Dialogic Encounters as Art Education

July 2010
Studies in Art Education;Summer2010, Vol. 51 Issue 4, p375
Academic Journal
In this article the author advocates for the use of dialogue between students and teachers in art education in the U.S. She notes that provisions of No Child Left Behind educational legislation have had a significant impact on the advancement of dialogic education in the field of artistic studies. The author suggests that educational processes that depend on standardized testing, and rigid forms of assessment and accountability on the part of educators devalue the role of teachers. The author proposes that art educators adopt a theory of dialogism.


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