Howard Cannatella
Biographic Data
| ID | 5397767 |
|---|---|
| NAME | Howard Cannatella |
| GIVEN NAMES | Howard |
| FAMILY NAME | Cannatella |
| SIGNATURE | CANNATELLA H |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Realism in Arts Education
Is education being disingenuous about arts education? When arts education is evaluated, the value of arts education is disputed. Arts education is judged to be of poor educational proof value. I believe a very different conclusion about arts education can be drawn. Pertinent to a good education in general is arts education. Why the arts are educationally troubling and how arts education can improve education is examined here. A brief account of a…
Knowledge and Learning in Arts Education
Gaining traction in the profession is the belief that the arts are not educational. The evidence for this comes from epistemological reports. Plato drew a similar conclusion but without the meta-analysis and evidence-based pedagogical research approach that we have today. Epistemological reports state that learning in the arts is ineffective. What is effective and ineffective in teaching is subject to causal proof methodological assessments. Curr…
Place and Being
Do places matter educationally? When Edward Casey remarks: 'The world is, minimally and forever, a place‐world', we might take this statement as presupposing without argument that places exist as a given, that we know what a place is, a point that Aristotle would have never taken for granted and in fact neither does Casey. I find Casey's remark that we live in 'a place‐world' an immensely rich turn of phrase, forever packed with an infinite and d…
Art Assessment
This paper argues in a number of ways that current assessment approaches in art are less than convincing. Some of the shortcomings in both cognitive and competency based assessment approaches to art learning are discussed. These current assessment systems fail on a number of fronts to adequately reflect the full extent of art and how it operates. The degrees of accuracy that these assessment approaches can bring when considering art education are…
Place and Being
Do places matter educationally? When Edward Casey remarks: 'The world is, minimally and forever, a place‐world', we might take this statement as presupposing without argument that places exist as a given, that we know what a place is, a point that Aristotle would have never taken for granted and in fact neither does Casey. I find Casey's remark that we live in 'a place‐world' an immensely rich turn of phrase, forever packed with an infinite and d…
Art Assessment
This paper argues in a number of ways that current assessment approaches in art are less than convincing. Some of the shortcomings in both cognitive and competency based assessment approaches to art learning are discussed. These current assessment systems fail on a number of fronts to adequately reflect the full extent of art and how it operates. The degrees of accuracy that these assessment approaches can bring when considering art education are…
Place and Being
Do places matter educationally? When Edward Casey remarks: 'The world is, minimally and forever, a place‐world', we might take this statement as presupposing without argument that places exist as a given, that we know what a place is, a point that Aristotle would have never taken for granted and in fact neither does Casey. I find Casey's remark that we live in 'a place‐world' an immensely rich turn of phrase, forever packed with an infinite and d…
Knowledge and Learning in Arts Education
Gaining traction in the profession is the belief that the arts are not educational. The evidence for this comes from epistemological reports. Plato drew a similar conclusion but without the meta-analysis and evidence-based pedagogical research approach that we have today. Epistemological reports state that learning in the arts is ineffective. What is effective and ineffective in teaching is subject to causal proof methodological assessments. Curr…
Realism in Arts Education
Is education being disingenuous about arts education? When arts education is evaluated, the value of arts education is disputed. Arts education is judged to be of poor educational proof value. I believe a very different conclusion about arts education can be drawn. Pertinent to a good education in general is arts education. Why the arts are educationally troubling and how arts education can improve education is examined here. A brief account of a…
Art (3 works) · Art Education and Development (3 works) · Sociology (3 works) · Visual arts (3 works) · Aesthetics (2 works) · Arts in education (2 works) · Epistemology (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Philosophy (2 works)