THEORY LOVES PRACTICE: A Teacher Researcher Group. Hochtritt, L., Thulson, a., Delaney, r., Dornbush, t., & Shay, s. Art Education, 67(5):12–22, September, 2014.
THEORY LOVES PRACTICE: A Teacher Researcher Group [link]Paper  abstract   bibtex   
Hochtritt, Thulson, Delaney, Dornbush, and Shay are describing the establishment of a professional development community in this article. They are suggesting that the theory/practice divide exists in many facets of art educational practice, but perhaps most prominently in the requirements that are reinforced in preservice art education. Margaret A. Walker offers a compelling counterpart to this description of professional development, in her Summer Studies article, “From Theory to Practice: Concept-Based Inquiry in a High School Art Classroom.” In this article, Walker analyzes the teaching of David Miller, offering the reader a glimpse of a pedagogical model that is dynamic and dialogic. This model is open-ended, yet directed—one that points to possibilities for collaboration without becoming so decentered that it loses the productive force of art in the process.
@article{hochtritt_theory_2014,
	title = {{THEORY} {LOVES} {PRACTICE}: {A} {Teacher} {Researcher} {Group}},
	volume = {67},
	issn = {00043125},
	shorttitle = {{THEORY} {LOVES} {PRACTICE}},
	url = {http://search.ebscohost.com/login.aspx?direct=true&db=aft&AN=97590435&lang=fr&site=ehost-live},
	abstract = {Hochtritt, Thulson, Delaney, Dornbush, and Shay are describing the establishment of a professional development community in this article. They are suggesting that the theory/practice divide exists in many facets of art educational practice, but perhaps most prominently in the requirements that are reinforced in preservice art education. Margaret A. Walker offers a compelling counterpart to this description of professional development, in her Summer Studies article, “From Theory to Practice: Concept-Based Inquiry in a High School Art Classroom.” In this article, Walker analyzes the teaching of David Miller, offering the reader a glimpse of a pedagogical model that is dynamic and dialogic. This model is open-ended, yet directed—one that points to possibilities for collaboration without becoming so decentered that it loses the productive force of art in the process.},
	number = {5},
	urldate = {2015-02-09},
	journal = {Art Education},
	author = {Hochtritt, LHochtritt@email.arizona.edu, LISA1 and Thulson, athulson@msudenver.edu, ANNE2 and Delaney, rdelane3@msudenver.edu, RACHAEL3 and Dornbush, talyadornbush@gmail.com, TALYA4 and Shay, sarah@odysseydenver.org, SARAH5},
	month = sep,
	year = {2014},
	keywords = {Article théorique, Déterminants, Intervenants et praticiens, Modèles, Stratégies, Éducation},
	pages = {12--22}
}

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