching Visual Arts Education in Museums and Galleries brings together case studies from Europe, Asia and North America, in a way that will lay a foundation for international co-operation in the future development and communication of practice-based research. The research in each of the cases directly stems from educational practice in very particular contexts, indicating at once the variety and detail of practitioners' concerns and their common interests.
With a particular emphasis on the role of landscape and environs, this book brings together 30 captivating personal stories by some of the most creative people in Ireland, who all live in or come from County Clare.
Art and the Nation State is a wide-ranging study of the reception and critical debate on modernist art from the foundation of the Irish Free State in 1922 to the end of the modernist era in the 1970s. Drawing on art works, media coverage, reviews, writings and the private papers of key Irish and international artists, critics and commentators including Samuel Beckett, Thomas MacGreevy, Clement Greenberg, James Johnson Sweeney, Herbert Read and Brian O'Doherty, the study explores the significant contribution of Irish modernist art to post-independence cultural debate and diverging notions of national Irish identity. Through an analysis of major controversies, the book examines how the reputations of major Irish artists was moulded by the prevailing demands of national identity, modernization and the dynamics of the international art world. Debate about the relevance of the work of leading international modernists such as the Irish-American sculptor, Andrew O'Connor, the French expressionist painter, Georges Rouault, the British sculptor Henry Moore and the Irish born, but ostensibly British, artist Francis Bacon to Irish cultural life is also analysed, as is the equally problematic positioning of Northern Irish artists.
"The work and career of the celebrated artist Harry Clarke is inextricably linked to the complex nature of early-twentieth-century Irish culture and of modernism. This beautifully designed and fully illustrated book assesses how Clarke and his studios responded to public and private commissions in glass and in illustration. Clarke's contribution is analysed in the context of the quest for a cohesive identity by the new Irish Free State and situated within international art and design movements. The book examines the complex relationship between visual art and literature that lies at the heart of Clarke's contribution to post-independence society in Ireland. Its scholarly essays highlight the impact of patronage, public reception, advertising, propaganda, war and memory on Clarke's work, placing it within a larger political, artistic and cultural context. Essential reading for art lovers and scholars alike, Harry Clarke and Artistic Visions of the New Irish State will appeal to anyone interested in the arts of Ireland, and the history and development of early- to mid-twentieth-century visual and material culture"--Inside front flap.
Contents: Joanne McEntee (NUIG), The landed class and primary education in mid-19th-century Ireland; Deborah A. Logan (Kingston U), Harriet Martineau; Kevin Lougheed (TCD), National education and empire; Katrina Morgan (U Portsmouth), Representations of self and the colonial 'Other' in the Irish National School books; Patrick Walsh (QUB), School texts and teaching history in 19th-century India and Ireland; Greg Koos (McLean County Museum of History), The Irish hedge schoolmaster in the American backcountry; Daire Keogh (St Pat's, DCU), The Christian Brothers as a global institution; Sarah Roddy (QUB), The colonial mission of the Irish Presbyterian Church, 1848-1900; Ciaran O'Neill (TCD), Education, imperial careers and the Irish Catholic elite in the 19th century; Timothy McMahon (Marquette U), Irish Jesuit education and imperial ideals; Justyna Pyz (TCD), St Columba's College; Keith Haines (Campbell College Belfast), Campbell College; Fiona Bateman (NUIG), Irish children and Ireland's
This book critically analyses how cultural and educational policies construct creativity through a range of concepts and compares this against the open and expansive idea of creativity as experienced by individuals in society more broadly. The book draws on empirical data, case-study examples, and ethnographic motifs to identify the discursive construction of creativity and the way in which discourses of creativity are enfolded into narratives of progress in cultural policy. Along with auto-ethnographical perspectives, chapters apply a rich conceptualisation of Foucault and Agamben’s work to contemporary questions and issues in education alongside recent policies and lived experiences from teachers. Exploring ideas of both fixed and expansive creativity, the volume argues that education policy and cultural policy are neoliberalised and that creativity is shaped in schools by regulative schooling systems, but ultimately identifies how individuals enact creative practices that subvert and disrupt neoliberal narratives and limited appropriations. This book will be of great interest to researchers, academics, and postgraduate students in the fields of education policy, creativity studies, and education politics. Those interested in arts education or in intersections between education and the writings of Foucault and Agamben more broadly will also find the book of value.