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Arruda, Milton; And Others – Francais dans le Monde, 1984
A game using student observational skills to match tourist "types" with comments, postcards, hotel and travel advertisements, souvenirs, guidebooks and sources of travel information, photos, travel styles, and tourist attractions is outlined and illustrated. (MSE)
Descriptors: Class Activities, Cultural Awareness, French, Games
Liby, Shirley – Sch Arts, 1969
Descriptors: Art Education, Art Expression, Artists, Cultural Awareness
Peer reviewed Peer reviewed
Pines, Robert A. – Educational Leadership, 1972
Author analyzes the process for developing the self of the fledgling teacher. Introduces the person-al'' approach to good teaching. (Author/RK)
Descriptors: Cultural Awareness, Perceptual Development, Self Actualization, Teacher Education Programs
Besse, Henri – Francais dans le Monde, 1984
An essential task in foreign language teaching is to develop students' abilities to look at other cultures by confronting them with themes in the foreign culture that are strange or exotic to them, inviting them to interpret what they see and leading them through a process of clarifying, correcting, and adjusting their initial hypotheses. (MSE)
Descriptors: Cognitive Processes, Cultural Awareness, Cultural Education, Divergent Thinking
Chapman, Jane M. – Teacher, 1972
Discusses the meaning behind children's art and what teachers can look for when analyzing art. (RK)
Descriptors: Art Activities, Art Education, Art Teachers, Child Development
Broudy, Harry S. – 1972
This essay discusses aesthetic education as a special vehicle for value education, in particular the cultivation of imaginative perception. It argues that if imagination is disciplined by thought, and love is justified by knowledge, that enlightened cherishing can then develop. The aesthetic image is discussed from the dimensions of aesthetic…
Descriptors: Aesthetic Education, Art, Cultural Awareness, Cultural Enrichment
Livingston, Robert B. – Prospects: Quarterly Review of Education, 1973
The brain perceives, but its perceptions are conditioned by environment. Traditionally education has reinforced that conditioning; today it must give insight into its arbitrainess and cultural ideosyncrasy. (Author/JH)
Descriptors: Cognitive Processes, Cultural Awareness, Cultural Isolation, Educational Principles
Peer reviewed Peer reviewed
Beyer, Landon E. – Educational Theory, 1977
An aesthetic object can have moral implications for the viewer; it can affect his moral deliberations and derivative conduct. The characteristic aesthetic forms of a society reflect a structure of feeling operant in that society's total being. (JD)
Descriptors: Aesthetic Education, Attitude Change, Cultural Awareness, Cultural Influences
Peer reviewed Peer reviewed
Trait, Malcolm – Music Educators Journal, 1972
Author attempts to outline a course in world musics for students to develop their musical experiences and realize more fully the inherent musical qualities of different languages. (RK)
Descriptors: Aesthetic Education, Concept Formation, Course Organization, Cultural Awareness
Liu, Karen; Blila, Susan – 1992
As classrooms in the United States become increasingly multicultural, teachers need to be aware of how and when racial attitudes develop in children in order to provide a supportive learning environment for children of any ethnic heritage. This study examined racial awareness and attitudes in children between 3 and 10 years of age. Subjects were…
Descriptors: American Indians, Asian Americans, Blacks, Childhood Attitudes
Peer reviewed Peer reviewed
Arnstine, Donald – Educational Theory, 1977
The popular arts in music, advertising, television, and movies reflect American culture as it is today, and the impact they make upon students can be an important factor in arousing aesthetic appreciation for art in all of its forms. (JD)
Descriptors: Aesthetic Education, American Culture, Concept Formation, Creative Art
South Carolina State Dept. of Education, Columbia. – 1983
This framework proposes to provide South Carolina school district personnel with guidelines for developing curricular programs based upon the needs of students in their individual school districts. It furnishes four goals and objectives upon which to build a series of sequential learning experiences that balance art production and the study of…
Descriptors: Aesthetic Education, Art Education, Art History, Cultural Awareness