Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Artistic and social education.
Zeitschriftenartikel zum Thema „Artistic and social education“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Zeitschriftenartikel für die Forschung zum Thema "Artistic and social education" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Zeitschriftenartikel für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
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.
Der volle Inhalt der QuelleAnnotation:
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.
2
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.
Der volle Inhalt der QuelleAnnotation:
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.
3
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.
Der volle Inhalt der QuelleAnnotation:
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.
4
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.
Der volle Inhalt der Quelle
5
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.
Der volle Inhalt der QuelleAnnotation:
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.
6
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.
Der volle Inhalt der QuelleAnnotation:
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
7
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.
Der volle Inhalt der QuelleAnnotation:
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.
8
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.
Der volle Inhalt der QuelleAnnotation:
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.
9
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.
Der volle Inhalt der QuelleAnnotation:
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.
10
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.
Der volle Inhalt der QuelleAnnotation:
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.
11
Fernbach, Elisabeth. „Social Entrepreneurship Education in Art Education of Future Primary School Teachers“. Discourse and Communication for Sustainable Education 11, Nr. 1 (01.06.2020): 26–40. http://dx.doi.org/10.2478/dcse-2020-0004.
Der volle Inhalt der QuelleAnnotation:
AbstractAs a part of the Art Education course, students of the primary school education develop competences in Art Education, Social Entrepreneurship Education and Human Rights Education (one sequence). For the students, a learning environment is created which is characterized by an artistic approach and input as well as by cooperative teamwork in the field of Social Entrepreneurship Education (SEE) and Human Rights Education (HRE). The focus lies on the development of creativity and on the awareness of sustainability as well as the experience of self-efficacy and the fostering of strategies that enable a change of perspective in order to arrive at innovative ideas. Common objectives of the three educational disciplines and connecting points within these three areas are analyzed.
12
Peñaloza-Caicedo, Andreia, Yanina Carrizo und Kelly Ka Lai Chan. „Materials as participants for social and ecological justice: An artistic hundred-word writing experiment“. JAWS: Journal of Arts Writing by Students 8, Nr. 1 (01.12.2022): 53–76. http://dx.doi.org/10.1386/jaws_00042_1.
Der volle Inhalt der QuelleAnnotation:
The pandemic and youth-led activism worldwide have disrupted the order of education systems and exposed existing social and ecological inequalities of all Earthly beings. Under radical uncertainty, as transdisciplinary researchers, we created an artistic hundred-word writing piece with materials as participants. We framed this experiment within posthuman thought, which criticizes anthropocentric practices. We recognize the agency and the mutual relationality of humans and other-than-humans in our pedagogical practices and research. We are education researchers at various stages of our Ph.D. studies. In this artistic writing practice, we share our diverse projects: a speculative creation of space, a multispecies ethnography of becoming-with dust and a visual ethnography of urban artistic activism. Following The Hundreds, we partake in each other’s research journeys through hundred-word units. The collaboration engages our rethinking of art and environmental education to answer the call for social and ecological justice.
13
Pita Castro, Juan Carlos. „Social gravities and artistic training paths: the artistic vocation viewed through the prism of the concept of temporal form of causality“. European Journal for Research on the Education and Learning of Adults 6, Nr. 2 (06.10.2015): 191–209. http://dx.doi.org/10.3384/rela.2000-7426.rela0146.
Der volle Inhalt der Quelle
14
Blažeka Kokorić, Slavica, und Ana Stojanović. „PRIMJENA UMJETNIČKOG STVARALAŠTVA U PROFESIJI SOCIJALNOG RADA“. Annual of Social Work 30, Nr. 3 (30.04.2024): 37–61. http://dx.doi.org/10.3935/ljsr.v30i3.472.
Der volle Inhalt der QuelleAnnotation:
Social work and art permeate in numerous elements. the aim of this paper is to describe how the application of artistic creation in the social work profession can contribute to the realization of different goals in social work. Additionally, the purpose of the paper is to show the ability of practical application of various artistic techniques in practice, research, education and supervision in social work. The introductory part presents the historical development and application of art in social work practice from the second part of the 19th century to date. The paper presents various forms of artistic expression that can be used in social work (graphic expression, photography and video, music, poetry, dance and movement, drama expression). The results of research and current knowledge about numerous positive effects of the inclusion of individuals and communities in artistic expression are mentioned. It is pointed out that artistic expression opens up a space for work on a change because it encourages the liberation of the unconscious and offers a reflection of alternative possibilities for problem-solving. In social work, artistic creation is a useful tool for the empowerment of individuals, groups and communities in the process of overcoming crises. It helps in the affirmation of the social position of the deprived groups of users. It is applied in the area of advocating human rights, social justice, social responsibility and respect for diversity. Artistic creation can offer social workers better insight into subjective perception and different experiences of users, but it can also serve as a form of personal reflection on exxperience from practice. the paper also describes some specific challenges that occur in the integration of art and the education of social workers. In conclusion, the importance of conducting further research and advancement of knowledge and skills of social workers in this area is emphasised. Key words: social work; artistic creation; welfare of individuals; groups and community
15
Qiu, Tian. „The Present Situation of Chinas Art Education in Primary and Secondary Schools“. Lecture Notes in Education Psychology and Public Media 17, Nr. 1 (26.10.2023): 172–77. http://dx.doi.org/10.54254/2753-7048/17/20231238.
Der volle Inhalt der QuelleAnnotation:
With the rapid development of present society, the demand of quality education of social talents is getting higher and higher. Not only for the traditional cultural curriculum, moreover, artistic and cultural attainments have an increasingly important impact on social work. For example, there are more and more jobs, such as original painters, exhibition staff, gallery workers and so on. These jobs require candidates have a certain degree of artistic accomplishment, artistic appreciation as well as a considerable extent of artistic practice ability. Although under the influence of the double reduction policy, the proportion of art courses such as music, fine arts and physical education has increased to a certain extent. However, these measures are too superficial, educational policy makers do not actually put art education as important as traditional culture courses. In addition, some regions have woken up to the problem and increased the proportion of arts courses. But this action is still too superficial, which confining art in both the inherent knowledge and theoretical framework. Furthermore, it fails to give play to students self-perception and creativity of art.
16
Gao, Hui. „Research on All-round Education in Ancient Book Theory“. Economic Society and Humanities 1, Nr. 3 (März 2024): 48–56. http://dx.doi.org/10.62381/e244309.
Der volle Inhalt der QuelleAnnotation:
Traditional Chinese literary and artistic criticism usually unifies moral standards and artistic standards. This criticism emphasizes the consistency of human and artistic style, closely combines art and life, and evaluates artistic works with moral standards as an important aspect of artistic standards. Like literature and art, calligraphy is closely related to morality. In ancient calligraphy criticism, the personality and morality of calligraphers are usually regarded as an important standard to judge the achievement of calligraphy. Therefore, there have been sayings such as "the book is the person" and "the book is the mind painting" in China since ancient times. Therefore, the art of calligraphy can be called a moral activity, and calligraphy criticism can also be called a moral criticism. Ancient China has a long history and a long time span. Social life and cultural trends in different historical periods have a profound impact on the emergence, development and change of artistic functions. As a special spiritual production, art is to meet people's aesthetic needs as the main purpose, while taking into account other values as the auxiliary purpose. This paper studies the function of all-round education of calligraphy art and its influence and value on the present calligraphy.
17
Eşi, Marius Costel. „The Humor as a Form of Artistic Expression in Education“. Review of Artistic Education 22, Nr. 1 (01.06.2021): 275–82. http://dx.doi.org/10.2478/rae-2021-0034.
Der volle Inhalt der QuelleAnnotation:
Abstract The relevance of the idea of humor at the social level expresses, from our viewpoint, the need to understand, assume and, why not, use it at the level of social communities. Under these conditions, we consider the usefulness and functionality/applicability of such an idea in educational terms, and in particular, at the level of the class of students. Such an idea is the very idea of humor as it is found in the educational dimension. Moreover, our interest is focused upon seeing and to what extent, the idea of humor can be considered to be an art, if we consider stylized / “aestheticized”, artistic, expressive criteria. That is why, the assumed purpose of this approach that we have achieved consists in an exhaustive analysis of the idea of humor and, implicitly, of the art of humor in education, as well as of the way in which it manifests and it is recognized at the educational level.
18
Балина und T. Balina. „Artistic and Creative Activity As the Basis of Artistic and Creative Technology of Spiritual Education“. Socio-Humanitarian Research and Technology 5, Nr. 1 (17.02.2016): 78–81. http://dx.doi.org/10.12737/18428.
Der volle Inhalt der QuelleAnnotation:
The article touches upon the problem of spiritual upbringing
of the younger generation on the basis of art, and using art and
creative technologies as a means of education. The concept of
"creative activity" in the context of the concepts "creativity" and
"creative activity" is considered. The specificity of art-creative
technologies in social work as a means of influence and interaction
with students, as a way of organizing and functioning of the content
of educational activities is determined. The author shows the pedagogical
nature of art-creative technologies in the system of interrelated
actions of the teacher and the pupil. The nature of artcreative
technologies in the field of art education is given. The
concept of "pedagogical technology", contributing to the initiation
and direction of cognitive activity, and encourage artistic and creative
expression nurture is considered. The article gives the analysis
of possibilities of artistic and creative technology as a pedagogical
means of spiritual education.
19
Wang, Weiying. „Developmental Approaches to Artistic Literacy as Exemplified by Museums“. Communications in Humanities Research 18, Nr. 1 (07.12.2023): 164–69. http://dx.doi.org/10.54254/2753-7064/18/20231149.
Der volle Inhalt der QuelleAnnotation:
With the development of society, we have gradually entered the age of information technology, and social art education has improved the worlds artistic and cultural literacy. With the prosperity of culture and the economy, art education and art literacy continue to move towards sustainable development. Contemporary students should have diversified artistic literacy, this paper focuses on expanding the realization of artistic literacy education, formulating artistic literacy means according to the learning behavioral ability of different students, providing space for aesthetics and dissemination through campus art exhibitions, improving students artistic and cultural literacy ability, and stimulating students enthusiasm for creation. This paper uses the use of museums as a means of developing artistic literacy, improving students artistic literacy, understanding and interpreting the world through direct experience in relation to phenomena, and stimulating students interactive experiences within museums. Through simple skinning and media synchronization of museum exhibits, students are able to better understand the meaning behind the exhibits in order to enhance the importance of art and the development of artistic literacy in young contemporary students.
20
Danielewicz, Witold. „Role of Music Education in Social and Cultural Integration“. Journal for Perspectives of Economic Political and Social Integration 27, Nr. 1 (21.03.2022): 81–112. http://dx.doi.org/10.18290/pepsi-2021-0004.
Der volle Inhalt der QuelleAnnotation:
The article aims at interpreting the collective behaviour of people subjected from early childhood to music education carried out with new, pioneering methods. This specific education takes place in Poniatowa, a small town in Lublin Voivodship, where a “musical conglomerate” has been in operation for 47 years, founded and managed to this day by a married couple of musicologists, Danuta and Witold Danielewicz. During the artistic work, unexpected and interesting effects of musical education have been observed, influencing the social integration of the children and young people subjected to this education.
21
Postolachi, Iulia. „Specificity and levels of artistic excellence of teaching staff in primary education“. Acta et commentationes: Științe ale Educației 30, Nr. 4 (Dezember 2022): 175–81. http://dx.doi.org/10.36120/2587-3636.v30i4.175-181.
Der volle Inhalt der QuelleAnnotation:
The article presents the description of the results of the experimental pedagogical research of the artistic excellence of primary education teachers carried out in the continuous training courses in the field of professionalization. The content of the article includes the experimental data at the ascertainment stage regarding the levels of formation of artistic excellence of teaching staff and the particularities of their affirmation through values (artistry, expressiveness, communicative assertiveness, enthusiasm and choreographic mastery, etc.) and specific components (theatrical, artistic communication, deontology pedagogical and professional identity) affirmed in the intrapersonal area and the social area in deontological conduct.
22
Ma, Qiong. „Positive effect analysis of combining five education concepts on mixed depression among college students“. CNS Spectrums 28, S2 (Oktober 2023): S146. http://dx.doi.org/10.1017/s1092852923006223.
Der volle Inhalt der QuelleAnnotation:
BackgroundMixed-type depression among college students is a common mental health problem. The concept of simultaneous development of the five educations emphasizes comprehensive quality education and has been widely applied in higher education.Subjects and MethodsStudents selected from a university are the research subjects and are divided into an experimental group and a control group. The experimental group received comprehensive quality education that conforms to the concept of simultaneous development of the five educations, including academic education, physical exercise, moral cultivation, artistic cultivation, and social practice; The control group continued to receive traditional academic education. The study collected students’ depression scores and mental health questionnaire survey data as research indicators and used Stata statistical software for data processing and analysis.ResultsThe depression scores of the experimental group students significantly decreased. The specific numerical change data shows that the depression score of the experimental group students decreased from the initial 24.5 to 16.3, while the depression score of the control group students decreased from the initial 25.2 to 20.1.ConclusionsThe research results indicate that the concept of combining five educations has a positive effect on college students. The implementation of comprehensive quality education, including academic education, physical exercise, moral cultivation, artistic cultivation, and social practice, can effectively reduce the occurrence and degree of mixed depression among college students.AcknowledgementThe graduate education research project of Southwest Jiaotong University in 2020 (No. yjg4-2020-tz03-1).
23
Lysovska, Iryna, und Olga Ryzhova. „ABOUT EDUCATION OF MUSICAL ACADEMIES STUDENTS’ ARTISTIC ABILITIES“. Aesthetics and Ethics of Pedagogical Action, Nr. 15 (09.03.2017): 153–62. http://dx.doi.org/10.33989/2226-4051.2017.15.175936.
Der volle Inhalt der QuelleAnnotation:
The importance of the theme is caused by modern tendencies of cultural life of society which feels need in the preparing of highly qualified specialists who can work under the conditions of the transformation of all spheres of social life in our country. On this background the deficit of musical-pedagogical investigations has been found especially concerning artistry.It arose in the epoch of Romantism and included external expression of inner feelings. Artistry appears in the interpretation as the main factor of musician’s appearance. In connection with this the first task of the performer – to emphasize trunk drama line. It absorbs auditory control which covers all elements of sound context.The work of art is “the openness” for countless interpretation. That is why we have poly variety of artistic deliveries of musical imagery. But the performer must strictly control stylistic parameters of the work of art not to distort artistic image.We has chosen as examples K. Dedjussi’s two preludes B. Lyatoshynsky’s and three preludes to show that they are available to the performer of middle level of fortepiano’s preparation.Artistry of the delivery of these images will be consisting in deep concentration on rhythm, strict performance of composer’s remarks which underline images. The work on these works of art and their performing in the open concerts will develop the taste to scene incarnation and enrich range of artistry showed in perception and interpretation of musical art.
24
De Arriba, Raúl, und María Vidagañ. „Sharing Drawings with Smartphones in the Classroom – Art-Based Education in Social Sciences“. International Journal of Emerging Technologies in Learning (iJET) 15, Nr. 15 (14.08.2020): 229. http://dx.doi.org/10.3991/ijet.v15i15.14259.
Der volle Inhalt der QuelleAnnotation:
This article identifies the factors that indicate the opportunity of reviewing the methods in teaching economics in order to overcome the traditional teaching-learning scheme that overvalues rote learning and find formulas that facilitate the development of analytical skills. On the other hand, this work points out the importance of developing creative competences. One way to do this is to introduce artistic practices in the classroom, even in non-artistic subjects. In this work an experience of education based on the arts is presented. Thanks to smartphone cameras, students can share and project drawings in the classroom immediately to facilitate group learning. The proposal is to represent the economic problems of the third world through drawings made by students of Sociology at the University of Va-lencia (Spain). The experience shows positive results in terms of students' engagement and creativity development.
25
Тіщенко, О. М. „ФОРМУВАННЯ ГРОМАДЯНСЬКОЇ СВІДОМОСТІ УЧНІВСЬКОЇ МОЛОДІ ЗАСОБАМИ ХОРЕОГРАФІЧНОГО МИСТЕЦТВА“. Spiritual-intellectual upbringing and teaching of youth in the 21st century, Nr. 3 (2021): 208–11. http://dx.doi.org/10.34142//2708-4809.siuty.2021.49.
Der volle Inhalt der QuelleAnnotation:
Civic education is expressed in culture, social information and motivation for social activity. Civic education influences the formation of spiritual person’s needs and interests, ethical and aesthetic manners, legal consciousness and behaviour, artistic ideals and tastes of people.
26
Dhiu, Konstantinus, und Dek Ngurah Laba Laksana. „The Aspects Of Child Development On Early Childhood Education Curriculum“. Journal of Education Technology 5, Nr. 1 (08.04.2021): 1. http://dx.doi.org/10.23887/jet.v5i1.30764.
Der volle Inhalt der QuelleAnnotation:
Selection of learning objectives that are not quite right can affect the success of the implementation of learning, so a learning device is needed with attention to the formulation of learning objectives. This study aims to analyze learning tools regarding the learning objectives of language aspects, social emotional aspects, artistic aspects, religious and moral aspects, and physical motor aspects in the 2013 Curriculum curriculum. This type of research is a development research with the Rowntree development model. The subjects of this research are learning tools regarding the learning objectives of language aspects, social emotional aspects, artistic aspects, religious and moral aspects, and motoric physical aspects. The data collection method used in this research is to use the interview method, the questionnaire method and the documentation method. The data analysis technique used in this research is qualitative descriptive analysis technique and quantitative descriptive statistical analysis. The results of this study obtained an assessment of the learning tools developed with an average score of 4.7 by content experts, an average score of 4.3 by learning design experts, and an average score of 4.6 by linguists. The conclusion of this research is. Learning tools regarding the learning objectives of language aspects, social emotional aspects, artistic aspects, religious and moral aspects, and physical motor aspects in the 2013 Curriculum are deemed appropriate for use in early childhood learning.
27
Karam, Muayyad Ahmed. „COMPETENT APPROACH AS A FACTOR OF PROFESSIONAL DEVELOPMENT OF STUDENTS OF ARTISTIC SPECIALTIES“. Educological discourse, Nr. 3-4 (2019): 92–99. http://dx.doi.org/10.28925/2312-5829.2019.3-4.9299.
Der volle Inhalt der QuelleAnnotation:
The study deals with the conceptual approaches to the process of formation of competences of students of artistic specialties. The main goal of the educational process for students of artistic specialties, which consists in the comprehensive development and arming of essentially important competencies, theoretical knowledge and practical skills, the ability to think creatively, to improve practically their own individual abilities is determined. The ideology of artistic education is characterized in terms of a competent approach. The essence of the concepts of «competence», «aesthetic competence», «aesthetic competence of students of artistic specialties» are revealed. The author's definition of the concept of aesthetic competence of students of artistic specialties, which is considered as an integral personality education, characterized by the ability of an individual to perceive, appreciate and realize beautiful is presented. The components of aesthetic competence of students of artistic specialties (aesthetic perception, aesthetic feelings, aesthetic needs, aesthetic tastes, aesthetic ideals) are determined. The features of a competent approach in the context of artistic education are outlined. The description of the main artistic and graphic competences of students of artistic specialties is given, as: integral, special, methodical, design and aesthetic. The list of qualities that a future specialist in the area of artistic education should possess (initiative, commonwealth, learning ability, reaction flexibility and thinking) are presented. The importance of improving the competences already acquired in previous years (subject, social, general cultural, legal, IT competencies, health-saving, competence of self-development, etc.) are emphasized.
28
Жунцзи, В. „Features of the Soviet period of artistic academic education“. Management of Education, Nr. 5(51) (30.06.2022): 115–20. http://dx.doi.org/10.25726/n4865-4056-8907-f.
Der volle Inhalt der QuelleAnnotation:
В статье рассмотрены особенности советского периода художественного академического образования. Проанализированы этапы ее становления. В начале ХХ вв. старая академическая система художественного образования подверглась значительным изменениям. Были разработаны новые программы обучения, отрицающие принципы академического образования. В дальнейшем были предприняты попытки возращения к старой академической системе с учетом социальных условий и партийной идеологии. Советский период оказал неоднозначное влияние на дальнейшее развитие академического образования, оставив большое количество явлений и направлений художественного творчества. The article considers the features of the Soviet period of artistic academic education. The stages of its formation are analyzed. At the beginning of the twentieth century. the old academic system of art education has undergone significant changes. The ideology of the ruling party had a great influence on the formation of art education in the Soviet period. New curricula were developed that denied the principles of academic learning. Subsequently, attempts were made to return to the old academic system, taking into account social conditions and party ideology. The Soviet period had an ambiguous impact on the further development of academic education, leaving a large number of phenomena and trends in artistic creativity.
29
Spaulding, Jonathan. „The Natural Scene and the Social Good: The Artistic Education of Ansel Adams“. Pacific Historical Review 60, Nr. 1 (01.02.1991): 15–42. http://dx.doi.org/10.2307/3640417.
Der volle Inhalt der Quelle
30
Maravic, Manojlo. „Social constructions of the concept of child art“. Zbornik Instituta za pedagoska istrazivanja 46, Nr. 2 (2014): 385–98. http://dx.doi.org/10.2298/zipi1402385m.
Der volle Inhalt der QuelleAnnotation:
This text is a theoretical paper based on the method of critical discourse analysis of child art. The paper is aimed at presenting the genesis of this concept in order to reexamine the hitherto approaches and to support the thesis that children?s art is a cultural construct by using the arguments based on a socio-cultural research platform. The defining of this concept will be critically reviewed and the conditions and procedures for proclaiming children?s drawing as art will be pointed out. Once childhood started to be observed as an important separate period of human life in pedagogy and psychology, there consequentially appeared the notions of the uniqueness of children?s drawings, children?s artistic development and child art as a separate category, which is at the same rung of the evolutionary ladder as the art of the ?primitive? peoples. The discourse on the child as an artist was formed in the fields of psychology, theory of art and artistic practice and started to spread in the 20th century. With the development of psychoanalysis it obtained its ideological connotations. Teachers, pedagogues, psychologists and artists construct a set of narratives and theories about child art that reflect humanistic values of free self-expression. The above-mentioned theories still serve as the basis for the development of school practice of art education in the contemporary education systems. Therefore, it is important to offer to art pedagogues the new theoretical approaches that re-examine the hitherto modernist ideas on children?s drawings in order to change their attitude towards practice.
31
Park, Hosang, und Myoun Kim. „Concept and Significance of Social Engaged Arts Education: Engaged Arts Education as Expanded Art“. Korean Society of Culture and Convergence 45, Nr. 10 (31.10.2023): 1205–22. http://dx.doi.org/10.33645/cnc.2023.10.45.10.1205.
Der volle Inhalt der QuelleAnnotation:
The purpose of this paper is to examine the concept of participation that appears in modern cultural arts education and to examine the understanding and significance of arts education by relating this concept to solving social problems. In this study, we looked into what artistic elements are important in participatory art education. Looking at Joseph Beuys's view of art and the characteristics of socially engaged art from a cross-pedagogical perspective, it was emphasized that this series of processes in modern art is ultimately a dialogic and educational performance that recognizes others. It is predicted that the flexible expansion of these creative activities and trans-pedagogical understanding of the arts will be the significance of participatory arts education in terms of problem solving in the future.
32
Humphries, Susan, und Susan Rowe. „Aspects of Museum Education in School“. LEARNing Landscapes 5, Nr. 2 (02.05.2012): 163–79. http://dx.doi.org/10.36510/learnland.v5i2.559.
Der volle Inhalt der QuelleAnnotation:
A group of teachers working with children, parents, and friends of the school have explored ways to develop environmental, artistic, social, and cultural awareness through events and workshops based on museum education. They saw power in the notion of collections of things that would impact on children’s formal and informal learning. This article describes aspects of museum education in school.
33
Lutfi, Dina A. M. „Broadening the Understanding of Art Education“. Journal of Research in Philosophy and History 2, Nr. 2 (23.09.2019): p146. http://dx.doi.org/10.22158/jrph.v2n2p146.
Der volle Inhalt der QuelleAnnotation:
This paper aims to explore the possibilities of approaching art education teaching methods with pragmatism. In the traditional sense, the role of the art educator has been to develop technical and visual skills of students. Today, the art educator is capable of developing teaching methods to enrich minds. Through thoughtful educational experiences, art educators may teach their students that works of art hold within them various social, cultural, personal meanings, and interpretations, which are an extension of the limitless possibilities explored by those who practice art making. Art educators must take into consideration students’ capacity in artistic learning. The understanding of art will differ as a result of students’ exposure to art, in addition to their understanding of everyday life. To arrive at new and renewed approaches, educators may pose questions, such as, how may art educators continue to teach traditional art, which is valuable when it comes to understanding the artistic styles that form diverse cultural and social fabrics, while also introducing contemporary art practices? In what ways may art educators engage with their students, share their experiences and knowledge, while simultaneously presenting them with new challenges?
34
Kornieiev, Vitalii, und Nataliia Zhelikhovska. „Contemporary Artistic Journalism. Article-Discussion“. Scientific notes of the Institute of Journalism, Nr. 1 (82) (2023): 56–65. http://dx.doi.org/10.17721/2522-1272.2023.82.4.
Der volle Inhalt der QuelleAnnotation:
The article formulates understanding of the modern artistic journalism in the context of understanding it as an element of professional training. The authors present the material in the form of a discussion, while the arguments and the counterarguments cover the key principles of current understanding of journalism in the modern information flow, taking into account a growing share of social media in the life of the society. The result of the discussion was formation of a scientific problem of the modern interpretation of artistic journalism in the system of media activities and in the field of content of professional media education. The key conclusion of the discussion was actualization of the need to rethink the artistic journalism as a model of reflecting the reality in the new information realities.
35
YÜCEIL, ZEYNEP GÜNSÜR. „An Obscure Performance in Life and Education“. Theatre Research International 44, Nr. 3 (Oktober 2019): 305–7. http://dx.doi.org/10.1017/s0307883319000361.
Der volle Inhalt der QuelleAnnotation:
After the military intervention of 1980, Turkey's intellectual and social democrats were devastated – imprisoned, escaped to exile, silenced, killed – in the hands of the coup d’état and all the prohibitions that came with it until the first half of the 1980s. Then the famous Turgut Özal government with its unprecedented liberal economic policies came into the picture. Towards the end of the 1980s, a new generation of theatre and performance artists started to stage their response to all this madness and became visible to older generations who had long lost hope and vitality in terms of artistic and humanitarian production. I had the chance to get involved in this artistic endeavour through some of the emerging initiatives, such as Green Grapes Dance Company, Bilsak Theatre Company, Şahika Tekand, Kumpanya, Dance Factory, DAGS (Interdisciplinary Young Artists Association), Hüseyin Katırcıoğlu and Assos Theatre Festival. The works were relentless and new. Bodies were in need of fresh air, and artistic expression in performance did not follow the traditional routes or accepted notions while fully embracing the possibility of not being seen. Actually, the emerging artists did not give a damn. Interestingly – or obviously – enough, most of them were outcasts coming from other fields such as sociology, literature, engineering, law and so on. In relation to this, the artistic and performative visions they put forward were truly interdisciplinary. The contemporary visual art scene and performing arts were in an honest conversation perhaps for the first time in Turkish art history.
36
Moon, HeeWon, und WoongJo Chang. „An Exploratory Study on Performance Indicators of Arts and Cultural Social Enterprises“. Korean Arts Association of Arts Management 68 (30.11.2023): 5–31. http://dx.doi.org/10.52564/jamp.2023.68.5.
Der volle Inhalt der QuelleAnnotation:
Arts and cultural social enterprises are organizations that create diverse social values through cultural activities. This study aims to explore performance indicators for arts and cultural social enterprises to enhance our understanding of their performance and investigate their sustainability. To this end, we reviewed and synthesized literature on arts and cultural social enterprises both domestically and internationally, focusing on the Social Value Index (SVI) and the Art & Culture Social Performance Evaluation Model (ARC-SPEM) currently in use. This synthesis informed the proposal of new performance indicators spanning social, economic, and artistic dimensions. Subsequently, a survey among arts and cultural social enterprise experts and a hierarchical analysis process (AHP) were conducted. The analysis highlighted the relatively recognized importance of social performance indicators compared to economic and artistic ones. ‘Cultural welfare and appreciation’ and ‘arts and cultural education’ emerged as priorities in the social dimension; ‘providing jobs for artists’ was prominent in the economic dimension; and ‘art as a social activity’—which employs art to generate diverse values— was underscored in the artistic dimension. However, a case study on the current performance measurement practices of arts and cultural social enterprises in Korea revealed inconsistencies in the criteria, terminology, and categories used across organizations, along with a lack of comprehensive quantitative and qualitative data for appropriate performance assessment. We conclude that to ensure the sustainability of arts and cultural social enterprises, it is crucial to concurrently consider the peculiarities of art jobs, donations and sponsorships, service-oriented activities, and genre-specific value chains from social, economic, and artistic perspectives. Furthermore, artistic performance indicators not only impact artistic outputs but also influence social and economic outcomes, highlighting the need to acknowledge each organization’s unique artistic nature. This study’s significance lies in its systematic and comprehensive identification of performance indicators, acknowledging the unique attributes of arts and cultural social enterprises. It provides a foundation for revisiting previously overlooked performance metrics and facilitates communication with various stakeholders by introducing new artistic performance indicators tailored to the arts and cultural sector.
37
Karczewski, Leszek, und Tamara Skalska. „THE ART OF CROSSING BORDERS. MUSEUM EDUCATION AND MIGRATION CRISIS“. Muzealnictwo 58, Nr. 1 (03.09.2017): 0. http://dx.doi.org/10.5604/01.3001.0010.3942.
Der volle Inhalt der QuelleAnnotation:
The authors consider the social duties of a museum institution. They describe the process of the Museum of Art in Łódź implementing a social and artistic project entitled The art of crossing borders, which was targeted at Chechen refugees living in the centre for refugees in Grotniki near Łódź. Joseph Beuys’s philosophy of art serves as the framework for the project’s interpretation.
38
Pérez Solís, Rocío. „El performance como recurso didáctico en la Educación Socia“. Qurriculum. Revista de Teoría,Investigación y Práctica educativa, Nr. 35 (2022): 123–31. http://dx.doi.org/10.25145/j.qurricul.2022.35.06.
Der volle Inhalt der QuelleAnnotation:
In this paper we present an innovation proposal for the use of performance as a didactic resource in the initial training of the Social Education Degree. Social Education involves a multidimensional practice, and its purpose is to contribute to the integral development of people, so we reflect on the figure of the educator and its possibilities of professionalization in the line of Education through Art. The core activity of this work are some didactic guidelines on how to work the components and elements that constitute the creation of a performance for the use of a social intervention by future social educators, focusing on this artistic practice as an active methodology. The objective is to approach the creative process and its didactic orientations to carry out the phases of interdisciplinary learning, to know the components of performance and the use of the multilanguage characteristic of contemporary art. Among the conclusions we highlight that the practice of performance as an intervention tool for the field of Social Education can generate new narratives in contemporary society and urges an initial training in these artistic practices.
39
Sulaieva, Nataliia. „CONVERGENCE OF DIFFERENT TYPES OF EDUCATION OF STUDENTS OF THE FACULTY OF PSYCHOLOGY AND PEDAGOGY OF POLTAVA V.G. KOROLENKO NATIONAL PEDAGOGICAL UNIVERSITY“. Aesthetics and Ethics of Pedagogical Action, Nr. 17 (09.03.2018): 119–27. http://dx.doi.org/10.33989/2226-4051.2018.17.176287.
Der volle Inhalt der QuelleAnnotation:
The article highlights the main aspects of the convergence of formal education of students of the Faculty of Psychology and Pedagogy of Poltava V. G. Korolenko National Pedagogical University with non-formal artistic education. It has been indicated that such a combination is possible due to the existence of an extensive network of artistic and creative groups at the faculty where non-formal artistic and educational activities are carried out. It has been emphasized that an important ground for the realization of this convergence was created by outstanding scientists, artists and public figures who worked at the university since its foundation. It has been determined that a new key point in the artistic education of the students of the Poltava pedagogical University is the period of the rectorate of the philosopher and the teacher I. Ziaziun. It has been stressed that during his leadership an overwhelming majority of artistic and creative groups were organized, which together with the newly formed nowadays are the centers of convergence of formal education of future specialists with non-formal artistic education. It has been noted that the activities of the participants of these groups influence the improvement of teacher training for the New Ukrainian School.The article describes the key competencies that are developed in the context of non-formal education: awareness and expression in the field of culture, social and civic competence, communication in the state language, etc. It has been noted that the artistic and educational activity of students in artistic and creative groups contributes to the development of the orientation of future specialists for the needs of each individual and the awareness of future educators of the through-all process of education, aimed at the formation of universal, national and personal values of the younger generation.
40
Krysiński, Dawid, und Jolanta Banaś. „Między nieudaną prowokacją a modelową integracją. O renesansie aktywizacji społecznej w wydaniu artystycznym“. Kultura i Społeczeństwo 62, Nr. 3 (27.09.2018): 83–102. http://dx.doi.org/10.35757/kis.2018.62.3.5.
Der volle Inhalt der QuelleAnnotation:
This article is based on an evaluation of the project “Entrance from the Courtyard,” which was conducted as part of the series of events connected with the European Capital of Culture Wrocław 2016. The aim was to mobilize local society through artistic activities. The authors consider the question of whether artistic activities, in association with an attempt at art education, could be an effective source of social activation. They also describe the conflicts resulting from tension between activation and education, and those elements of the activities that meant the beneficiaries of the project were not always the addressees of the activation. An evaluation has made it possible to show what types of artistic activities can favor overcoming difficulties, that is, what types can stimulate and maintain local social activeness. Creating a sense of agency is the way to the goal.
41
Szuścik, Urszula. „Wspólnotowość a sztuka i kształcenie estetyczne“. Nauki o Wychowaniu. Studia Interdyscyplinarne 18, Nr. 1 (30.06.2024): 30–40. http://dx.doi.org/10.18778/2450-4491.18.03.
Der volle Inhalt der QuelleAnnotation:
In the article, the topic of community is presented in relation to art, education, and aesthetic education. Attention was paid to the value of art and related educational activities in shaping community. The art refers to the work of Joseph Beuys and his interpretation of social art and social sculpture. Artistic activities that are proposed in the creative activities of pupils were indicated, such as: happening, art action, collage, assemblage, and even street art. These types of creative activities develop students’ skills of cooperation in a group, their tolerance for the diversity of artistic solutions, their ability to express themselves through physical matter and creating artistic matter, creative courage and being in a group, and, in sum, helping to develop creatively and socially. Me and others, others and me and creativity, and art with us, we all create a community.
42
Fei, Yong. „Artistic Living for the Elderly of Shanghai“. TDR: The Drama Review 68, Nr. 3 (September 2024): 165–77. http://dx.doi.org/10.1017/s1054204324000315.
Der volle Inhalt der QuelleAnnotation:
Over-60 seniors in Shanghai have at their disposal arts courses, community activities, and arts education, all geared toward their physical and mental well-being, according to the traditional Chinese theory of “artistic living.” If current university programs for the elderly accurately identify the artistic needs of the elderly, further individualizing curricula and holding more varied events at community centers, it would help to solve elderly people’s anxieties around loneliness and social marginalization, while allowing them to live in harmony with nature.
43
Мен Ян. „СУТНІСТЬ ПОНЯТТЯ «СОЦІОКУЛЬТУРНА АДАПТАЦІЯ» ТА СПЕЦИФІКА ЇЇ ПРОЯВУ В ІНОЗЕМНИХ МАГІСТРАНТІВ − МАЙБУТНІХ ВИКЛАДАЧІВ ВОКАЛУ“. World Science 1, Nr. 7(35) (12.07.2018): 26–30. http://dx.doi.org/10.31435/rsglobal_ws/12072018/6001.
Der volle Inhalt der QuelleAnnotation:
The essence of notion «socio-cultural adaptation» and peculiarities of its manifestation for foreign master degree students – prospective voice instructors. The article considers the education issues of the foreign artistic master degree students. The essence of notions «adaptation» and «socio- cultural adaptation» is analyzed; peculiarities of socio-cultural adaptation in the musical education field and the problems that are faced by Chinese students while mastering the specialty of voice instructor are revealed. Socio-cultural adaptation is considered as an active process which is realised in the unity of social and psychological adaptation of individual to its surroundings and through the self-perfection and development of one's potential which in its turn enables the implementation of reversed influence upon the social environment and the state of culture within society.Socio-cultural adaptation of foreign master degree students to artistic education within the new educational and social environment is realised through the particular organisation of pedagogical and inter-student communication, combination of new artistic interest with national and cultural requirements and tasks of preparation for future professional activity back at home country.
44
Morari, Marina. „3. The Fields of Arts the General Education System the Republic of Moldova“. Review of Artistic Education 11, Nr. 1 (01.03.2016): 20–29. http://dx.doi.org/10.1515/rae-2016-0003.
Der volle Inhalt der QuelleAnnotation:
Abstract The general education system identifies two approaches for encompassing arts: through the curricular field and through the extracurricular and extra-scholastic aesthetic education. The fields of arts are assigning a sector, an area of activity, a branch or a compartment. In the general education system, the fields of art have been differently formed. As a school subject, art is being studied through literature, music and fine arts. Some of them are not included in the educational plan (theatre, choreography). The statute of arts (literature, music, fine arts) in the educational system is outlined from two perspectives: art as a school subject and art as an artistic activity. The area of art shall not be reduced to a school subject or a type of arts. The artistic education in the educational system corresponds to the aesthetic education compartment and it happens in the extracurricular and extra-scholastic educational framework. According to the classic, traditional theory, the aesthetic education often is reduced to the level of artistic education. An efficient perspective in capitalizing the fields of art through education may be the extension of the artistic education borders outside the aesthetic values, by extra-aesthetic values – behavioral, moral, spiritual, social etc.
45
PANYOK, Tetyana Volodymyrivna. „ART EDUCATION IN UKRAINE IN EARLY 20TH CENTURY: EDUCATIONAL TECHNIQUES FOR NEW FORMATION ARTISTS“. International Journal of Conservation Science 14, Nr. 1 (15.03.2023): 217–30. http://dx.doi.org/10.36868/ijcs.2023.01.14.
Der volle Inhalt der QuelleAnnotation:
The development of artistic education was carried out on the basis of Ukrainian culture and art, the personal significance of the traditions of art for students’ art and the artistic and pedagogical approaches of teachers. The training was based on the national and cultural consciousness of the students, the complex system of artistic training of the specialist was applied, the main principles of which were systematicity, consistency, structure, clear definition of the artistic purpose, connection with social life, development of creative individuality. Following the study of the art education historic experience, the paper confirms the significance and specifics of pedagogical approaches of the 20th century art teachers (М. Boichuk, V. Krychevsky, F. Krychevsky, H. Narbut), whose figures made up a bright and unique page in the modern Ukrainian art. The essential problems covered in the paper also include the analysis of historical and philosophical issues related to the development of higher art education.
46
Mateus, Paula. „A Função Social da Arte em Lectures on Art de John Ruskin“. Philosophica: International Journal for the History of Philosophy 8, Nr. 16 (2000): 81–102. http://dx.doi.org/10.5840/philosophica200081616.
Der volle Inhalt der QuelleAnnotation:
In Lectures on Art John Ruskin presented us a wide educational programme and a social reform plan. Ruskin believes that artistic education can save industrial societies from degradation and misery, and help bringing England back to the way of glory - the same glory that once marked its history. This artistic education is meant to improve character and taste, enrich the perception of nature and perfect the comprehension of reality. If the plan succeeds, England is hoped to go back in time, recovering the values that its ancestors so hard fought to preserve - honour, pride and honesty - and open firm doors for the future. Behind this plan for social transformation are some philosophical conceptions about art itself, its function and value, as well as some assumptions about the efficiency of art education. Also in these lectures we get to know Ruskin’s ideas about morality, religion and human evolution. Lectures on Art is the work of an informed and accurate mind, and shows an extraordinary ability to recognise the problems of modem societies and suggest solutions.
47
Liu, Keling. „The Development of Social Music Training Organisations in China“. Academic Journal of Management and Social Sciences 4, Nr. 2 (25.09.2023): 81–83. http://dx.doi.org/10.54097/ajmss.v4i2.12180.
Der volle Inhalt der QuelleAnnotation:
With the improvement of economic level, various industries face great competition in development. Social music training institutions to adapt to the development needs of society, its existence enriches people's spare time, cultivate people's artistic cultivation, and is of great significance to the vigorous development of music education in China. This paper starts from the connotation of social music education, analyses the current situation of social music training institutions, further explains the application and development of social music training institutions, and then illustrates the positive impact of social music education, which plays a great role in helping people's overall development.
48
Demb, Janet. „Are Gay Men Artistic?“ Journal of Homosexuality 23, Nr. 4 (05.11.1992): 83–92. http://dx.doi.org/10.1300/j082v23n04_05.
Der volle Inhalt der Quelle
49
Vaquero, Carmen, und Luisa María Gómez del Águila. „Educación artística, desconsideración social y falta de expectativas. Consecuencias de la reproducción como paradigma no-educativo“. eari. educación artística. revista de investigación, Nr. 9 (13.12.2018): 220. http://dx.doi.org/10.7203/eari.9.12051.
Der volle Inhalt der QuelleAnnotation:
Resumen: Este artículo trata de evidenciar el fundamento real que subyace en la desconsideración social de la Educación Artística que, como docentes del Área de Didáctica de la Expresión Plástica de la Universidad de Málaga, evidenciamos año tras año en nuestro alumnado para, a partir del análisis de concepciones y experiencias que configuran esquemas mentales y por lo tanto sus propias expectativas frente al arte, generar un contexto emancipador real en el ámbito de la misma.
La investigación propone un recorrido por las concepciones estereotipadas y las prácticas descontextualizadas que sustentan y están perpetuando la visión social de la Educación Artística, así como el acceso, mediante la evaluación inicial, a las premisas que constituyen los esquemas mentales asociados a la materia con los que parten maestros y maestras en formación.
Para la recogida de datos parte del cuestionario inicial implementado durante tres cursos académicos en el marco de la asignatura Educación en Artes Plásticas y Visuales del Grado de Maestro/a en Educación Primaria de la Universidad de Málaga y que nos permite conocer las expectativas y el bagaje formativo con las que los y las estudiantes llegan a la asignatura. El análisis posterior desvela resultados determinantes sobre qué procesos sostienen y están perpetuando la deslegitimación social de la Educación Artística.
Palabras clave: Educación Artística, estereotipo, expectativas frente al arte, formación de profesores y evaluación inicial.
Abstract: This article seeks to reveal the real foundation underlying the social disregard of Artistic Education that, as lecturers in the Pedagogy of Artistic Expression at Malaga University, we see year after year among our students. Based on the analysis of conceptions and experiences that shape mental schema and, therefore, their own expectations towards art, the aim is to generate a real context of emancipation within this sphere.
This research examines the stereotyped conceptions and decontextualized practices that sustain and perpetuate the social vision of Artistic Education. Furthermore, by means of an initial evaluation, it looks at the starting notions and mental schema held by trainee teachers associated with the subject.
Data were gathered by means of an initial questionnaire administered over three academic years as part of the subject Education in the Plastic and Visual Arts taught on the Primary Education Teaching Degree at Malaga University, which gauges the expectations and educational baggage that students bring to the subject. Subsequent analysis uncovers decisive results regarding which processes sustain and perpetuate the social disregard in which Artistic Education is held.
Keywords: Artistic Education, stereotype, expectations towards art, teacher training and initial evaluation.
http://dx.doi.org/10.7203/eari.9.12051
50
Fu, Bing. „Exploration of Course Ideological and Political Reform in Cultural and Art Courses Empowered by the Metaverse“. Advances in Social Sciences Research Journal 11, Nr. 4 (03.05.2024): 203–9. http://dx.doi.org/10.14738/assrj.114.16882.
Der volle Inhalt der QuelleAnnotation:
Course ideological and political education, as an important part of moral education and talent cultivation in higher education, reflects the fundamental purpose of higher education in teaching and educating people. The ideological and political education in cultural and artistic courses in universities should adapt to the development of digital technology and innovate teaching methods, and combine the development of the metaverse and service design thinking to carry out ideological and political education reform. The article combines the background of the metaverse era, from classroom teaching to online teaching to practical teaching, to explore how to better utilize the metaverse to reform ideological and political education in cultural and artistic courses. By combining the metaverse context to enhance the effectiveness of ideological and political education in cultural and artistic courses, and by expanding the functions of the metaverse platform and designing teaching methods to comprehensively enhance students' comprehensive literacy, it promotes the reform of ideological and political education in higher education courses and serves the high-quality development process of national economic, social, and cultural construction.