Art Education on the Border of Knowledge and Existence The situation, opportunities and difficulties of teachers teaching arts in Transylvania are of concern, as we train prospective music, visual ...arts, dance and drama teachers at the Teacher Training Institute of the University of Arts in Târgu Mureş and constantly face questions about what will await them in the everyday educational practice. For my present research, I asked 33 art teachers in 2019 how they felt about the importance of the subject they taught, what challenges they faced in their teaching activities, and what advice they would give to their peers, future art teachers.
Experience in training art specialists Stepanenko, L.V.; Plavskaya, E.L.
SHS Web of Conferences,
2021, Letnik:
113
Journal Article, Conference Proceeding
Recenzirano
Odprti dostop
In periods of social upheaval, historically turning points in the life of society, an appeal to the world of arts, artistic creativity, revealing a different reality to a person, re-created according ...to aesthetic canons – and is sometimes the world that a person needs, that system of value guidelines, on the basis of which it is spiritually strengthened or revived. That is why we singled out art education as a direction directly related to the spiritual development of a student, capable of expressing the actual ideas of the time through the immanent language of arts (of all types, directions and stylistic searches, genres). At the present stage, art education (as in the first third of the last century, when it received a structural and substantive design) is characterized by exploration and experimentation, therefore, the historical analogy carried out allows us to see the repetition or fundamental novelty of the processes aimed at preparing the student of the art profile.
The research aims to (identify the applications of pedagogy in art education), the research community included, art education for the primary stage, so the community consisted of (8) ...main areas in art education, either the research sample was chosen, two main areas (objectives, and content), and included the research methodology (descriptive and analytical), the researcher built the research tool represented (the validity form of the tool) and presented to a group of experts to indicate its validity as well as to measure its stability, To show the results, the researcher used the percentage, and the researcher recommended - modifying the curriculum every period of time, such as every four years, others.
The field of art education has been impacted by the COVID-19 pandemic in complex ways. Art educators have been challenged with teaching visual arts skills, practices, and concepts, to students in ...virtual classrooms using non-conventional means. Their principal goal has been to provide quality education in the visual arts for all students. They recognize that having a visual arts education impacts the quality of life of everyone and their ability to understand and communicate in our complex world. In their efforts to provide meaningful and effective education, art educators have had to manage new instructional delivery systems and to ensure the health and safety and social emotional learning of their students and themselves in their educational spaces. They responded by using social media, video conferencing, and other digital technology to deliver instruction. The National Art Education Association provided a wealth of digital resources to support virtual instruction during this time. These resources enabled art educators to successfully address the educational needs of their students. The long-term impact of the pandemic will require research to understand the nature of the impact of the pandemic on education and how educational policy needs to be adjusted to reflect the new post-pandemic educational landscape
This study focuses on the local environment activity process, conducted within the context of place-based art education. The research was designed as a holistic single-case study and was conducted ...with 25 middle school students aged 10-11, who were studying in the 5th grade in Turkey. Criterion sampling was used to determine the study group. The data were collected through worksheets, participant diaries, course evaluation forms, and artistic works and were analysed inductively. The findings indicate that students could think critically and feel the place physically, emotionally, socially, and individually by questioning and observing the local environment.
About Humanism in the Music Education "Where is the humanism in art education? I am not favouring permissiveness, but since the last few years both teachers and students alike have been facing the ...same obstacles; it is best to look at why the system we inherited over the decades isn’t working. Specifically: for a student who is studying to play an instrument in an art school, what are the knowledge requirements in certain years, to receive a 4, 5, 6, grade by the exam committee? Why decimals occur in the grading system if they cannot be used in official papers? The teaching is also connected with the instrument playing exams. The lessons are taking place during individual classes, but during the half term and yearly auditions, based on each student’s level and the teaching results of the teachers a lot of questions are raised becoming subject of debates. For example, here it’s the case of the ’trained for competitions’ children. This also involves what should happen with the medium level students, since they are the majority in number? Should we cripple them with constant pushing on the performance scale, should we load them with failure experiences comparing them with the best students? The answer depends on what our goal is, what we are aiming at through musical education. We shouldn’t forget, that depending on our attitudes, music teaching can also have negative consequences.
Reviews the book, An Uneasy Guest in the Schoolhouse by Ellen Winner (2022). Winner lays out, chronologically, how art education has progressed in the United States, beginning with 19th century art ...classes as a way to encourage “moral and social utility” in young students and moving through progressivism in the 1940s, the quick failed move into disciplined based art education in the 1960s, extreme utilitarianism of the 1980s and 1990s (where we still hear echoes strongly today), and into possible futures for the arts in schools. The reviewer recommends this book to all readers of Psychology of Aesthetics, Creativity, and the Arts, who will find it a historical and philosophical reference to return to again and again. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
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