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Glasgow Underground: The Glasgow District Subway
Glasgow Underground: The Glasgow District Subway
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Glasgow Underground : The Glasgow District Subway
The Glasgow District Subway was second only to London in the UK and was the third underground system to be built anywhere in the world. Originally operated as a cable railway, it was later electrified and the rolling stock from that era continued to be used until it had become very dilapidated by the 1970s.Following a major modernization programme, it is now operated by the Strathclyde Partnership for Transport and the distinctive orange livery of the modern trains has earned it the local nickname of 'the clockwork orange'.The Underground is laid out as a circular route with the trains on a continuous loop, clockwise and anti-clockwise on the twin lines.It serves fifteen stations on both sides of the Clyde including the ornate St Enoch.Keith Anderson traces the development of Glasgow's Subway from its construction through its modification and up to the present day.
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Raymond Williams and Education : History, Culture, Democracy
Raymond Williams' major contributions to intellectual progress are usually categorised within cultural theory, media studies or neo-Marxist studies.Serious analysis of his contributions to education as a field of practice as well as a field of study have been relatively neglected.This is the first book to redress that omission, focusing on how his writing and thought have helped us to understand education in Britain and also provide analytical tools that have helped to shape educational studies in the USA and internationally. Ian Menter draws on Williams' several novels, including Border Country, as well as on his seminal contributions to cultural theory, including Culture and Society, The Long Revolution, Keywords and Marxism and Literature.Menter also examines how Williams' life shaped his understanding of education including his early involvement in adult education and his deeply ambivalent relationship with the academy.Public education is positioned as a key arena of social struggle where decisions shaping the nature of our futures and crucial to creating a democratic and just society.The book includes a foreword by Michael Apple who is John Boscom Professor Emeritus of Curriculum and Instruction at the University of Wisconsin–Madison, USA, which makes reference to the importance of Williams' work in relation to education in the USA.
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Education and Culture 35-2
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Why is there art and music education?
Art and music education are important because they help foster creativity, self-expression, and critical thinking skills in individuals. They also provide a means for individuals to explore and understand different cultures, histories, and perspectives. Additionally, art and music education have been shown to improve cognitive abilities, emotional intelligence, and overall well-being. By exposing students to art and music, we are helping them develop a well-rounded education that prepares them for success in all aspects of life.
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Art therapy or art education?
Art therapy and art education serve different purposes and cater to different needs. Art therapy is a form of therapy that uses the creative process of making art to improve a person's physical, mental, and emotional well-being. It is typically used as a form of treatment for individuals dealing with trauma, stress, or mental health issues. On the other hand, art education focuses on teaching artistic skills, techniques, and art history to individuals who are interested in developing their artistic abilities. Both are valuable in their own right, with art therapy providing therapeutic benefits and art education fostering creativity and skill development. Ultimately, the choice between art therapy and art education depends on the individual's goals and needs.
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Why is there art and music education in school?
Art and music education in schools are important because they help students develop creativity, critical thinking, and problem-solving skills. These subjects also provide a means of self-expression and can boost students' confidence and self-esteem. Additionally, art and music education can enhance cultural awareness and appreciation, as well as foster a sense of community and collaboration among students.
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Should grading in physical education, art, and music be abolished?
Grading in physical education, art, and music should not be abolished. While these subjects may not have a right or wrong answer like traditional academic subjects, grading provides students with feedback on their progress and helps motivate them to improve. It also allows teachers to assess students' understanding and skills in these areas. Additionally, grading can help students set goals and track their growth over time in these important areas of education.
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Assessment in Music Education
Assessment in schools has become a hotly debated issue in education.In the wake of political pressures for accountability, educators have sought to defend the principle that assessment should serve the interests of learners and learning.With the aim of improving learning and raising standards, this book presents a case for formative assessment, day-by-day, rather than summative assessment at the end of key stages.The author draws on and discusses the practical application of a range of theoretical and philosophical research, encouraging a holistic approach and focused teacher-intervention.The book provides material for reflection as well as practical tips, and is suitable for instrumental and classroom teachers (at all levels, but particularly 11-18), and the academic community.
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Values and Music Education
What values should form the foundation of music education? And once we decide on those values, how do we ensure we are acting on them?In Values and Music Education, esteemed author Estelle R.Jorgensen explores how values apply to the practice of music education.We may declare values, but they can be hard to see in action.Jorgensen examines nine quartets of related values and offers readers a roadmap for thinking constructively and critically about the values they hold.In doing so, she takes a broad view of both music and education while drawing on a wide sweep of multidisciplinary literature.Not only does Jorgensen demonstrate an analytical and dialectical philosophical approach to examining values, but she also seeks to show how theoretical and practical issues are interconnected. An important addition to the field of music education, Values and Music Education highlights values that have been forgotten or marginalized, underscores those that seem perennial, and illustrates how values can be double-edged swords.
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Mirror Images : Popular Culture and Education
Mirror Images: Popular Culture and Education is the first international and multidisciplinary effort to coalesce knowledge on education and popular culture studied as broad phenomena and not as a collection of case studies.In this volume, popular culture has been thematically treated as it appears in a variety of media, including movies, digital games, advertising, television, popular songs, and the internet.The book considers education in both formal and informal settings, and looks critically at the accepted dichotomy between education and popular culture.It argues that popular culture is capable of educating and that education shares many characteristics with popular culture, and tries to overcome these dichotomous relationships while also trying to clarify the reciprocal effects between the two.The book calls disciplinary and media boundaries into question in an effort to widen the possibility of enlarging the vocabulary and the verbs of all that stays unnamed by what is considered knowledge.
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Reproduction in Education, Society and Culture
The way in which the ruling ideas of a social system are related to structures of class, production and power, and how these are legitimated and perpetuated, is fundamental to the sociological project.In this second edition of this classic text, which includes a new introduction by Pierre Bourdieu, the authors develop an analysis of education (in its broadest sense, encompassing more than the process of formal education).They show how education carries an essentially arbitrary cultural scheme which is actually, though not in appearance, based on power.More widely, the reproduction of culture through education is shown to play a key part in the reproduction of the whole social system.The analysis is carried through not only in theoretical terms but through the development of empirically testable propositions within the wider framework of the historical transformation of the educational system.
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'Art education or teaching degree?'
Deciding between an art education or teaching degree depends on your career goals. An art education degree focuses on teaching art specifically, while a teaching degree provides a broader education background that can be applied to various subjects. If you are passionate about teaching art and want to specialize in that area, an art education degree may be the best choice. However, if you are interested in teaching multiple subjects or exploring different teaching opportunities, a teaching degree may be more suitable. Ultimately, consider your interests and career aspirations to determine which degree aligns best with your goals.
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Why is art education necessary?
Art education is necessary because it helps students develop critical thinking skills, creativity, and self-expression. It also provides a well-rounded education that includes the visual arts, which are an essential part of human culture and history. Additionally, art education can help students develop empathy and an appreciation for diverse perspectives and experiences. Overall, art education is important for fostering well-rounded individuals who are able to think creatively and critically in a variety of contexts.
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Is art education unfair in schools?
Art education in schools can be seen as unfair due to budget cuts that often target arts programs, resulting in limited resources and opportunities for students. Additionally, there may be a lack of diversity in the curriculum, focusing primarily on Western art history and neglecting other cultures and perspectives. Furthermore, students from lower-income communities may not have access to the same level of art education as their more affluent peers, perpetuating inequalities in the arts.
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Is art education in schools unfair?
Art education in schools can be seen as unfair due to disparities in funding and resources among different schools. Schools in wealthier areas may have more access to art supplies, specialized teachers, and extracurricular opportunities, while schools in lower-income areas may struggle to provide the same level of art education. This inequality can limit the artistic development and opportunities available to students from disadvantaged backgrounds, perpetuating a cycle of inequity in the arts. Efforts to address these disparities, such as increased funding for arts programs in underserved schools, can help make art education more equitable for all students.
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