Language: English

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0010-700X

Abstract/Notes: Possessiveness

Language: English

Language: English

Abstract/Notes: At the turn of the twentieth century, in the context of the budding nation-state formation process throughout Latin America, liberalism, nationalism, and social reforms dominated Latin American intellectual political discourse in its relentless quest for modernity. Popular literacy movements and the expansion and centralization of the educational sphere, which was essential for cultivating national identities and reinforcing allegiance, proliferated throughout Latin America. In Costa Rica, the Olympians, a group of elite intellectuals intricately connected with the agro-export oligarchy, directed social and political reforms. The Olympians were overwhelmingly patriotic and patriarchal, and aimed to create a national culture that would reinforce existing economic, gender, and racial hierarchies. This project focuses on revolutionary feminists Carmen Lyra and Luisa González, who negotiated the cultural politics of education as intermediaries between students and the state through the publication of children’s periodicals. Specifically, this project analyzes the periodicals San Selerín (1912-1913, 1923-1924) and Triquitraque (1936-1947) to elucidate the ways in which these educators used children’s literature and Montessorian pedagogy to create a culture of inclusion and engagement rather than the patriotic and patriarchal pedagogy the Olympians. Contemporary memory has forgotten the revolutionary ideals of these educators, but this project affirms Carmen Lyra and Luisa González cannot be separated from their legacies as active members of the Costa Rican Communist Party, as fervent proletarian internationalists, and as revolutionary feminists. To do so would be to neutralize the potency of their memory.

Language: English

Published: Urbana-Champaign, Illinois, 2016

Language: English

Published: Dunedin, New Zealand: Wickliffe Limited, 2015

Language: Bosnian, Russian

Language: English

ISSN: 0519-0959

Abstract/Notes: Although there is a national curriculum for art education in the UK there are also alternative approaches in the private sector. This paper addresses the issue of the effect of these approaches on children's drawing ability. Aim. To compare the drawing ability in three drawing tasks of children in Steiner, Montessori and traditional schools. Sample. The participants were 60 school children between the ages of 5;11 and 7;2. Twenty children were tested in each type of school. Method. Each child completed three drawings: a free drawing, a scene and an observational drawing. Results. As predicted, the free and scene drawings of children in the Steiner school were rated more highly than those of children in Montessori and traditional schools. Steiner children's use of colour was also rated more highly, although they did not use more colours than the other children. Steiner children used significantly more fantasy topics in their free drawings. Further observation indicated that the Steiner children were better at using the whole page and organising their drawings into a scene; their drawings were also more detailed. Contrary to previous research Montessori children did not draw more inanimate objects and geometrical shapes or fewer people than other children. Also, contrary to the prediction, Steiner children were significantly better rather than worse than other children at observational drawing. Conclusion. The results suggest that the approach to art education in Steiner schools is conducive not only to more highly rated imaginative drawings in terms of general drawing ability and use of colour but also to more accurate and detailed observational drawings.

Language: English

DOI: 10.1348/000709900158263

ISSN: 2044-8279, 0007-0998