regard to the nature and modes of acquisition of these pictorial systems. Some of them may rely on self-directed discovery; others may require guidance and teaching starting early on in one's life. Because the concept of art is constantly broadening and multicultural awareness is leading to a more inclusive dialogue about aesthetic merit and value of different kinds of pictorial imagery, the need to explore diverse avenues of growth and pedagogies that will support it along these multiple dimensions will continue to be an important area to concern and research for years to come. Kunsti ja esteetika alghariduses Irving B. Weiner . Psühholoogia käsiraamat, hariduspsühholoogia. 2003 lk 288-290 Tõlge Lemme Hirv, 2018 Kunstilise areng ja pikalt käibel olnud arengumudelid , mis seda kirjeldavad(nt Gaitskell, Hurwitz, & Day, 1982; Lowenfeld & Brittaind, 1964; Luquet, 1977) on viimastel aastatel sattunud kriitika alla
isiklikele "distsipliinipõhistele teadmistele", mis koos teiste, väga oluliste teguritega toob kaasa dünaamilise, informatiivse ja interaktiivse pedagoogilise tava, millest oma korda saab õppida ka kogenud mentor/õpetaja ise. (Hobley, 2015). Kasutatud allikad: Barnett, M. (2006). Vocational knowledge and vocational pedagogy. M. Young & J. Gamble (Toim), Curriculum and Qualifications for South Africa Furter Education. South Africa: HSRC Press. (lk 143158) Cedefop (2015). Vocational pedagogies and benefits for learners: practices and challanges in Europe. Luxembourg: Publications Office of the European Union. Cedefop research paper; No 47 (lk 22-31) Gonon, P. (2009). The quest for modern vocational education - Georg Kerschensteiner between Dewey, Weber and Simmel. Hobley, J. (2015). Vocational Pedagogies: the Science of Teaching or the Teaching of Science?. Journal of Education and Training Studies, 3(2). (lk 16-19) Holland, J. L, Gottfredson, D. C., & Power, P. G. (1980)
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