This book examines significant aspects of the art and theory of Joseph Beuys and the challenges they raise for contemporary artistic education. A model for artistic education is developed through foundational theories and a variety of examples from pedagogical practice.
1000 Jahre deutsche Literatur is organized by historic periods and includes carefully chosen readings, with notes and vocabulary, beginning with writings in Old High German through Gellert, Lichtenberg, and Lessing. Also included are numerous exercises and thought provoking questions for each chapter and support materials which emphasize the cultural and historical background of each historic period. In tandem with Waltraud Maierhofer's Deutsche Literatur im Kontext 1750-2000, these two volumes provide a modern approach to German literature in its cultural, historical and linguistic context.
This book is the first overview of art education in Germany ever published in English. It offers a brief historical outline of developments in the field since 1945, followed by examples of topics which have been discussed in German art education in recent years. This collection of articles aims to present the diversity and vitality of a number of approaches: from theory to practice, from tradition to innovation, from analogue to digital, while at the same time considering art, daily life and the individuals involved.
Within compulsory education, prevocational education is intended primarily to introduce participants to the world of work. This book considers curriculum design and pedagogical practice in pre-vocational education during the last two years of compulsory education. The study focuses on seven European countries (Scotland, Latvia, Poland, Hungary, Germany, Austria, Portugal) and presents an analysis of the curriculum as it relates both to knowledge-based competencies in economics and business and to self- and social competencies. It then discusses the differences between the prescribed and the enacted curriculum as identified by means of a subsequent survey of teachers. The authors conclude with a comparative assessment of each country case study, combined with supranational recommendations.
The challenges of a complex and volatile world require solutions that reconcile divergent perspectives and interests. In schools, interdisciplinarity has been integrated within curricula for decades, yet it is rarely applied as a collaborative practice. Communication between different fields of research is not enough. Without meaningful collaboration, opportunities to connect are lost, and teachers and students fail to benefit from the experience of lived interdisciplinarity. A new periodical, entitled EDU:TRANSVERSAL, presents the latest findings of national and international transversal research as well as the state of the art of interdisciplinarity in didactics. The aim of this annual publication is to stimulate a transversal turn in education.