A2 Refereed review article in a scientific journal
Projekat Nula – harvardski pristup obrazovanju kroz umetnost [Project Zero – Harvard’s Approach to Education through Arts]
Authors: Jelena Gligorijević
Publisher: Učiteljski fakultet u Beogradu
Publishing place: Belgrade
Publication year: 2007
Journal: Inovacije u nastavi (Teaching innovations)
Volume: 20
Issue: 1
First page : 117
Last page: 126
Web address : http://www.uf.bg.ac.rs/wp-content/uploads/2011/04/INOVACIJA_1_07.pdf
Abstract
This paper overviews a wide range of research activities initiated by the Project Zero, which is the Harvard University’s research department in the field of learning and education. It is intended for experts in education as well as a more general readership interested in the latest trends and innovations in schooling. The task of providing such a comprehensive review of the Project Zero’s programme and goals is approached in two ways: historically (i.e. by marking the main junctures in the chronological development of this research organisation from its foundation until the present day), and analytically (i.e. through the classification and description of its activities). Combined together, they allow for the overall insight into the long-term objectives and fundamental principles of the Project Zero’s research endeavours. Within such a broad perspective, a special attention is given to the concept of learning and teaching through the arts, as well as to the theory of multiple intelligence. Both these concepts are not only the Project Zero’s most significant research outcomes, but they also lie at the very core of its various research activities on the whole.
This paper overviews a wide range of research activities initiated by the Project Zero, which is the Harvard University’s research department in the field of learning and education. It is intended for experts in education as well as a more general readership interested in the latest trends and innovations in schooling. The task of providing such a comprehensive review of the Project Zero’s programme and goals is approached in two ways: historically (i.e. by marking the main junctures in the chronological development of this research organisation from its foundation until the present day), and analytically (i.e. through the classification and description of its activities). Combined together, they allow for the overall insight into the long-term objectives and fundamental principles of the Project Zero’s research endeavours. Within such a broad perspective, a special attention is given to the concept of learning and teaching through the arts, as well as to the theory of multiple intelligence. Both these concepts are not only the Project Zero’s most significant research outcomes, but they also lie at the very core of its various research activities on the whole.
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