scholarly journals Review of Art as Social Action: An introduction to the principles and practices of teaching social practice art

2020 ◽  
Vol 5 (1) ◽  
pp. 223-232
Author(s):  
Lynn Sanders-Bustle
Keyword(s):  
Social Justice ◽  
Contemporary Art ◽  
Social Action ◽  
Social Practice ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Book Art ◽  
Art Educators ◽  
Social Justice Pedagogies ◽  
Personal Context

In this contribution, the author reviews the book, Art as Social Action: An Introduction to the Principles and Practices of Teaching Social Practice Art. Acknowledging the timely nature of this anthology of essays, interviews, and lesson plans, the reviewer strongly recommends the book for teachers of contemporary art. In the review, the author opens with personal context for the review, a brief overview of contents and a description of the editors’ professional backgrounds. Interested in the usefulness of lesson plans for teachers, the reviewer analyzes the over 43 lesson plans and identifies three themes around which to provide a summary. Salient information is also extracted from essays and interviews. The author concludes by commenting more broadly on contributions and challenges associated with this anthology, troubling the use of the term “lesson plan” to describe social practice and calling for widening the conversation to include art educators and qualitative/post-qualitative researchers whose work focuses on social justice pedagogies.

PENGEMBANGAN SILABUS DAN RPP MELALUI PEMBINAAN PROFESIONAL DENGAN PENDEKATAN KOOPERATIF BAGI GURU SMPN 21 AMBON

2015 ◽  
Vol 8 (2) ◽  
pp. 67
Author(s):  
Ida Kurnia L
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Tools ◽  
Cooperative Approach ◽  
Asking Questions ◽  
Classroom Action Research

The background of this research is the incapacity of teachers in developing syllabi and lesson plan (RPP). This research is a classroom action research (CAR) at SMP 21 Ambon which aims to improve the competence of teachers in developing the syllabus through professional development with cooperative approach. The study was conducted in two cycles involving collaborators. These results indicated that the ability of teachers/participants in understand-ing of the syllabus and lesson plan (RPP) increased, from an average of 65.31% to 78.75%. The activity teacher/participants also increased which is marked by the increasing boldness of teachers in asking questions and raising such issues and increased cooperation of teachers in developing learning tools, especially for teachers in one subject cluster.Keywords : learning syllabus, lesson plans, Classroom Action Research (CAR).

“Proclaiming Together”? Convergence and Divergence in Mainline and Evangelical Evangelism, 1945-1967

1995 ◽  
Vol 5 (1) ◽  
pp. 49-76
Author(s):  
Thomas C. Berg
Keyword(s):  
Social Justice ◽  
Social Action ◽  
Christian Faith ◽  
Relative Priority ◽  
Christian Community ◽  
Mainline Denominations ◽  
Convergence And Divergence ◽  
Protestant Christians ◽  
Dividing Line

By now, it is a commonplace of the American religious scene that the majority of the nation's white Protestant Christians are split into “two parties.” The ideological dividing line runs between “mainline” denominations—Methodists, Presbyterians, Episcopalians—and a bevy of conservative denominations and groups, but it also cuts through the mainline itself, which contains a substantial contingent of conservatives.Among the two parties' numerous disagreements, theological and political, few have run deeper and longer than their difference over the meaning and importance of evangelism, the activity of “proclaiming the gospel” to those outside the Christian community. Is the church's prime call in this regard to seek conversions to the Christian faith, or is it to show the love of Christ by working for charitable goals and social justice? A well-known 1973 study of Presbyterian clergy found that the greatest polarization between self-described “conservatives” and “liberals” came over the relative priority of evangelism and social action. Indeed, the fight over these goals was an important (though by no means the only) factor precipitating the “split” early in this century.

Analisis Kesenjangan Pelaksanaan Standar Proses pada Pembelajaran Produktif di SMK

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Atika Atika ◽  
I Made Sudana ◽  
Basyirun Basyirun
Keyword(s):  
Learning Process ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Ministry Of Education ◽  
Standard Process ◽  
Basic Principles ◽  
Discrepancy Rate ◽  
Quantitative Descriptive ◽  
Concrete Solution ◽  
Evaluation Of Learning

Tujuan penelitian, diantaranya menguraikan bagaimana pelaksanaan standar proses, menganalisis seberapa tingkat kesenjangannya dan merancang bagaimana solusi permasalahan terkait kesenjangan pelaksanan standar proses. Penelitian ini menggunakan penelitian deskriptif dengan pendekatan kuantitatif. Aspek dalam penelitian ini adalah (a) perencanaan pembelajaran; (b) pelaksanaan pembelajaran; (c) penilaian hasil belajar; (d) pengawasan oleh kepala sekolah. Teknik pengumpulaan data, yang digunakan adalah metode observasi, wawancara dan dokumentasi. Hasil Penelitian menunjukkan bahwa dalam hal perencanaan pembelajaran diperoleh kriteria tidak senjang, artinya pada kegiatan perencanaan tidak banyak guru yang mengabaikan standar yang ditetapkan oleh Permendikbud No. 65 tahun 2013. Hasil analisis pelaksanaan pembelajaran diperoleh kriteria cukup senjang, artinya standar proses yang ditetapkan belum sepenuhnya dilaksanakan. Hasil analisis menunjukkan bahwa pada kegiatan penilaian masih diperoleh hasil cukup senjang, artinya masih terdapat ketentuan yang belum diterapkan. Hasil analisis pada komponen pengawasan memberikan kesimpulan jika masih terdapat kepala sekolah yang tidak menjalankan fungsinya sebagai pengawas internal.Therefore, the aims of study are to investigate the implementation of the standard process, analyze the discrepancy rate and design the solution toward the issue of discrepancy. This research uses the quantitative descriptive approach. There are several aspects investigated; (a) lesson plan, (b) learning process, (c) evaluation of learning result, and (d) headmasters control. To collect the data, the methods of observation, interview, and documentation are used. The result is explained in form of criteria. It is no discrepancy for lesson plans, means that most of the lesson plans are in accord with the Basic Principles issued by Ministry of Education and Culture Number 65 in 2013. The learning process has a quite discrepancy rate, means the standard process is incompletely applied; so does the evaluation which ignores several principles to apply. It is also noted that some headmasters ignore their function as an internal supervisor. To sum up, the discrepancy issue needs further concrete solution.

scholarly journals Towards Inquiry-Based Flipped Classroom Scenarios: a Design Heuristic and Principles for Lesson Planning

2021 ◽  
Author(s):  
Stefanie Schallert ◽  
Zsolt Lavicza ◽  
Ellen Vandervieren
Keyword(s):  
Flipped Classroom ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Research Approach ◽  
Inquiry Based Learning ◽  
Domain Specific ◽  
Evaluation Phase ◽  
Assessment Techniques ◽  
Set Up ◽  
Design Heuristic

AbstractThe effectiveness of flipped classroom approaches can be improved by combining it with other pedagogical models such as inquiry-based learning. Implementing inquiry-based learning in flipped classroom scenarios requires teachers to plan arrangements for in- and out-of-class activities carefully. In this study, a design heuristic based on the 5E inquiry model was developed to support teachers’ practice of planning inquiry-based flipped classroom lessons. Following a design-based research approach, the design heuristic progressed through two cycles within 2 years. The design heuristic was implemented in both cycles in an online professional development course for secondary mathematics teachers. In the first cycle, 18 lesson plans were collected and analysed using the 5E lesson plan scoring instrument. Results showed that the design heuristic helped teachers to set up lesson plans for flipped classroom scenarios which were mostly in line with the 5E model. However, the evaluation phase was insufficiently addressed. Revision decisions were made at the end of the first cycle, and the design heuristic was revised and re-implemented in a second cycle. Results of the second cycle showed another 19 participating teachers who also struggled in choosing appropriate assessment techniques, an issue which could not be resolved with the proposed design heuristic. This paper describes the development of the design heuristic as well as relevant design principles for inquiry-based flipped classroom scenarios. The proposed design heuristic is not domain specific. Hence, further research could examine its use in other subjects or interdisciplinary as inquiry-based flipped classroom approaches are one of the emerging pedagogies.

scholarly journals Microarchaeology, Materiality and Social Practice

2021 ◽  
Vol 10 (1) ◽  
pp. 21-38
Author(s):  
Per Cornell ◽  
Fredrik Fahlander
Keyword(s):  
Ethnic Group ◽  
Social Theory ◽  
Social Action ◽  
Social System ◽  
Social Practice ◽  
Archaeological Evidence ◽  
Social Totality ◽  
Spatio Temporal ◽  
Social Entities ◽  
Material Evidence

In this paper we propose an operative social theory that eliminates the need for a pre-defined regional context or spatio-temporal social entities like social system, culture, society or ethnic group. The archaeological object in a microarchaeological approach is not a closed and homogeneous social totality, but rather the structurating practices, the regulative actions operating in a field ofhumans and things. In order to address these issues more systematically, we discuss social action, materialities and the constitution of archaeological evidence. Sartre's concept of serial action implies that materialities and social agency are integrated elements in the structuration process. We suggest that such patterns of action can be partially retrieved from the fragmented material evidence studied by the archaeologist.

scholarly journals Meningkatkan Kompetensi Guru dalam Menyusun Silabus dan RPP Melalui Supervisi Akademik Berkelanjutan di SMP Negeri 2 Sabang

2019 ◽  
Vol 1 (2) ◽  
pp. 359-376
Author(s):  
Faridah Faridah
Keyword(s):  
Middle School ◽  
Action Research ◽  
Data Collection ◽  
Middle Schools ◽  
Research Method ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Teacher Competence ◽  
Public Middle School ◽  
Academic Year

The study entitled "Improving teacher competence in preparing syllabus and lesson plans through ongoing academic supervision in SMP (Public Middle Schools) Negeri 2 Sabang" raised the issue of whether through continuous academic supervision it can improve teacher competence in preparing syllabi and lesson plans. This study aims to improve the competence of teachers in Sabang 2 Public Middle School in preparing syllabus and lesson plans. The subjects of this study were teachers of Sabang 2 Public Middle School in the 2016/2017 academic year, totaling 13 teachers, consisting of 10 PNS teachers and 3 non PNS teachers. The method used is the school action research method. Data collection is done by test and observation techniques. The study was conducted in 2 cycles. In the first cycle 31% of teachers obtained the appropriate syllabus and lesson plan and were considered good and in cycle 2 there were 100% of teachers who had syllabus and lesson plans that were appropriate and considered good. The conclusion of this research is that through ongoing academic supervision scientifically proven to improve teacher competence in preparing syllabus and lesson plans.

scholarly journals Designing Geoscience Learning for Sustainable Development: A Professional Competency Assessment for Postgraduate Students in Science Education Program

2018 ◽  
Vol 8 (2) ◽  
pp. 61 ◽  
Author(s):  
Eko Hariyono ◽  
Abadi Abadi ◽  
Liliasari Liliasari ◽  
Agus Fani Candra Wijaya ◽  
Hiroki Fujii
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Sense Of Belonging ◽  
Professional Competence ◽  
Lesson Plan ◽  
Environmental Issues ◽  
Lesson Plans ◽  
Competency Assessment ◽  
Postgraduate Students ◽  
Space Sciences

This research involved 19 postgraduate students majoring on Science Education at one university in Surabaya who were programming Earth and Space Sciences course. The objective of this research is to measure students’ ability in designing a lesson plan for sustainable education on environmental issues around volcanoes by integrating education for sustainable development (ESD) competence. Descriptive quantitative analysis was employed to assess the lesson plans developed by the students. In general, the results showed that the lesson plans were less contextual to support the improvement of decision-making abilities on the environmental issues, the emergence of environmental awareness among students, encouragement to the students to have sense of belonging to the environment, and fostering critical analysis of various environmental phenomena. The results suggest further efforts to improve professional competence of the postgraduate students in developing geoscience learning instruments, particularly related to integrate the ESD competence into lesson plans.

scholarly journals Development of Thematic Skill Learning Based on the 21th Century Skill Model for Fourth Graders

2020 ◽  
Vol 3 (1) ◽  
pp. 47
Author(s):  
Tio Gustri Satria ◽  
Tri Juli Hajani
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Design Research ◽  
Lesson Plan ◽  
Fourth Graders ◽  
Thinking Skills ◽  
Lesson Plans ◽  
Skill Learning ◽  
Higher Order Thinking Skills ◽  
Thematic Learning

Thematic learning using 21st Century skills is learning with higher-order thinking skills (HOTS). It is a series of stages of activities organized in such a way that students can master the competencies that must be achieved in thematic learning by actively participating. This research is educational research with a design research model that develops a product. The product developed in this study is a thematic lesson plan for grade IV elementary school. Thematic learning implementation plan based on 21st Century skills models with an overall validation yield of 92% (very valid). The thematic learning media is very practical with an average of 92.5%. The effectiveness of the use of thematic lesson plans can be known through the learning activities of students while learning by using this learning tool is very effective, and students' learning outcomes are above the school minimum completeness criteria. These observations illustrate that the use of thematic lesson plans based on 21st Century skills models have been effectively implemented.

Suzanne Lacy between Kaprow and Chicago

2021 ◽  
Vol 65 (4) ◽  
pp. 103-130
Author(s):  
Amelia Jones
Keyword(s):  
Los Angeles ◽  
Contemporary Art ◽  
Crucial Role ◽  
Social Practice ◽  
Radical Innovations ◽  
Judy Chicago

Social practice and dematerialization are often cited as the most radical innovations in Euro-American contemporary art since the late 1960s, but rarely have historians acknowledged the crucial role of experimental pedagogy in this shift of art towards performance, conceptualism, and activism. The practice of Los Angeles–based performance artist Suzanne Lacy radically extended the ideas of her teachers and mentors Allan Kaprow and Judy Chicago into revised structures of artmaking towards activist social practice performances driven by conceptual, political, and embodied concerns.

The Mothers of Tiananmen: Curating Social Justice

2021 ◽  
Vol 10 (2) ◽  
pp. 230-246 ◽  
Author(s):  
Jenna C. Ashton
Keyword(s):  
Social Justice ◽  
Social Action ◽  
Women Artists ◽  
International Collaboration ◽  
Tiananmen Square ◽  
Chinese Populations ◽  
Creative Resistance ◽  
Participatory Arts ◽  
The City

Focusing on the activist exhibition The Mothers of Tiananmen (2019), this article examines my methodology of curating for social action and justice using international collaboration and participatory arts-as-research. The exhibition responded to the ongoing campaign for justice for the victims and survivors of the Tiananmen Square Massacre, as well as sought to support women’s creative resistance and voice. The Mothers of Tiananmen was co-created with artist Mei Yuk Wong, the 64 Museum (Hong Kong), and artists participating in the Centre for International Women Artists (Manchester). The context for the exhibition is the city of Manchester, which has one of the highest Chinese populations in England, along with a diverse international demographic with over 200 languages spoken. Through this case study, curating is presented as a creative and critical tool by which to respond to the range of justice and activist concerns of international and diasporic communities.

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