Thematische Bibliographien / Artistic and social education

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Auswahl der wissenschaftlichen Literatur zum Thema „Artistic and social education“

Autor: Grafiati

Veröffentlicht am 9. November 2024

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Zeitschriftenartikel zum Thema "Artistic and social education"

Abdulla, Bayeshanov. „ARTISTIC LITERATURE - EDUCATOR OF A PERFECT GENERATION“. Frontline Social Sciences and History Journal 03, Nr. 05 (01.05.2023): 125–29. http://dx.doi.org/10.37547/social-fsshj-03-05-17.

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The article highlights the importance of fiction in educating the future of our country, the young generation, its role in the education of the nation, as well as the issues of strengthening the faith of the intellectual generation of our country, instilling national identity through fiction.

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Montano-Rodríguez, Freddy, und Miguel Ángel Fernández-Marín. „Aesthetic Education and Artistic Education. The Aesthetic Artistic Competition in the formation of the Education professional“. Revista Metropolitana de Ciencias Aplicadas 6, Nr. 2 (01.05.2023): 43–49. http://dx.doi.org/10.62452/66z49p25.

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In the article that is presented, an analysis of Aesthetics is carried out from the perspective of humanism, as well as the importance of Aesthetic Education and Artistic Education in the process of integral, axiological, creative, sensitive and humanistic formation of the students, which, without a doubt, constitute social demands and adjustments that today are imposed on the current educational systems. The Aesthetic Artistic professional competence is presented as a necessity in the training of the education professional, since it is one that allows the direction of the process of formation of sensitivity and taste for the perception of aesthetic values both in reality and in the arts, the development of the imagination and the creative attitude in its students, as well as the ability to understand, value and enjoy art in its various manifestations, in correspondence with the social aesthetic ideal.

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Rusu, Marinela. „Education: 1. Creativity and Problem Finding/Solving in Art“. Review of Artistic Education 16, Nr. 1 (01.03.2018): 212–22. http://dx.doi.org/10.2478/rae-2018-0023.

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Abstract Creativity is a complex process that invites to action, both the conscious and the unconscious mind. The work proposed by us puts into question a new aspect of the process of creativity: finding and solving problems, inserting the cognitive and ideational elements into the artistic creative process. Artistic personality represents a complex interaction between diverse psychological factors: intellectual (lateral, creative-thinking and convergent thinking) and nonintellectual factors (temperament, character, motivation, affectivity, abyssal factors, special aptitudes). To these are added also, the biological factors (heredity, age, gender, mental health) and social factors (economical condition, historical epoch, socio-cultural conditions). In the same time, the artist's success also appears to be linked to his ability to find and solve new problems in artistic themes, to his ability to correctly formulate questions, and then to find original, genuine answers. This paper explains the link between the multitude of solved problems and the artistic success.

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McKean, Barbara. „Artistic Representations in Three Fifth-Grade Social Studies Textbooks“. Elementary School Journal 103, Nr. 2 (November 2002): 187–97. http://dx.doi.org/10.1086/499722.

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Скопа, В. А. „Artistic and aesthetic education of students: social and pedagogical aspect“. Bulletin of Pedagogical Sciences, Nr. 6 (28.06.2024): 25–30. http://dx.doi.org/10.62257/2687-1661-2024-6-25-30.

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в статье рассматривается значимость и актуальность художественно-эстетического воспитания учащихся в социально-педагогическом аспекте. Определяется необходимость систематического, целенаправленного приобщения личности к миру культуры, художественно-эстетических ценностей, так как успешная работа в данном направлении способствует развитию индивидуальных природных способностей личности, расширению ее эмоционального мира, раскрытию творческого потенциала, а главное, стремлению к полной самореализации и формированию потребности в творческом самовыражении. В современном мире наблюдается смещение акцентов в сторону информационных технологий, формирующих одномерную личность технократического общества. Художественно-эстетическое воспитание – это важнейшая задача современного российского образования всех уровней. Эстетическое отношение к обществу как целостной категории – это не только восприятие красоты, но прежде всего стремление к творчеству в соответствии с законами красоты и природы. На основе выявленных работ определено, что эстетическое воспитание – это воспитание и развитие способности и потребности понимать и правильно распознавать красоту в действительности и в искусстве, распознавать эстетические эмоции, мысли, суждения и вкусы, участвовать в формировании красоты в искусстве и в жизни, так как гармонично развитая личность всегда стремится к красоте в жизни и творчестве. the article examines the significance and relevance of artistic and aesthetic education of students in the social and pedagogical aspect. The need for a systematic, purposeful introduction of the individual to the world of culture, artistic and aesthetic values is determined, since successful work in this direction contributes to the development of the individual’s natural abilities, the expansion of his emotional world, the disclosure of creative potential, and most importantly, the desire for complete self-realization and the formation of the need for creative self-expression. In the modern world, there is a shift in emphasis towards information technologies, which form the one-dimensional personality of a technocratic society. Artistic and aesthetic education is the most important task of modern Russian education at all levels. An aesthetic attitude towards society as an integral category is not only the perception of beauty, but above all the desire for creativity in accordance with the laws of beauty and nature. Based on the identified works, it was determined that aesthetic education is the education and development of the ability and need to understand and correctly recognize beauty in reality and in art, to recognize aesthetic emotions, thoughts, judgments and tastes, to participate in the formation of beauty in art and in life; a harmoniously developed personality always strives for beauty in life and creativity.

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Leșe, Ana-Cristina. „2. Motility in Sport-Artistic Activities – A Social Phenomenon“. Review of Artistic Education 19, Nr. 1 (01.04.2020): 165–70. http://dx.doi.org/10.2478/rae-2020-0020.

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AbstractThe history of Physical Education reports us that the physical exercises have emerged and have been perfected in accordance with the social order, evolving in direct relation with it. During this paper we will define the phenomenon of Physical education and sport as a discipline of academic education, starting from the general notions to the particular ones in the general physical training of the student actor. In this paper we try to highlight some similarities between the preparation of the actor and the preparation of the athlete for professional performance. We will present the theoretical framework with well-defined and accepted notions in both sports and theater. We will subsequently present the particular framework in which the theoretical principles in the sports field are taken over by the university theater programme and put into practice for the general preparation of the future actor. The article closes with the selection of some basic conclusions and recommendations appropriate to the topic under discussion

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Gulkhayyo, Dustmukhammedova. „THE IMPORTANCE OF MUSICAL CIRCLES IN EDUCATION OF HIGH SCHOOLSTUDENTS“. Frontline Social Sciences and History Journal 03, Nr. 04 (01.04.2023): 75–81. http://dx.doi.org/10.37547/social-fsshj-03-04-11.

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Speaking about amateur art circles, it should be noted that these are mainly musical circles that solve various problems: they develop artistic creativity, musical abilities, form aesthetic tastes, teach you to express your feelings through music, dance and facial expressions, help to identify the most gifted in the field of art children, help children rationally use their free time. In the article, the author determined the content, specifics and effective forms of work of musical circles, investigated the requirements for the work of musical circles, the ways and possibilities of connecting circle work with the process of teaching music lessons in high school, developed a number of recommendations for the pedagogical management of musical circles of school amateur performances and planning group work systems.

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Kolisnyk-Humeniuk, Yuliia. „Modernization of higher professional and pedagogical education of Ukraine and the modern paradigm of education“. Visnyk of Lviv University. Series Pedagogics, Nr. 38 (2023): 129–43. http://dx.doi.org/10.30970/vpe.2023.38.11714.

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A necessary condition for the dynamic development of society is the modernization of the higher education system, which is the basis for ensuring a high pace of scientific and technological, economic, social, cultural progress. In this article, we consider the changes that are being implemented in higher education, aimed at transforming it into an important resource for personal and social development, which will provide our country with highly professional and competitive professionals in order to build a strong democratic state. The relevance of our topic is conditioned by: the necessity for theoretical and methodological justification of measures to update and improve the efficiency of the system of training teachers of professional and artistic disciplines and consideration of this problem taking into account the modern methodology of vocational education; tasks of creating and using methods of training teachers of professional and artistic disciplines and scientific and methodological support, which in structure, content, methods, technologies would meet the provisions of the Sectoral concept of continuing pedagogical education development, current standards of higher education, approved educational programs, would provided the implementation of didactic principles, contributed to the modernization and optimization of training of future teachers; requirements for the development, scientific support and implementation in the educational process of training teachers of professional and artistic disciplines of innovative technologies in combination with modern pedagogical approaches and methodical provisions, that will intensify the development of intellectual potential of students, to form the ability to independently solve pedagogical situations, creative artistic and pedagogical and professional activities. Thus, a number of unresolved contradictions and insufficient development of theoretical and practical aspects of art and pedagogical education have determined the choice of our topic. Keywords: professional and artistic training, teachers, institutions of higher education, specialist, methodology.

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Xueqi, Jia. „THE COMPARATIVE ANALYSIS OF PRACTICES OF SOCIO-ARTISTIC EDUCATION AT PEDAGOGICAL UNIVERSITIES OF RUSSIA AND CHINA“. Научное мнение, Nr. 3 (20.03.2024): 107–17. http://dx.doi.org/10.25807/22224378_2024_3_107.

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This scientific article is devoted to a comparative analysis of pedagogical higher educational institutions in China and Russia in the field of art education and social practice. The main purpose of the study is to identify similarities and differences between the educational systems of the two countries, their approaches to teaching contemporary art, as well as interaction with the artistic community and the social environment. The article provides an overview of the existing research in the field of socio-artistic education at pedagogical universities in Russia and China. The key aspects and practices are analysed, such as the organisation of the educational process, inclusion of students in art projects and practices, interaction with the local art community and social organisations. The results of the study help to identify similarities and differences in the approaches to socio-artistic education in educational institutions in Russia and China. The author discusses the advantages and disadvantages of each system and gives recommendations for improving the practice of socio-artistic education in pedagogical higher educational institutions of both countries. The research is of interest to educators, scientists and specialists in the field of art education, as well as those who are interested in comparative analysis of educational practices of art in different countries. The results of the work can be used to develop training programmes and improve the quality of socio-artistic education at pedagogical universities.

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Cosumov, Marina. „Artistic Education/Education Through Art in Contemporary School from A Transdisciplinary Perspective“. Review of Artistic Education 18, Nr. 1 (01.03.2019): 324–29. http://dx.doi.org/10.2478/rae-2019-0036.

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Abstract Man is the only being that lives in the world not only biologically, but also spiritually, essentially due to education, which is permanent, continuous, omnipresent and creates values. Lifelong education represents an organizational and philosophic principle which requires that lifelong education throughout a person’s existence determines each individual to develop his/her personality with the help of a complex system of means, which must meet his/her educational and cultural needs and ambitions. Art is the fundamental dimension of education that uses in the development of personality the educational potential of the aesthetic, social and natural beauty.

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Mehr Quellen

Dissertationen zum Thema "Artistic and social education"

Piazza, Lisa M. „Exploring the Artistic Identity/Identities of Art Majors Engaged in Artistic Undergraduate Research“. Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6928.

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In western societies, the persona of the artist has largely been associated with prevailing myths of the creative individual including the artist as genius and outsider. In my inquiry I endeavored to understand what it means to be an artist from the perspective of budding “creatives”. In this study I explored the process of becoming an artist that is how college students construct and navigate an artistic self (selves), and the factors that influenced this process. My purpose in this multiple text narrative inquiry was to discover how undergraduate art majors construct and navigate their artistic identity/identities, particularly while engaged in an artistic undergraduate research (UR) experience. I selected to explore students engaged in an undergraduate research project as a way to understand the process of artistic becoming within a unique educational practice, and to determine the role of creativity within this process. My study involved students who participated in an undergraduate research scholarship program developed by the Office for Undergraduate Research at a large research university in the southeast of the United States. Ten undergraduate art majors participated in this study. Data included in-depth interviews, and participant writings in the form of “artist” reflective journal entries (which included both written and visual text), and a final self-reflection essay. I analyzed the interview data through a holistic- content approach (Lieblich et al., 1998). I identified specific themes in order to understand the complex, “whole” individual, which assisted me in understanding participant “artistic selves”, and how creativity played a role in this process. I analyzed participant art products using methods adapted from Riessman (2008) and Keats (2009). Three key findings emerged from my inquiry. First, for the majority of participants, the construction of artistic identity/identities involved a significant evolution in their meaning making structures. Second, the notion of “doing” for oneself through research was profound for most individuals, which resulted in a stronger sense of artistic identity/identities. The third major finding was how participants weaved their artistic identity/identities through creativity. Implications of my research underscore the need for more robust institutional support and resources to assist emerging artists with developing career skills, creating supportive environments for art majors from a variety of backgrounds to help them succeed and thrive in college, the design and implementation of additional educational practices in the arts that promote self-authorship, and the expansion of UR activities within the arts.

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Dustman, Eric L. „A Childhood Perspective: The Expressed Understanding of Empathy through Artistic Forms of Meaning Making“. University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427797342.

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Castro, Pablo Y. „Os beneficios psicologicos da aula de musica : um estudo cientifico com adolescentes de 5as. e 6as. series do ensino publico brasileiro“. [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284722.

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Orientadores: Ricardo Goldemberg, Monica Gobitta
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes
Made available in DSpace on 2018-08-12T12:17:03Z (GMT). No. of bitstreams: 1 Castro_PabloY._M.pdf: 15248065 bytes, checksum: ac994ca4bb639fa5ae3fefcda9efc8ac (MD5) Previous issue date: 2007
Resumo: O presente trabalho consistiu em uma pesquisa empírica realizada com o objetivo de detectar as conseqüências de um curso de iniciação ao violão em relação aos aspectos psicológicos de adolescentes com déficit de auto-estima. Para estabelecer a amostra, realizou-se aplicação prévia da escala EMAE em uma população de 225 alunos (5as. e 6as. séries do ensino fundamental de uma escola pública da periferia de Campinas-SP), de maneira que pudesse ser detectado o quartil inferior (n=56) da pontuação dos indivíduos, ou seja, quais eram os estudantes com menor auto-estima. Deste grupo, formaram-se, aleatoriamente, dois grupos (n=10 cada um), recebendo, um desses, uma intervenção na forma de um curso coletivo de iniciação ao violão com duração de três meses, e o outro, nenhum tratamento. Realizaram-se pré e pós-testagem dos dois grupos, com posterior comparação dos dados, sendo utilizados, para tanto, o teste projetivo HTP, entrevistas semi-estruturadas, o teste psicológico EMAE, e filmagens com análise microgenética, técnicas estas que conferiram uma abordagem qualiquantitativa à pesquisa. Os resultados indicam que os alunos do grupo que participou das aulas de música apresentaram, em relação aos sujeitos não participantes, diminuição de conflitos, melhoria das relações familiares, aumento da sociabilidade, melhoria da auto-estima implícita, diminuição da sensação de pressão por parte do meio e aumento da tendência ao devaneio e fantasia, havendo significância estatística nas diferenças encontradas (P=0,009; OR=1,889), o que confirma a hipótese de que a Educação Musical pode propiciar resultados positivos a seus educandos. Além disso, indicou-se que a participação da família do aluno no processo de ensino-aprendizagem e a valorização de habilidades específicas do educando potencializou a auto-estima implícita.
Abstract: This work had consisted in an empirical research made with the goal of to detect the consequences of an acoustic guitar initiation course in relation to the psychological aspects of low self-esteem adolescents. So that we could define the sample, it was made a previous use of the EMAE psychological test in a population of 225 5th and 6th grade students of a public school situated in the suburb of Campinas, so that was possible to detect the portion of the lower score subjects, that is, the lower self-esteem students. Of this group, it was randomly selected two groups (n=10 each of these), been the case that one of these groups received the intervention (an acoustic guitar initiation course with three months of duration), and the other, any treatment. It was made pre and post-testing of the two groups, and after, a comparison of the data, been used, for this, the projective test HTP, semistructured interviews, the psychological test EMAE, camera's recording with microgenetic analyses, techniques that gave a quali-quantitative approach to this research. The results sign that the music course participants showed, in comparison to the non-participants, conflict diminution, familiar relationships improvement, increased socialization, implicit self-esteem increase, diminution of the environment pressure's feeling and more tendency to the fantasy, having the differences statistical significance (P=0,009; OR=1,889), what confirms the hypothesis that Music Education can provide benefits to the participants. Besides, it was demonstrated that the students family participation in the learning process and the valorization of specific habilities of the adolescent had potencialized the increase of implicit self-esteem.
Mestrado
Fundamentos Teoricos
Mestre em Música

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Weizmann, Claudio. „Educação musical: aprendendo com o trabalho social de uma orquestra de violões“. Universidade Presbiteriana Mackenzie, 2008. http://tede.mackenzie.br/jspui/handle/tede/1977.

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Made available in DSpace on 2016-03-15T19:43:22Z (GMT). No. of bitstreams: 1 Claudio Weizmann.pdf: 1657869 bytes, checksum: 6fc292378a87627539b4455b05554a46 (MD5) Previous issue date: 2008-08-04
Fundo Mackenzie de Pesquisa
The present thesis seeks to examine the still little understood and under-explored potential of music education, based on the analysis of the results of a socio-cultural musical project, the Orquestra Sinfonia do Cerrado. This project was built around the principles of a critical-reflective educational practice, and structured within the dynamics of a collective teaching process pertinent to learning communities, establishing the necessary conditions and credibility for work that could attend to social and cultural necessities, with a respect for the peculiarities of the young students involved, yet without abandoning a strong focus on artistic quality. A drive for professionalism, clarity of goals, and the construction of languages and methodologies guided the artistic and educational practice, orienting the planning, development, repertoire and results of the project, which also had consequences over the social and family life of the participants. The project resulted in highly elevated values of musical quality, self-accomplishment and social and humanistic awareness of the teenaged students, as well as the political and cultural empowerment of these low-income adolescents from an NGO based on the state of Goiás, Brazil. The research here reported shows the complexity of the cultural project itself, which ties music, lessons, students, teachers and society together, as well as the complexity of the methodology employed in order to deal with the theoretical multidimensionality required in order to establish a synchronic investigation of pedagogical, historical, and cultural factors, along with the specific musical knowledge acted upon.
O presente estudo mostra as possibilidades educacionais ainda pouco compreendidas e exploradas no ensino musical, utilizando para isto os resultados do projeto sóciocultural- musical denominado Orquestra Sinfonia do Cerrado. Este projeto foi construído nos princípios da prática educacional crítico-reflexiva e estruturado nas dinâmicas do ensino coletivo na sala de aula em comunidades de aprendizagem, criando as condições e credibilidade para um trabalho que atendesse às necessidades sociais e culturais, respeitando a condição dos jovens e propondo transformações sem perder o foco na qualidade artística. O profissionalismo, a clareza de objetivos e a construção de linguagens e metodologias nortearam a prática artístico-educativa, influenciando o planejamento, o desenvolvimento, o repertório e os resultados do projeto, que também ecoam na vida familiar e social dos adolescentes. Esta prática determinou elevados valores de qualidade musical, auto-realização e conscientização social e humanística, democratização e inclusão cultural destes jovens de famílias de baixa renda que participam de uma Associação Cultural no interior de Goiás. Esta pesquisa mostra a complexidade tanto das ações do projeto cultural, que envolvem a música, a aula, o aluno, o professor e a sociedade, como da metodologia utilizada que consegue abordar a multidirecionalidade teórica necessária para a investigação sincrônica dos fatores pedagógicos, histórico-culturais e dos saberes específicos musicais.

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Falk, Ingrid. „Estetiken angår alla! : Portfolio som verktyg för självvärdering och modell för att motverka social snedrekrytering“. Thesis, Stockholms universitet, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126509.

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De konstnärliga högre utbildningarna med bild- och forminriktning har till övervägande del en studentsammansättning med kulturellt kapital1 hemifrån. För att hårdra betyder det att elever med litet ekonomisk, socialt eller kulturellt kapital inte söker estetiskt gymnasieprogram eller blir studenter på förberedande konstnärlig utbildning.Här ges en bild av hur villkoren ser ut på fältet och hur rekrytering till högre konstnärlig utbildning går till. Utbildningsanordnarna som intervjuas i undersökningen konstaterar den rådande sociala snedrekryteringen i Stockholm.En utbyggd användning av portfolio inom gymnasieskolan skulle kunna fungera som modell för att bryta den sociala snedrekryteringen. Portfoliomodellen ger elever och studenter utrymme att träna sig i självvärdering genom samlande och reflektion av egna alster. Att kunna värdera sig själv ger perspektiv och utvecklingsmöjligheter i förståelsen av sig själv som en del av ett större sammanhang, en helhet, en kultur. Genom de kriterier som innefattas av konstruktionen av portfolion, ges utmaning i att se nya möjligheter i sina framtida yrkes- och utbildningsval.
The education at an advanced level of Fine Arts is dominated by students with a cultural capital from their heritage2 In strong words this will mean that students with small economic, social or cultural capital won´t apply for aesthetic high schools or even become students in art schools.This degree thesis gives a picture of how the conditions look like in reality and how the recruitment to higher artistic education is conducted. The education organisers that were interviewed in the survey established that there is a prevailing social imbalance in Stockholm.A larger use of the portfolio in high-schools could stand as a model in order to break the prevailing social imbalance. The portfolio model gives each person the space, through collecting and reflection of their own material, to find and train in self evaluation. To be able to evaluate your own person it will give perspectives on his or hers development opportunities in the understanding of itself as a part of a bigger contexts, a whole, a culture. Through the criteria that are included of the structure of the portfolio, is given a challenge in seeing new possibilities in his or her future trade's - and educational choices.

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Reisman, David. „The social imagination : the education of didactic contemporary artists : public expression : didactic contemporary artists as educators /“. Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11039917.

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Thesis (Ed.D)--Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Rene Arcilla. Includes bibliographical references (p. 201-204).

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McElfresh, Rebecca Ann. „Imaginations of Democracy: The Lived Experiences of Artists Engaged in Social Change“. Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1216566818.

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Petriešytė, Vilma. „Nuteistųjų meninės socialinės edukacijos kaip resocializacijos ypatumai ir galimybės“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090630_093806-21707.

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Darbo tema - nuteistųjų meninės socialinės edukacijos kaip resocializacijos ypatumai. Tema aktuali, nes sėkmingas nuteistojo integravimasis į visuomenę didele dalimi priklauso nuo resocializacijos proceso, kuris vyksta per adaptacijos, pataisos ir integracijos etapus. Vienas alternatyvių nuteistų asmenų resocializacijos būdų – meninė socialinė edukacija. Šalies įkalinimo įstaigose užsiimama menine veikla, tačiau nepakankamai. Nesudaromos ar nepakankamai sudaromos sąlygos kalinių resocializacijai, trūksta specialistų, silpna materialinė bazė, mažas suinteresuotumas. Darbo tikslas - ištirti Lietuvos įkalinimo įstaigų meninės socialinės edukacijos kaip resocializacijos ypatumus. Darbe analizuojama nuteistųjų resocializacijos samprata, įkalinimo įstaigose vykstančios meninės socialinės edukacijos realijos. Temos aktualumui ir naujumui pagrįsti atlikti kiekybinio ir kokybinio tipo tyrimai. Apklausus 290 nuteistųjų, kalinčių Lukiškių kalėjime, Vilniaus 2–uosiuose pataisos namuose ir Panevėžio moterų kalėjime paaiškėjo, kad nors meninės veiklos užsiėmimai įkalinimo įstaigose vyksta, juos lanko ne visi. Apklausus 33 Vilniaus ir Panevėžio įkalinimo įstaigų vadovaujančio personalo darbuotojus bei meninės veiklos specialistus, dirbančius su nuteistaisiais, nustatyta, kad įstaigose vyksta meninės veiklos užsiėmimai (iš jų dažniausiai - dailės ir muzikos), tačiau ne visiems nuteistiesiems pasiūloma juose dalyvauti, be to, ne visi nuteistieji priima šį pasiūlymą ir noriai lanko užsiėmimus... [toliau žr. visą tekstą]
Topic of the work: the peculiarities of artistic social education as resocialization for prisoners. The topic is relevant because a successful integration of a prisoner into society depends a lot on resocialization process that takes place through adaptation, correction and integration stages. One of alternative resocialization means of convicts is artistic social education. In imprisonment institutions of the country people are engaged in artistic activities, but not sufficiently. There are no conditions or conditions are not satisfactory for resocialization of prisoners, there is a lack of specialists, weak material base and little interest. Aim of the work: to research the peculiarities of artistic social education as resocialization of imprisonment institutions. In the work one analyzes the conception of resocialization of prisoners, and realia of artistic social education that take place in imprisonment institution. To prove the relevance and novelty of the topic one performed qualitative and quantitative researches. 290 prisoners were questioned that are in Lukiskiu prison, in Vilnius 2nd correction institution and Panevezys women prison. It was found out that although artistic activities take place in imprisonment institutions, not all people attend them. When 33 leading personnel employees of Vilnius and Panevezys imprisonment institutions and specialists of artistic activities that work with prisoners were questioned, it was found out that artistic activities took... [to full text]

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Rosenbohm, Dominique. „Art & Peace, Peace Education and Performing Artist’s Reflections“. Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23323.

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This thesis is confronting literature on art and peace and on peace education with reflections of young performing artists. The artists have been interviewed on their experiences in theatre, music and dancing. From comparing the interview outcomes with the literature this thesis is trying to add an artist’s perspective to existing knowledge of cooperation of art and peace. The research concludes that within the examined performing artists’ reflections, there are similarities and differences to the literature detectable, which might indicate possibilities and concerns for the cooperation of art and peace and the use of performing arts in peace education. It also indicates that there is a lot more room for further research.

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Erenrich, Susan J. „Rhythms of Rebellion: Artists Creating Dangerously for Social Change“. Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1286560130.

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Bücher zum Thema "Artistic and social education"

1969-, Hart Thomas E., und Friedrich Nietzsche Society Conference, Hrsg. Nietzsche, culture and education. Farnham, Surrey: Ashgate, 2009.

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1969-, Hart Thomas E., und Friedrich Nietzsche Society Conference, Hrsg. Nietzsche, culture and education. Farnham, Surrey: Ashgate, 2009.

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1969-, Hart Thomas E., und Friedrich Nietzsche Society Conference, Hrsg. Nietzsche, culture and education. Farnham, Surrey: Ashgate, 2009.

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Marino, Dian. Wild garden: Art, education, and the culture of resistance. Toronto: Between The Lines, 1997.

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Bularga, Tatiana, M. Tetelea, L. Graneţkaia, L. Evdochimov und L. Poh, Hrsg. "Educaţia artistică în contextul mediului social-cultural al sec. al XXI-lea", conf. şt.-practică intern. (2013 ; Bălţi). Educaţia artistică în contextul mediului social-cultural al sec. al XXI-lea : Materialele conf. şt.-practice intern., Bălţi, 7-8 noiem. 2013 = Artistic Education in the Context of the Socio-Cultural Environment of the 21st Century. Ch.: Şagius-Grafic, 2014.

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L, Kalaberda V., Kupet︠s︡ L. A und Kalaberda A. B, Hrsg. Perspektivy razvitii︠a︡ khudozhestvennogo obrazovanii︠a︡ v mestakh kompaktnogo prozhivanii︠a︡ karelov: Sbornik materialov nauchno-prakticheskoĭ konferent︠s︡ii, 21-22 apreli︠a︡ 2006 g. Petrozavodsk: Izd-vo Petrozavodskogo universiteta, 2006.

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J, Moody William, und Artistic Intelligences Conference (1989 : University of South Carolina), Hrsg. Artistic intelligences: Implications for education. New York: Teachers College Press, 1990.

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editor, Miranda Fernando author, Camnitzer Luis 1937 author und Gogan Mónica contributor, Hrsg. No fue posible encontrar lo que buscabamos: Reflexiones sobre practicas culturales, acciones artisticas y educacion. Montevideo: Ediciones CasaMario, 2021.

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Silvia, Sitton, und Fondazione Giovanni Agnelli, Hrsg. Non di sola arte: Viaggio in Italia tra voci e numeri della giovane arte contemporanea. Torino: Fondazione Giovanni Agnelli, 2007.

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Griffith, Julie. Social Education Unit. London: Islington Youth Service, 1994.

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Buchteile zum Thema "Artistic and social education"

Wang, Yue. „Globalization’s Influence on Artistic Vision: Perspectives from Diverse Artists“. In Advances in Social Science, Education and Humanities Research, 154–61. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-259-0_19.

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Ruci, Wening, Indah Angge und Djuli Djatiprambudi. „Empowering Artistic Communities: Strategies for Effective Arts Management“. In Advances in Social Science, Education and Humanities Research, 626–31. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-152-4_59.

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Wibawanto, Wandah, und Rahina Nugrahani. „Immersive Application for Fostering Children’s Artistic Development and Environmental Awareness“. In Advances in Social Science, Education and Humanities Research, 145–58. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-238-5_14.

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Brower, Richard. „The Role of Social Comparison in the Artistic Development of Vincent van Gogh“. In Education, Arts, and Morality, 63–84. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-306-48671-7_4.

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Chen, Xianyi. „Exploring the Evolution of Artistic Expression: A Journey Through Art History“. In Advances in Social Science, Education and Humanities Research, 179–85. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-259-0_22.

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Qin, Ke. „Artistic expression of “People’s Nature” implications of the new mainstream film Sniper“. In Advances in Social Science, Education and Humanities Research, 235–43. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-222-4_28.

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Wang, Yuting. „On the Artistic Expression of Traditional History Museums in the Digital Era“. In Advances in Social Science, Education and Humanities Research, 297–305. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-170-8_32.

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Ardipal und Ahmad Zikri. „Patterns and Strategies for Developing Student’s Artistic Talent in Elementary School in Padang City“. In Advances in Social Science, Education and Humanities Research, 99–103. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-124-1_15.

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Tian, Jiahui. „Passivity and nothingness: On the artistic creation of medieval Christian the Madonna in art“. In Advances in Social Science, Education and Humanities Research, 818–28. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-271-2_97.

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Aditya, Christian. „Historical Accuracy and Artistic Expression in 3D Digital Sculpting: Exploring Marcus Aurelius as Historical Representation“. In Atlantis Highlights in Social Sciences, Education and Humanities, 58–67. Dordrecht: Atlantis Press International BV, 2024. http://dx.doi.org/10.2991/978-94-6463-390-0_7.

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Konferenzberichte zum Thema "Artistic and social education"

Draghici, Maria. „Transpedagogy“. In Conferința științifică internațională "Învăţământul artistic – dimensiuni culturale". Academy of Music, Theatre and Fine Arts, Republic of Moldova, 2022. http://dx.doi.org/10.55383/iadc2022.32.

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What does school mean today? A place, an institution, a situation, a circumstance, a socio-cultural context, an attitude, a corpus of mobile ideas and practices or a constellation of all transference relations in obtaining, inventing and accumulating knowledge? In the last decade, we are witnessing a crisis of the school, in which the philosophy of education follows or is influenced by the current structure of the neo-liberal market, imposing in the education system the same two distinct categories: market owners and consumers (clients). Simultaneously, artists, philosophers and activists are beginning to work in social practice and build alternatives to the neo-liberal educational system. Schools or temporary experiments run by artists move social practice outside the school institution, the theater or the gallery, of the institutions in general, trying to put pressure on the current educational system, which would be given social-critical meanings and which would facilitate thus, access to art and education for a wider audience, through its reconfiguration as a dynamic factor within the community.

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Ștefănescu, Mirela. „THE SPIRIT OF SOLIDARITY REFLECTED IN EDUCATION AND CULTURE“. In Conferinţa ştiinţifică internaţională „Învăţământul artistic – dimensiuni culturale“ 2023, 192–95. Academy of Music, Theater and Fine Arts, 2024. http://dx.doi.org/10.55383/iadc2023.34.

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The article summarizes, in the context of major and simultaneous world crises (sanitary, war, climatic, natural, economic and sociological), some aspects related to the need to reconfigure humanity, which is translated into the dimension of spiritual, educational, relational and social values. I propose, therefore, a synthetic look at some cultural and educational events which can generate a multidimensional connection of the artistic discourse. In this sense, I will transpose two of the most important events regarding the dynamics of artistic higher education and the evolution of artistic research at the “George Enescu” National University of Arts from Iaşi, as well as cultural events which reflect the spirit of solidarity

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Doloza, A. V. „TRADITIONAL CULTURE AS A MEANS OF ARTISTIC AND AESTHETIC EDUCATION OF PUPILS“. In XIV International Social Congress. Russian State Social University, 2015. http://dx.doi.org/10.15216/rgsu-xiv-151.

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Mokhnatkin, N. S. „ARTISTIC AND AESTHETIC CONCEPTS OF EDUCATION AND UPBRINGING OF CHILDREN: TRADITIONS AND INNOVATIONS“. In XIV International Social Congress. Russian State Social University, 2015. http://dx.doi.org/10.15216/rgsu-xiv-330.

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Hua, Chudi, und Mengting Yu. „Innovations in Art Education: Analyzing New Teaching Methods, Technology Integration, and Unique Curriculum Designs Reshaping Art Education in Higher Education Institutions“. In 5th World Conference on Arts, Humanities, Social Sciences and Education, 81. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-1-4-048.

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Art education in higher education institutions is undergoing a significant transformation, driven by innovative teaching methodologies, the integration of advanced technologies, and unique curriculum designs. This study analyzes these developments, focusing on how they are reshaping the landscape of art education and enhancing the learning experience for students. The evolution in art education is not only enriching artistic practices but also broadening the scope of opportunities for art students in the digital age. One of the primary innovations is the incorporation of digital technologies in art education. The use of digital tools such as graphic tablets, digital sculpting software, and virtual reality (VR) platforms has revolutionized traditional art forms, creating new realms for artistic expression. This technological integration enables students to explore and create art in ways that were previously unimaginable, fostering creativity and expanding the boundaries of art. Another significant advancement is the adoption of interdisciplinary approaches in art education. Contemporary curriculum designs now often blend art with subjects like science, technology, engineering, and mathematics (STEM), encouraging a holistic understanding of art in the context of broader societal and technological trends. This interdisciplinary approach not only enhances artistic creativity but also equips students with diverse skills, making them more versatile and employable in the modern workforce. In conclusion, the innovations in art education within higher education institutions are profoundly influencing how art is taught, practiced, and perceived.

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Kirillova, Irina, und Albina Myshkina. „FOLKLORISM IN THE ARTISTIC STRUCTURE OF THE CHUVASH AND MORDOVIAN DRAMA“. In INTCESS 2022- 9th International Conference on Education & Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.51508/intcess.202203.

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Sustaita, Dr Antonio. „Breached Walls in Mexico: Art, violence and public space in Teresa Margolles’ Walls“. In 5th World Conference on Arts, Humanities, Social Sciences and Education, 30. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-1-4-004.

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With the title Psychobuildings Martin Kippenberger published in 1988 a peculiar photography book. It deals with architectural structures that are incomplete, either because they are not finished or because they have been subjected to a demolition process. Such buildings, which conjure up eccentric and idiosyncratic spaces, could be thought of as psychotic because of the ruptures caused in the regulated fabric of the modern urban landscape. In 2008 (May 28-August 25) the exhibition Psycho Buildings was held at The Hayward, (London, U.K.). The participating artists aimed to reanimate and explore the diverse ways in which we inhabit our environments, not only from a phenomenological point of view, but foregrounding the complex social and cultural nuances of architecture. There is an essential change in relation to Kippenberger's work: it is no longer about unfinished or demolished buildings recorded photographically, but artistic works that manifest a clear fusion between sculpture and architecture, whose purpose is to highlight Kippenberger's initial concern: the psychological dimension of architectural products. The artistic search of Mexican artist Teresa Margolles (Culiacán, Sinaloa, 1963) has evolved from a phase related to the victims of general violence in Mexico, with the group SEMEFO (1990-1993), to a stage focused almost exclusively on the victims of confrontations between criminal groups. For this very reason, it is surprising that despite such a radical approach, the artist became the national representative at the Venice Biennale in 2009 with a work alluding to this type of violence: "What else could we talk about? Since then she has become an international referent of what Walter Benjamin called the "politicization of art" as opposed to the "aesthetization of politics". The main purpose of this research is to analyze the following works by Margolles, in order to understand the important art-city-violence relationship in contemporary Mexico: Muro baleado (Culiacán, 2009), Muro baleado Ciudad Juárez (2010), Decálogo (2008), PM 2010 (2012).

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Gu, Yu, Ting Chen, Luodanni Liu, Xin Li und Yuan Cheng. „The Theory of "Social Reproduction" of Artistic Culture Productivity“. In Proceedings of the 3rd International Conference on Art Studies: Science, Experience, Education (ICASSEE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icassee-19.2019.129.

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Șeican, Valeria. „ARTISTIC EDUCATION — FOUNDATION FOR BUILDING A HEALTHY AND PROSPEROUS SOCIETY“. In Conferinţa ştiinţifică internaţională „Învăţământul artistic – dimensiuni culturale“ 2023, 196–200. Academy of Music, Theater and Fine Arts, 2024. http://dx.doi.org/10.55383/iadc2023.35.

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Despite the total ignorance towards the field of artistic education, manifested in time, however, the Republic of Moldova, thanks to enthusiasts, continues to keep the art schools, colleges, the Academy. The system of institutions exists, but its importance and capitalization stagnates. Even in these unfavorable conditions, the system provides fascinating results, which, however, are used outside the country. There must be adopted the government policy of the civilized states that have realized that culture, through the creativity centers, is a driver of the social and economic development of a territory.

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Zhang, Hefeng. „Artistic Exploration of Competitive Wushu Routine“. In 2017 2nd International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/mmetss-17.2017.49.

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Berichte der Organisationen zum Thema "Artistic and social education"

Nucera, Diana J., und Catalina Vallejo. Media-making Pedagogies for Empowerment & Social Change: An Interview with Diana J. Nucera (AKA Mother Cyborg). Just Tech, Social Science Research Council, Februar 2022. http://dx.doi.org/10.35650/jt.3022.d.2022.

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" As part of our “What Is Just Tech?” series, we invited several social researchers–scholars, practitioners, artists, and activists—to respond to a simple yet fundamental question: “What is just technology?” This interview was conducted by Just Tech program officer Catalina Vallejo, who spoke with Diana J. Nucera, AKA Mother Cyborg, a multimedia artist, educator, and organizer based in Detroit, Michigan. Nucera (she/her) uses music, performance, DIY publishing, community-organizing tactics, and popular education methods to elevate collective technological consciousness and agency. Her art draws from and includes eleven years of community organizing work in Detroit. In their conversation, Vallejo and Nucera spoke about the history of independent media and the internet, the potential of media-making pedagogies for empowerment and social change, and being optimistic about opportunity in the midst of great challenges."

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Schell, Laurie. Introduction to Case-making and Systems Change in Arts & Cultural Education. Creative Generation, Februar 2022. http://dx.doi.org/10.51163/creative-gen009.

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Introduction to Case-making and Systems Change in Arts & Cultural Education is an overview of a collaborative project between Creative Generation and ElevateArtsEd undertaken to better understand how practitioners - such as artists, educators, community leaders, and more - can make the case for and also advocate through arts and culture to drive systemic change and address complex challenges. The project seeks to expand the knowledge base of case-making and systems change in the field of arts and cultural education and provide resources to support effective actions for practitioners and young creatives. Investigating both the theory and the practice of case-making, the introductory article draws on research from three distinct sectors: cultural, education, and social justice. The approach represents both the science of advocacy-- building blocks for understanding what effective advocacy looks like-- and the art of advocacy with calls for improvisation, adaptability, and generative thinking, all characteristics of art making. The article describes six key learning themes and an expanded model for advocacy focused on self, field, and sector through an overarching lens of social justice.

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Bilous, Oksana. FEATURES OF ADVERTISING IN WESTERN UKRAINIAN PRESS. Ivan Franko National University of Lviv, März 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12173.

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In the article, advertising communication is explored in the context of socio-political, socio-economic, and cultural-legal processes in Eastern Galicia (1919–1939); The ideological and educational concept of advertising materials is outlined, and the features of shaping Ukrainian civic-state consciousness, national and universal moral-spiritual values, interethnic mutual respect, and tolerance under the influence of press advertising are characterized. In the four chapters of the monograph, a comprehensive study of the essence of Ukrainian press advertising communication in Eastern Galicia is conducted for the first time in the field of journalism science. Iryna Nironovych introduced documents and unpublished materials from eight Ukrainian and Polish archival funds into scientific circulation that are directly related to the development of advertising in Western Ukrainian press. The monograph characterizes the national dominant of press advertising discourse in the conditions of Ukrainian nation’s statelessness. After analyzing advertising in 23 newspapers and magazines, the author of the monograph revealed the specific features of creating information-rich, morally ethical advertising content based on Ukrainian ethnonational principles within the territory of the Polish state. The author also justified the necessity of advertising communication as a means of promoting social solidarity and shaping high moral and spiritual values, as well as humanistic worldview and national beliefs among advertisers and consumers. The monograph characterizes not only the content of information about products and services (verbal and non-verbal parameters) but also the mental traits that, in the conditions of the Polish state, contributed to the promotion of Ukrainian moral and spiritual values. Advertising serves a complex of functions that are essential for meeting the economic, social, cultural, and moral-spiritual needs of the human community. In the conditions of the Second Polish Republic, the situation of Ukrainians motivated advertisers to seek a special socio-psychological, educational, regulatory, and ideological approach to creating advertising. The article emphasizes that advertising announcements with elements of national-patriotic coloring encompassed two components – informational and ideological. Advertising for Ukrainian books on historical topics, magazines, and public organizations carried an enlightening and educational, as well as an emotionally informative character. Press advertising communication in the fields of industrial and agricultural production, trade, household services, and cultural and artistic life served as an emotionally rational factor in strengthening the information-psychological structure of the Ukrainian national community.

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Helliwell, John, und Robert Putnam. Education and Social Capital. Cambridge, MA: National Bureau of Economic Research, Mai 1999. http://dx.doi.org/10.3386/w7121.

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Crawford, Claire. Education inequality and social mobility. The IFS, September 2016. http://dx.doi.org/10.1920/ps.ifs.2024.0586.

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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.

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Salomon, R., H. Løvdal und E. M. Osmundsen. “Workers’ Education Programme on Social Dialogue - Social Dialoge and Youth Employment”. Oslo: Arbeidsforskningsinstituttet, 2007. http://dx.doi.org/10.7577/afi/fou/2007/4.

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Lundy, Sarah. Leveraging Digital Technology in Social Studies Education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1742.

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Wright, Lynda. A Holistic Approach to Social Work Education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1866.

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Timme, Mary. Social work continuing education needs assessment study. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2109.

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