Academic literature on the topic 'Competenţe artistice'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Competenţe artistice.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Competenţe artistice"
1
Bartoli, Gabriella. "Psicologia, arte, attività espressive." RICERCHE DI PSICOLOGIA, no. 2 (October 2021): 203–15. http://dx.doi.org/10.3280/rip2021oa12607.
Full textAbstract:
Viene ricostruito il clima culturale che favorì un primo accostarsi della psicologia accademica bolognese al fenomeno artistico. Tra i fattori facilitanti: gli stretti rapporti fra i maestri tedeschi della Gestalt e gli artisti del Bauhaus nel periodo 1911-1933; nonché, nei primi anni Sessanta, entro la scuola di Renzo Canestrari, gli scambi tra i gestaltisti italiani e gli esponenti di avanguardie artistiche come "Arte Programmata" e "Nuova Tendenza". Ne scaturirono iniziative di ricerca messe in opera da un gruppo di allievi nelle Università di Bologna e, in seguito, di Roma Sapienza e Roma Tre. Furono inoltre introdotte nel corso di laurea DAMS di Bologna due nuove discipline ("Psicologia dell'arte" e "Psicologia della musica"), poi attivate in altri atenei. In parallelo vennero condotti numerosi studi teorici e sperimentali sui linguaggi artistici e i processi creativi, d'invenzione e fruizione; studi i cui risultati sono stati apprezzati sul piano internazionale per l'integrazione dei metodi e l'interdisciplinarità delle competenze.
2
Gontovaya, L. "Works of art sign-symbolic interpretation in the structure of a teenage pupil’s social-cultural competence." Pedagogy and Psychology 44, no. 3 (September 30, 2020): 99–108. http://dx.doi.org/10.51889/2020-3.2077-6861.13.
Full textAbstract:
The article is dedicated to the problem of forming socio-cultural competence of pupils of of primary school in the process of learning artistic culture as well as to one of the criteria of its multicomponent structure – sign-symbolic interpretation of a literature work of art. In the article special attention is paid to the criticism of the competency approach in education, the necessity in specifying and limiting its theoretical highlighting based on the specifics of the subjects of the educational cycle. The assumption is offered that it’s the peculiarity of every subject area that will allow to single out its advantages in forming certain competences. One of the key competences of a modern pupil is being observed, socio-cultural in particular. Its integrative character and cross-subject qualities in scientific approaches are emphasised. This reflects the complexity of the phenomenon. As one of the most important for this competence artistic culture and art are considered. Due to peculiarities of artistic expression as symbolization of a human being spiritual world artistic culture and art influence both social and value-sensational statements of a teenager.
3
Lemeshko, Liudmyla. "THE ESSENCE OF ARTISTIC AND CREATIVE COMPETENCE OF CLOTHING TECHNICAL DESIGNERS." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (November 25, 2019): 43–49. http://dx.doi.org/10.32835/2223-5752.2019.19.43-49.
Full textAbstract:
The relevance of the paper lies in the need of garment manufacture in highly qualified technical designers, who can apply their artistic, creative and art skills in practice and have knowledge not only about design, clothing technology but also about artistic courses aimed at developing artistic and creative competence.
The paper aims to study the components of artistic and creative competence of clothing technical designers in the scientific literature and analyze the essence of this competence.
Methods: a classic analysis of psycho-pedagogical, scientific and methodological literature, legal acts and documents, educational and methodical documents and proceedings of conferences to generalize conceptual approaches to solving the problem under study to reveal the essence of artistic and creative competence of clothing technical designers; generalization – to integrate and group different classifications of artistic and creative competence into an integral unity, which manifests itself in the ability of the individual to work effectively in the professional field to formulate relevant conclusions.
Results. The paper studies and reveals the components of artistic and creative competence of clothing technical designers. Also, it contains a theoretical analysis of recent publications on the study of artistic, creative, as well as artistic and creative competences. The paper shows that artistic and creative competence plays a leading role in the structure of the professional competence of students majoring in Light Industry Technologies. Modelling and Design of Industrial Products (specialty No 182). This competence combines ...
Conclusions: every type of competences plays a particular role in the professional development of specialists. The competences related to the specifics of artistic and creative activities are incredibly essential for future clothing technical designers. Artistic and creative competence plays an essential role in the general structure of multidimensional professional competence of future clothing technical designers and is rather multidisciplinary...
4
Karam, Muayyad Ahmed. "COMPETENT APPROACH AS A FACTOR OF PROFESSIONAL DEVELOPMENT OF STUDENTS OF ARTISTIC SPECIALTIES." Educological discourse, no. 3-4 (2019): 92–99. http://dx.doi.org/10.28925/2312-5829.2019.3-4.9299.
Full textAbstract:
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.
5
Ziza, Oleksandr. "CONCEPTUAL BASES OF FORMATION OF ARTISTIC AND AESTHETIC COMPETENCE OF THE FUTURE TEACHER OF MUSICAL ART." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (April 27, 2022): 82–89. http://dx.doi.org/10.31499/2307-4906.1.2022.256188.
Full textAbstract:
The article examines the main components of the formation of artistic and aesthetic competence of the future teacher of music. The specifics of the implementation of the competence approach in higher education institutions are considered, and the difference between the definitions of “competence” and “competency” is highlighted and substantiated.The competence approach involves significant changes in the content and structure of the learning process in higher education, as the main focus is on acquiring professional knowledge, using research and creative methods, attracting the best domestic and foreign methods to improve professional skills, and achieving high results in music and teaching.The study presents the key components of artistic and aesthetic competence of the future teacher of music art: scientific and cognitive, value, motivational and practical, creative and effective.It is determined that artistic and aesthetic competence is an integrative spiritual and aesthetic phenomenon, which is determined by the readiness to use personal resources in the organization of the educational process, mobilization of musical and performing knowledge, skills, values, abilities, etc. to effectively solve musical and pedagogical problems in different situations and building your own effective model of professional activity. Artistic and aesthetic competence is characterized by the synthesis of such structural elements as an aesthetic worldview, aesthetic taste, and aesthetic ideal.The article states that artistic and aesthetic competence is characterized by the synthesis of such structural elements as an aesthetic worldview, aesthetic taste, and aesthetic ideal.Artistic and aesthetic competence as a universal characteristic of aesthetic development of the individual is designed to ensure harmonious and comprehensive development of the aesthetic sphere of man in the context of his general culture, to promote creative potential and creative activity, uniqueness, and originality.
Keywords: competence; competency; artistic and aesthetic competence; competence approach; professional competence; cultural competence; aesthetics; professional education; music teacher.
6
Morhun, Oleksandra. "Linguocultural competence of future Chinese translators: the current state of its development." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2023, no. 1 (142) (March 30, 2023): 67–73. http://dx.doi.org/10.24195/2617-6688-2023-1-9.
Full textAbstract:
The article focuses on the study related to linguocultural competence of future translators of the Chinese language, its structural elements and factors of its development. The concept "competence" has been analysed and clarified within the framework of training future translators of the Chinese language in high school. It has been found out that linguocultural competence is part of the spectrum made of basic competences that should be formed and developed in order to fully achieve academic success. The pedagogical phenomenon "competence" is interpreted as a quality-resultative integrated characteristic of the individual, which is identified at the end of the study through the knowledge, skills and experience accumulated in the process of profession-oriented training and the ability to use them in practical activities. It has been proved that the “criterion” is the key phenomenon of the quality assessment in education system. The author defines the criteria and indicators for assessing the linguocultural competence of students, as well as the levels of this competence proficiency in the Chinese language. The criteria for assessing the linguocultural competence of students is associated with the reflection degree of the object’s properties integrity which ensures its existence; with a criterion for evaluating activity results the content of which is revealed due to certain markers (indicators); with a feature on the basis of which an assessment is made, which is specified in indicators. The structure of the linguocultural competence of future Chinese translators has been determined. The criteria and indicators of the linguocultural competence of future Chinese translators have been presented: cultural-educational competency (with indicators: philosophical-cultural, Confucius-oriented), literary-artistic competency (with indicators: folkloric-ethnographic, lyrical-prosaic), comparative-cultural competency (with indicators: educational-cultural, national-cultural), professional-communicative competency (with indicators: linguistic-communicative, translation- and activity-oriented).
7
Rastrygina, Alla, and Sergii Domin. "DIGITAL TECHNOLOGIES AS A FACTOR OF THE NEW ARTISTIC EDUCATIONAL PARADIGM IMPLEMENTATION." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 189–96. http://dx.doi.org/10.24195/2218-8584-2018-9-189-196.
Full textAbstract:
The ways of sorting out differences existing in professional artistic education due to the reconstruction of its content on the basis of the introduction of the latest artistic paradigm of education of the XXI century are considered in the article. The expediency of creating specific environment: the media space of artistic and creative activity, where the future teacher-musician acquires digital competence as a factor for the effective implementation of the latest artistic paradigm in modern higher education institutions, mastering the professionally directed digital competences, in the process of the development of innovative creative potential by means of digital art, is outlined. Keywords: modern paradigm of education, artistic educational space, digital technologies, innovative and creative potential, digital art, digital competence.
8
Kosinska, Nataliia. "FORMATION OF THE SCENICALLY-SHAPED CULTURE OF FUTURE TEACHERS OF MUSICAL ART: METHODOLOGICAL BENCHMARKS." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 109–16. http://dx.doi.org/10.24195/2218-8584-2018-9-109-116.
Full textAbstract:
It is proved in the article that at the current stage of development of artistic and pedagogical education its traditional principles of development that are oriented at acquiring of knowledge, formation of experiences and skills, range of competences are established. It is defined that the new requirements are imposed on a teacher in the context of innovational approaches as follows: the modern society needs professionals who can perform professional functions and will be ready from the beginning of professional activity to manifest professionalism, competences in formation of the generation with a high level of aesthetic culture, values and ethical orientations. Methodological aspects of formation of scenically-shaped culture of future teachers of the musical art are highlighted. The concepts of methodological approaches in the context of problem formation of scenically-shaped culture of future teachers of the musical art are disclosed. It is defined that among the leading methodological approaches that determine the essence of scenically-shaped culture of a teacher of the musical art are cultural, axiological, competence-based and hermeneutic ones that enables definition of the corresponding professionally- meaningful quality, professional competence that allow a specialist to master the content of a musical composition as a particular cultural phenomenon, to consider it as synthesis of spiritual, emotional and aesthetic experience of humankind on the basis of interpretation of its artistic and sense dimension to build its scenic image and to relay it to the pedagogical, performing and vocal activities. This quality manifests itself in orientation on artistic image interpretation through a scenic image on the basis of universal and national culture experience, personal life and professional experience, value orientation in command of interpretative skills, vocal and acting techniques, pedagogical talent in decoding of shaped system of a musical composition through the mediation of a stage image, manifold quality, structural components of which are motivational and empathetic, cognitive and educational together with creative and active. Keywords: future teachers of the musical art; methodological foundations; scenically-shaped culture; cultural approach; axiological approach; hermeneutical approach; competency-based approach; image.
9
Bertolini, Sonia, and Manuel Vallero. ""Io non faccio la ballerina, io sono una ballerina". Tra successo e abbandono: i percorsi di carriera nei settori artistici." SOCIOLOGIA DEL LAVORO, no. 123 (September 2011): 207–29. http://dx.doi.org/10.3280/sl2011-123013.
Full textAbstract:
Il mercato del lavoro artistico presenta caratteristiche particolari: Prima di tutto si tratta di settori in cuiesistono né, néper l'accesso alle professioni. La professionalitŕ artistica, infatti, è difficile da valutare e non esistono enti in grado di certificare tale competenze. L'obiettivo principale di questo articolo è quello di ricostruire idei mercati del lavoro dei settori artistici, in particolare quelli di teatro, danza e cinema. Attraverso una ricerca empirica, abbiamo cercato di individuare quali siano le dinamiche di incontro tra domanda e offerta di lavoro, e come avvenga la definizione delle regole che portano alla strutturazione di questi particolari mercati del lavoro. Sono stati cosě identificati alcuni percorsidi carriera dei lavoratori che vi operano e messi in evidenza le loro strategie per fronteggiare la discontinuitŕ degli impieghi, in settori caratterizzati dalla quasi esclusiva modalitŕ organizzativa per progetti. Datori di lavoro e lavoratori attivano specifiche strategie contro l'instabilitŕ lavorativa, Dal lato domanda I datori utilizzano network professionali per il reclutamento del personale. Dal lato offerta, emergono due strategie: l'utilizzo del "portfoliocareer" e dei network professionali informali. Questi ultimi assumono specifiche configurazioni nei diversi settori, che saranno evidenziate.
10
Baxtiyor Ugli, Asqarov Behzod. "FORMATION OF ARTISTIC AND AESTHETIC COMPETENCE OF FUTURE TEACHERS." American Journal Of Social Sciences And Humanity Research 02, no. 12 (December 1, 2022): 21–27. http://dx.doi.org/10.37547/ajsshr/volume02issue12-04.
Full textAbstract:
The article deals with some aspects of the problem of formation of artistic and aesthetic competence of future teachers of primary general education. An analysis of work practice indicates that the level of professionalism in the field of art education and the qualitative characteristics of the future teacher - aesthetic culture, aesthetic and artistic taste - do not always meet the requirements of modern society. This once again confirms not only the relevance of the study, but also the need to search for and systematize forms and methods aimed at developing the artistic and aesthetic competence of future teachers.
Dissertations / Theses on the topic "Competenţe artistice"
1
Zanevskaja, Jelena. "Netradicinės choreografijos taikymas lavinant gimnasčių koordinacinius gebėjimus per sportinės gimnastikos pratybas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120813_115758-96042.
Full textAbstract:
Choreografija sportinėje gimnastikoje jau seniai pripažįstama, kaip specializuoto aukštos klasės sportininkų rengimo priemonė, padedanti padaryti kompozicijas originaliomis, išraiškingomis, įspūdingomis.
Taigi tampa aktualu tirti gimnasčių koordinacijos lavinimą, taikant netradicinės choreografijos kompleksus kurie leistų atlikti įvairius elementus bei jų junginius ant prietaisų.
Matydami šią problemą, manome, jog būtų tikslinga parengti kitokios struktūros choreografijos pratimų kompleksus, galinčius geriau lavinti tokio amžiaus jaunųjų gimnasčių koordinacinius gebėjimus ir kitas fizines ypatybes.
Tyrimo hipotezė. Manome, kad 9-10 metų gimnasčių koordinaciniai gebėjimai ir kitos fizinės ypatybės galėtų geriau lavėti, taikant specialius netradicinius choreografijos pratimų kompleksus per sportinės gimnastikos pratybas.
Tyrimo objektas. Koordinacinių gebėjimų lavinimas per sportinės gimnastikos pratybas.
Tyrimo subjektas. 9- 10 metų sportinės gimnastikos tiriamosios mergaitės.
Tyrimo tikslas. Išanalizuoti gimnasčių koordinacinių gebėjimų lavinimo aspektus per sportinės gimnastikos pratybas.
Tyrimo uždaviniai :
1. Nustatyti 9 – 10 metų gimnasčių koordinacinių gebėjimų ir kitų fizinių ypatybių lygį eksperimento pradžioje.
2. Atlikti 9 – 10 metų gimnasčių koordinacinių gebėjimų ir kitų fizinių ypatybių rezultatų kaitos analizę eksperimento laikotarpiu.
3. Atskleisti taikytų netradicinės choreografijos pratimų kompleksų poveikį lavinant gimnasčių koordinacinius gebėjimus... [toliau žr. visą tekstą]Choreography in artistics gymnastics has been recognized as a mean of preparing specialized high class sportsmen and helping to make compositions original, expressive, and impressive long time ago. Then it becomes important to investigate girls’ gymnasts’ training of coordination, applying unconventional complexes of choreography that would allow performing various elements and their combinations on certain equipment. While seeing this problem, we think that it is advisable to prepare complexes of choreographical exercises that are of different structure and can train young girls’ gymnasts’ coordinative abilities and other physical features. Hypothesis of the investigation: We think that coordinative competence and other physical properties of girls’ gymnasts’ that are of 9-10 years could develop better if special unconventional complexes of exercises in choreography would be applied during the practice of artistics gymnastics. Object of the investigation: Training of coordinative competence during the practice of artistics gymnastics. Subject of the investigation: Girls of artistics gymnastics that are 9-10 years old. Purpose of the investigation: To analyse aspects of girls’ gymnasts’ ability for coordinative competence during the practice of artistics gymnastics. Tasks of the investigation: 1. To measure coordinative competence and level of other physical abilities of girls’ gymnasts’ who are 9-10 years old at the beginning of the experiment. 2. To make an analysis during... [to full text]
2
Švitinytė, Jolita. "Meninės vizualinės raiškos reikšmė, rengiant būsimus kirpėjus." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_180638-40837.
Full textAbstract:
Rengiant būsimuosius kirpėjus, meno pažinimo klausimas tampa kaskart aktualesnis. Tačiau teorinių atramos taškų, modeliuojant šios profesijos žmonių mokomąsias programas, ieškant kūrybinio darbo organizavimo metodikų yra vos keli. Iškyla svarbus uždavinys išugdyti ne vien išsilavinusius, bet ir kūrybingus žmones, gebančius diskutuoti ir abejoti, kritiškai ir laisvai mąstyti, prisitaikyti prie nuolatinės kaitos, daryti įtaką naujomis idėjomis ar darbais, bet ir kartu praturtinti žmonių dvasinį bei materialinį pasaulį.
Magistriniame darbe buvo analizuojamas meninės vizualinės raiškos ypatumai, tikslai, raida ir tipologija, nagrinėjama vertinimo principai. Tyrimo tikslas - atskleisti meninės vizualinės raiškos reikšmę, rengiant būsimus kirpėjus. Tyrimo objektas - šukuosenų dizaino studentų meninė vizualinė raiška. Tyrimo hipotezė - supažindinus su esminiais kompozicijos sudarymo principais, meninės vizualinės raiškos priemonėmis, jų derinimo, bei kūrybinio taikymo pagrindais gerėja būsimų kirpėjų vizualinė raiška. Tyrimo uždaviniai: išanalizuoti psichologinę, pedagoginę literatūrą, susijusią su nagrinėjama tema; išnagrinėti meninės vizualinės raiškos menuų dalykuose ypatumus; atskleisti meninės vizualinės raiškos vertinimo kriterijus; išsiaiškinti šukuosenų dizaino studentų požiūrį į meninę vizualinę raišką dailės pamokų metu; atlikti menų dalykų studentų darbų analizę.
Tyrimo metodai: psichologinės, pedagoginės literatūros, švietimo dokumentų pasirinktąją tema... [toliau žr. visą tekstą]Knowledge in art becomes more and more relevant in the training of future hairdressers. Unfortunately, there are very few theoretical points of reference available in designing curricula programmes for this profession and looking for the methods of organising creative work. It is very important to train not only educated people, but also creative ones, able to discuss and doubt, think critically and broad-mindedly, adapt to ongoing changes, impact by new ideas or works, and to enrich mental and material world of other people. The thesis for the master’s degree analyses the peculiarities, objectives, development and typology of artistic and visual expressions. The purpose of the thesis is to unfold the meaning of visual and artistic expression in the training of future hairdressers. The research object is artistic and visual expression of students of hairstyle design. The research hypothesis: knowledge of fundamental principles of composition-making, measures of artistic and visual expression and combinations thereof as well as principles of creative application contribute to better visual expression of future hairdressers. The tasks of the research encompass analysis of psychological and pedagogic literature related to the analysed issues; analysis of the peculiarities of artistic and visual expression in art subjects; finding out the attitude of the students of hairstyle design towards artistic-visual expression during art classes; analysis of works of art students... [to full text]
3
Шкарупа, Ганна. "Використання інформаційних технологій візуалізації у процесі розвитку компетентностей майбутніх дизайнерів." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10495.
Full textAbstract:
Проаналізовано дослідження останніх років в галузі розвитку професійної компетентності майбутніх дизайнерів. Зокрема, таких компонентів як творчість, здатність до просторових маніпуляцій з проектованими об'єктами, а також використання інформаційних технологій візуалізації.The proposed theses analyze the research of recent years in the development of professional competence of future designers. In particular, such components as creativity, the ability to spatial manipulations with projected objects, as well as the use of information technology visualization.
4
Mörtzell, Kajsa. "Motivation och identitet : En studie om ungas deltagande i ideella konstnärliga projekt." Thesis, Högskolan i Skövde, Institutionen för teknik och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8326.
Full textAbstract:
Studiens syfte är att ur ett symbolisk interaktionistiskt synsätt försöka förstå vad som motiverar vuxna amatörskådespelare, amatörsångare och amatörmusikalartister att delta i ideella konstnärliga projekt. Något annat som studien tar reda på är om konstutövandet och gruppen de deltar i har någon inverkan på individens identitet och identitetsskapande. Genom nio semistrukturerade intervjuer skapas en förståelse kring motivationen och identitetsskapandet. Detta förklaras sedan genom motivationsteorier samt teorier kring identiteten, där det visar sig att gemenskapen i gruppen, konstnärlig utmaning och utveckling, deltagandet i den konstnärliga processen, känslan av flow, själva utförandet och dess påverkan på välbefinnandet, viljan att uttrycka sig samt personlig utveckling var de huvudsakliga motivationsfaktorerna. Det visar sig även att både det konstnärliga utförandet och gruppen har en inverkan på individens identitet och identitetsskapande.The purpose of this study is, from a symbolic interactionistic perspective, to try to understand what motivates adult amateur actors, amateur singers and amateur musical artists to participate in non-profit artistic projects. The study also determines whether art practice and the group attending have any impact on the individual's identity and identity formation. Nine semi-structured interviews have been done to get a deeper understanding about the motivation and identity creation. The data from the interviews shows that social belonging, artistic challenge and development, participation in the artistic process, the sense of flow, the desire to express oneself as well as personal development were the main motivation factors. It also shows that both the artistic performance as well as the group had an impact on the individual's identity and identity formation. The data are then explained by motivation theories and theories of identity.
5
Vallès, Villanueva Joan. "Competencia multicultural en educación artística. Contextos y perspectivas de futuro en la formación de las maestras y los maestros." Doctoral thesis, Universitat de Girona, 2005. http://hdl.handle.net/10803/7666.
Full textAbstract:
Entendemos que desde el área de Educación Artística podemos trabajar el arte de cientos de culturas y en cualquier momento de la historia, un aspecto que nos permite sensibilizar al alumnado hacia la comprensión de las distintas manifestaciones que adquiere un mismo aspecto cultural, el arte, como fenómeno universal. Hemos centrado el objetivo principal de nuestra investigación en la exploración de los caminos y las posibilidades que nos ofrece la educación artística en relación a la diversidad (cultural, de clase, minusvalía, de edad, raza, de género, etc.).Partíamos de la percepción que, en el ámbito de la educación artística y de la cultura en general, existe una tendencia que describe los hechos artísticos y las prácticas estéticas a partir de unas categorías únicas y universalmente válidas. Estas provocan a menudo el olvido de algunos valores específicos y sobre todo la falta de reconocimiento de otras propuestas artísticas igual de interesantes (oficios artísticos, arte de las/os niñas/os, arte popular, artesanias, etc. Hemos buscado caminos que nos conduzcan a asumir una visión contemporánea del hecho artístico y una concepción incluyente del arte (diseño, indumentaria, decoración, artes funcionales, arte popular, arte de las mujeres, net art, gastronomia, etc.).
Entendemos que la educación es el lugar desde donde avanzar hacia otra forma de mirar y comprender el mundo. Una visión que, desde el arte, facilite elementos para el encuentro y las relaciones sociales, donde la propia diferencia y la conservación "crítica" de las propias identidades culturales sean celebradas desde la convicción del verdadero enriquecimiento cultural.
Estas consideraciones y la ausencia de un marco teórico previo que nos permitiera analizar, desarrollar y evaluar la perspectiva multicultural en la educación artística fueron la causa y la coyuntura para dirigir este trabajo hacia lo que podríamos llamar "educador artístico culturalmente competente" (Andrus, 2001). En esa perspectiva de comptencia es donde hemos ubicado nuestro trabajo, así como en las necesidades de formación de las maestras y los maestros, con la convicción de que cualquier mejora en la etapa educativa donde estos actúan, redundará en todo el proceso educativo.
We understand that since the area of Artistic Education we can work the art of hundreds of cultures and at any moment of the history, an aspect that permits us to sensitize all students towards the comprehension of the different demonstrations that acquires a same cultural aspect, the art, as a universal phenomenon. We have centred the main objective of our investigation on the exploration of the roads and the possibilities that artistic education offers us (cultural, class, disability, age, race, sex, etc.) in relation to diversity.
We started from the perception that, in the scope of the artistic education and culture in general, a tendency exists that describes the artistic facts and the aesthetic practices from unique and universally valid categories. These often cause the omission of some specific values and mainly the lack of recognition of other interesting artistic proposals (artistic offices, children art, popular art, craftsmanship, etc). We have looked for ways that lead us to assume a contemporary vision of the artistic fact and an including conception of art (functional design, clothing, decoration, arts, popular art, art of the women, net art, gastronomy, etc.).
We understand education as the place from where to advance towards another form to watch and to understand the world. A vision that, from the art, facilitates elements for the social encounter and relations, where the own difference and "the critical" conservation of the own cultural identities are celebrated from the conviction of the true cultural enrichment.
These considerations and the absence of a previous theoretical frame that allowed us to analyze, develop and evaluate the multicultural perspective in the artistic education, were the cause and the conjuncture to direct this work towards what we could call "culturally competent artistic educator" (Andrus, 2001). In that perspective of competence is where we have located our work, as well as in the necessities of formation of our teachers, with the conviction that any improvement in the educative stage where these act, will result in all the educative process.
6
Alkhatib, Amna. "Apprendre l’expression orale par le biais du projet pédagogique artistique : enseignement-apprentissage du français langue étrangère en situation de guerre." Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30022.
Full textAbstract:
Cette recherche porte sur l’expérimentation d’un dispositif relevant de la pédagogie du projet par la médiation des pratiques artistiques de la parole. Elle s’est déroulée au sein du département de français à l’université d’Alep, en Syrie, dans l’objectif d’améliorer les compétences communicatives et l’expression de la subjectivité des étudiants. Cette expérimentation a été mise en œuvre dans un contexte non seulement marqué par la guerre mais également caractérisé par un enseignement-apprentissage moins actif, transmissif malgré les nombreuses réformes qui se sont succédé. L’analyse des résultats des enquêtes effectuées sur le terrain nous a confirmé la nécessité de mettre en place un projet qui pouvait répondre aux besoins recensés et relevés par nous-même et exprimés par les étudiants. Plusieurs questions se sont posées au cours de notre recherche : Une telle démarche, dans un contexte de guerre, était-elle réalisable ? Cette démarche, de nature artistique, permettrait-elle aux étudiants de développer leurs compétences à l’oral et d’accroître leurs connaissances socioculturelles de la culture cible ? Une telle démarche, enfin, parviendrait-elle à remotiver des étudiants épuisés par la guerre ? Il n’est pas inutile de mentionner que nous avons effectué quatre projets sur le terrain, mais dans cette thèse nous en avons étudié un de manière approfondie, à savoir « La chanson française et francophone en classe de FLE ». Ce projet supposait la réalisation de différentes tâches, la construction de savoirs variés en FLE avec une démarche active et dynamique. Il s’agissait de présenter un spectacle de chant en français, et de produire un livret de projet « chanter pour voyager » à socialiser devant un public extérieur. Les résultats de cette expérimentation permettent de constater des progrès importants au niveau des savoirs, des savoir-faire, savoir-apprendre et savoir-être des étudiants. Soulignons néanmoins que l’intégration de ce dispositif au sein de notre contexte a été confrontée à certaines limites et contraintes d’ordre matériel, temporel, éducatif, technique, sécuritaire et socioculturelThis research focuses on the experimentation of a device related to a project-based learning through the mediation of artistic practices of speech. It took place in the French Department at the University of Aleppo, Syria, in order to improve the communicative skills and expression of the subjectivity of the participants. This experiment was conducted in a context which was not only marked by war but also characterized by a less active teaching-learning, that is to say transmissive despite the many educational reforms that have succeeded one another. The analysis of the results of the field surveys confirmed the need to start a project that could meet the needs which were collected and identified by us and expressed by the students. Several questions arose during our research : Was such an approach, in a context of war, feasible? Would this artistic approach allow students to develop oral skills and increase their socio-cultural knowledge of the target culture? Would it finally succeed in motivating students exhausted by the war? If it is worth mentioning that we have carried out four projects in the field, one has been studied in depth, namely « French and Francophonie song in FLE class ». This project involved the realization of various tasks among which the construction of various knowledge in FLE with an active and dynamic approach. It consisted in presenting a singing show in French and producing a project booklet, « singing to travel » to socialize in front of an external public. The results of this experiment show how significant progress was in terms of knowledge, know-how, learning process and social skills of the students. However, it should be noted that the integration of this device a context of war has encountered certain limits and obstacles of material, temporal, educational, technical, security and socio-cultural nature
7
Añaguari, Ccalluco Lucero Fernanda, Valencia Paula Alessandra Bellido, Ubillús Sebastián Fernando García, Gushiken Eddy Hiroshi Ley, and Flores Bruno Renato Ríos. "ExpresArte: Escuela virtual de baile." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656910.
Full textAbstract:
El presente trabajo de investigación tiene el propósito de elaborar un plan de negocios para el servicio streaming llamado ExpresArte. Este consiste en clases de baile dictadas por profesionales a través de una plataforma web. El público al cual se dirige es tanto a instructores de baile y personas que desean aprender diferentes competencias artísticas. A continuación, se procederá a detallar el proceso de cómo se llevó a cabo la elaboración de plan de negocios.
La necesidad de poder contar con un servicio que te permite poder realizar ejercicios en casa se potenció durante la pandemia tanto para aquellos que trabajaban en el sector de servicios como aquellos que consumían dicho servicio. Uno de estos casos sería el de los profesionales y estudiante de danza. De esta forma, se identificó la oportunidad en un ambiente en el que el factor externo era clave para el surgimiento de una nueva forma de practicar arte, pero teniendo en cuenta las frustraciones y alegrías de ambos públicos.
En el desarrollo del plan de negocios se realizó el Business Model Canvas (BMC). Estenos permitió visualizar a nuestros segmentos y cómo podemos satisfacerlos. Así pues, el equipo de investigación creó el modelo de negocio en base a ambas necesidades, es decir, al instructor y al alumno.
El plan de negocios consiste en detallar la necesidad identificada, testear el servicio a través de prototipos, validar los cuadrantes del BMC, aplicar la metodología Concierge para asegurar la viabilidad del proyecto a través de planificación real y ejecutadaThe present research has the purpose of elaborating a business plan for the streaming service called ExpresArte. This consists of dance classes taught by professionals through a web platform. The target audience is both dance instructors and people who want to learn different artistic skills. The need to have a service that allows you to exercise at home was enhanced during the lockdown for those who worked in the service sector and those with a regular exercise regimen. One of these cases would be applied for dancing instructors and dance students. The demand for this service was shown in an environment in which restrictions were key to its necessity. The emergence of a new way of practicing art but also the frustrations and joys of both audiences was considered. In developing the business plan, the Business Model Canvas (BMC) was carried out. This allowed us to visualize our segments and how we can satisfy them. Thus, the research team created the business model based on both needs. The business plan consists of detailing the identified need, testing the service through prototypes, validating the BMC quadrants, applying the Concierge methodology to ensure the viability of the project through real and executed planning.
Trabajo de investigación
8
Sánchez, Ariño Sílvia. "El mestre/a d'Educació Musical en el nou marc de l'EEES: un estudi a partir de les competències professionals." Doctoral thesis, Universitat de Girona, 2014. http://hdl.handle.net/10803/326735.
Full textAbstract:
This thesis studies the professional profile of Primary School music teachers, in the framework of the Catalan educational system and the construction of the Higher Education European Area (HEEA), focusing on the study of teaching competences on rhythm and dance and the related school practices. The research we have carried out contributes new knowledge that complements other works that have been published since the creation of this teaching specialism.
To sum up, this work highlights the need to further the competence based definition of this professional profile which, as it has been mentioned, should include the development and acquisition of teaching competences in rhythm and dance. Even though these competences have been among the best valued, and we have established that there is a certain degree of integration of rhythm and dance into music and art education in schools, we have also found that there are several difficulties for its translation into school practice and there is room for improvement in several aspects.
Finally, the research as a whole, has allowed us to offer contextualised proposals that could contribute to the improvement of the initial teacher training for future primary school teacher and the music and art education in schools.Aquesta tesi estudia el perfil professional del Mestre/a d’Educació Musical en el marc del nostre sistema educatiu i del procés de construcció de l’Espai Europeu d’Educació Superior (EEES), tot aprofundint en l’estudi de les competències docents en rítmica i dansa i en el de les pràctiques educatives escolars relacionades. La recerca que hem dut a terme aporta nou coneixement que complementa el d’altres treballs que han anat apareixent des de la creació d’aquesta especialitat docent. En síntesi, el treball destaca la necessitat d’avançar en la definició competencial d’aquest perfil professional que, tal com s’explica, hauria d’incloure el desenvolupament i adquisició de competències docents en rítmica i dansa. Tot i que aquestes competències han estat de les més ben valorades i s’ha constatat que existeix una certa integració de la rítmica i la dansa en l’educació musical i artística escolar, també s’han evidenciat diverses dificultats per a la seva concreció en la pràctica educativa i diferents aspectes que es podrien millorar. Finalment, la globalitat de la recerca ha permès oferir propostes contextualitzades que podrien contribuir a la millora de la formació inicial dels futurs i futures mestres i de l’educació musical i artística a les escoles.
9
Зуб, Лариса Вікторівна. "Формування мистецько-творчої компетентності дітей старшого дошкільного віку засобами проєктної діяльності." Магістерська робота, 2021. https://dspace.znu.edu.ua/jspui/handle/12345/6050.
Full textAbstract:
Зуб Л. В. Формування мистецько-творчої компетентності дітей старшого дошкільного віку засобами проєктної діяльності : кваліфікаційна робота магістра спеціальності 012 «Дошкільна освіта» / наук. керівник А. Ф. Курінна. Запоріжжя : ЗНУ, 2021. 85 с.UA : Робота викладена на 85 сторінках друкованого тексту. Перелік посилань включає 107 джерел. Об’єкт дослідження: процес формування мистецько-творчої компетентності дітей старшого дошкільного віку засобами проєктної діяльності. Предмет дослідження: проєкт «Казковий світ мистецтва» із формування мистецько-творчої компетентності дітей старшого дошкільного віку засобами проєктної діяльності. Мета дослідження: теоретичне обґрунтування, розроблення та експериментальна перевірка проєкту «Казковий світ мистецтва» із формування мистецько-творчої компетентності дітей старшого дошкільного віку. У роботі науково обґрунтувано проєкт із формування мистецько-творчої компетентності дітей старшого дошкільного віку; апробовано та впроваджено в освітній процес закладу дошкільної освіти проєкту «Казковий світ мистецтва» з формування мистецько-творчої компетентності дітей старшого дошкільного віку.
EN : The work is presented on 85 pages of printed text. The list of links includes 60 sources. Object of research: the process of development of the emotional and volitional sphere of preschool children. Subject of research: development of emotional and volitional sphere of preschool children by means of fairy tale therapy. The purpose of the study: to determine, theoretically substantiate the features of the emotional and volitional sphere of preschool children and experimentally test the possibilities of its development by means of fairy tale therapy. The qualifying work describes a fairy tale as a means of developing the emotional sphere of preschool children; the state of formation of the emotional and volitional sphere of older preschool children is determined; the program of development of emotional and volitional sphere of children of senior preschool age is substantiated and the quantitative and qualitative analysis of experimental research work is carried out.
10
Кісіль, Дмитро Сергійович, and Dmytro Serhiiovych Kisil. "Педагогічна майстерність вчителя початкових класів як умова формування мистецької компетентності молодших школярів." Master's thesis, 2021. http://repository.sspu.edu.ua/handle/123456789/11856.
Full textAbstract:
Робота складається зі вступу, двох розділів, висновків, списку використаних джерел та додатків. У вступі обґрунтовано актуальність та практичну цінність обраної теми, поставлено мету і завдання дослідження, зазначено методи та вказано предмет і об'єкт дослідження. Здійснено аналіз праць науковців, науково-педагогічної та методичної літератури. В магістерській роботі розглядається проблема розвитку мистецьких компетентностей молодших школярів на уроках образотворчого мистецтва. Розкрито поняття та елементи педагогічної майстерності вчителя. Висвітлено шляхи формування мистецької компетентності. Експериментально перевірено ефективність педагогічної майстерності вчителя початкових класів як умови формування мистецької компетентності молодших школярів. Для визначення рівня мистецьких компетентостей учнів початкових класів підібрано і використано ряд творчих робіт. У списку використаних джерел подаються ті, на основі яких було здійснене дослідження.The work consists of an introduction, two chapters, conclusions, a list of sources and appendices. The introduction substantiates the relevance and practical value of the chosen topic, sets the purpose and objectives of the study, indicates the methods and indicates the subject and object of research. The analysis of works of scientists, scientific-pedagogical and methodical literature is carried out. The master's thesis considers the problem of developing artistic competencies of junior high school students in art lessons. The concepts and elements of pedagogical skill of the teacher are revealed. The ways of formation of artistic competence are highlighted. The effectiveness of the pedagogical skills of primary school teachers as a condition for the formation of artistic competence of primary school students has been experimentally tested. To determine the level of artistic competencies of primary school students, a number of creative works were selected and used. The list of used sources includes those on the basis of which the study was conducted.
Books on the topic "Competenţe artistice"
1
Procesul de evaluare a competențelor elevilor în învățământul nonformal/extrașcolar: Domeniul Arte. Chişinău: CEP UPS "Ion Creangă", 2022.
Find full text
2
Malone, Caroline, and Simon Stoddart. Figurines of Malta. Edited by Timothy Insoll. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199675616.013.036.
Full textAbstract:
Figurative art developed in the Maltese islands during the Neolithic, as part of the Temple Culture that flourished c.3500–2500 bc. Anthropomorphic and zoomorphic figurines, carved from stone or modelled in terracotta represented, not only a distinct Maltese identity but also significant artistic competence. From very large to very small, the material ranges from objects used in burials to immense statues that decorated temple interiors. Some anthropomorphic figures are dressed, others naked, some obese, others stick-like, and another category associated with mortuary sites is represented lying and sitting on elaborate beds. The figurative art appears to fall into distinct categories of anthropomorphic and domestic creatures, alongside more speculative representations that focus on cold-blooded reptiles and fish, or feathered birds. The potential to interpret this ‘art’ as representative of a layer cosmology is explored within the context of a Neolithic island society.
3
Schenker, Christoph, ed. Inventory and Hinge. Entangled Fields of Research in the Arts. Institute for Contemporary Art Research 2001–2022. DIAPHANES, 2022. http://dx.doi.org/10.4472/9783035805697.
Full textAbstract:
Inventory and Hinge provides an overview of the research projects performed over the last two decades at the Institute for Contemporary Art Research (IFCAR) of Zurich University of the Arts (ZHdK). It is an inventory because it presents all the projects realized during this period with many figures and illustrations. It is a hinge because links and QR codes grant access to nearly all publications and websites that were created by the individual projects. Artistic work interconnects multiple competencies and areas of knowledge, ways of life and working, and the IFCAR research projects are thus organized in correspondence with this transgressive gesture, which becomes manifest here as interdisciplinary, networked knowledge production. The cultivation of these complexities has been a mission of the IFCAR since its inception. Throughout these pioneering years the IFCAR has always seen its task in the promotion of research competency in the fine arts, and in providing support for the conception and execution of concrete projects. Although art as research has a long tradition outside of institutions, this task meant nothing less than introducing a new research discipline into the context of knowledge and establishing a new genre in the context of art. Each of the projects presented in this book involves research through the process of creation—but they often also conduct a metadiscourse on artistic research itself.
4
Sappol, Michael. Queer Anatomies. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350400900.
Full textAbstract:
In centuries past, sexual body parts and same-sex desire were unmentionables debarred from polite conversation and printed discourse. Yet one scientific discipline–anatomy–had license to represent and narrate the intimate details of the human body–anus and genitals included. Figured within the frame of an anatomical plate, presentations of dissected bodies and body parts were often soberly technical. But just as often monstrous, provocative, flirtatious, theatrical, beautiful, and even sensual. beautiful, and even sensual Queer Anatomies explores overlooked examples of erotic expression within 18th and 19th-century anatomical imagery. It uncovers the subtle eroticism of certain anatomical illustrations, and the queerness of the men who made, used, and collected them. As a foundational subject for physicians, surgeons, and artists in 18th- and 19th-century Europe, anatomy was a privileged, male-dominated domain. Artistic and medical competence depended on a deep knowledge of anatomy and offered cultural legitimacy, healing authority, and aesthetic discernment to those who practiced it. The anatomical image could serve as a virtual queer space, a private or shared closet, or a men’s club. Serious anatomical subjects were charged with erotic, often homoerotic, undertones. Taking in brilliant works by Gautier Dagoty, William Cheselden, and Joseph Maclise, and many others, Queer Anatomies assembles a lost archive of queer expression–113 illustrations, in full-colour reproduction–that range from images of nudes, dissected bodies, penises, vaginas, rectums, hands, faces, and skin, to scenes of male viewers gazing upon works of art governed by anatomical principles. Yet the men who produced and savored illustrated anatomies were reticent, closeted. Diving into these textual and representational spaces via essayistic reflection, Queer Anatomies decodes their words and images, even their silences. With a range of close readings and comparison of key images, this book unearths the connections between medical history, connoisseurship, queer studies, and art history and the understudied relationship between anatomy and desire.
Book chapters on the topic "Competenţe artistice"
1
Dechamps, Christina. "Glossaire terminologique collaboratif et Data-Driven Learning dans le cadre de la traduction du lexique artistique." In Nuove strategie per la traduzione del lessico artistico, 133–45. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0061-5.10.
Full textAbstract:
This chapter focuses on the role of corpora, in particular the LBC corpus (Lessico dei Beni Culturali), in the training of (future) translators. First, a variety of teaching methodologies, such as «task», «Learners’ Bilingual Lexicography/Terminography», «Corpus-Based/ Data-Driven Learning», and «strategic competence» will be re-examined, taking into account the use of corpora at all stages of translators’ training. The article will then illustrate a case study involving two translation classes focusing on architecture and art history (including Gothic and Renaissance art). These have led to the writing of a bilingual glossary (Portuguese-French and French-Portuguese), a collaborative and ongoing project for students in translation.
2
Gibson, Sarah-Jane. "11. Experience, Understanding and Intercultural Competence." In Teaching Music Performance in Higher Education, 271–86. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0398.14.
Full textAbstract:
Ethno is JM International’s program for folk, world and traditional music. Founded in 1990, it is aimed at young musicians (up to age 30) with a mission to revive and keep alive global cultural heritage. Originating in Sweden, but now present in over 40 countries, Ethno engages young people through a series of annual international music gatherings as well as workshops, concerts and tours, working together with schools, conservatories and other groups of youth to promote peace, tolerance and understanding (https://ethno.world/about/). In this chapter, I consider the research questions to what extent should an intercultural music programme also focus on developing intercultural understanding and competency? Is it enough for participants to have an intercultural musical experience without allowing time for critical reflection to develop intercultural competencies? Further to this I consider how the nonformal approach of Ethno may support intercultural understanding and how this contrasts with intercultural programmes in formal HEI institutions. Research findings are drawn from a four-year international research project exploring the hypothesis that Ethno provides transformational socio-cultural and musical significances for participants (www.ethnoresearch.org ). Findings are based on ethnographic fieldwork at Ethno events and interviews with over 250 participants, organisers and ‘artistic mentors’ (on-site musical leaders). The research was conducted by The International Centre for Community music (ICCM) in collaboration with JM International. I also draw upon my HEI teaching with a particular focus on ‘Ethno inspired’ workshops we ran as a means of contrasting the experience of intercultural learning in a formal institution to demonstrate how this research has broadened sociological and musical understandings of other cultures for my university students. Research findings suggest that those attending Ethno gatherings are ready to have intercultural dialogues, they are curious and open toward people that are different. Our research also highlights the importance participants place on being with ‘like-minded people’. The chapter ultimately considers whether there is value in facilitated time for critical reflection during intercultural music gatherings in order to develop intercultural competencies.
3
Hargreaves, David. "The development of artistic and musical competence." In Musical BeginningsOrigins and Development of Musical Competence, 144–70. Oxford University Press, 1996. http://dx.doi.org/10.1093/acprof:oso/9780198523321.003.0006.
Full text
4
Morari, Marina. "Conceptual Framework for Non-Algorithmic Education in STEAM Education." In Metacognition and Successful Learning Strategies in Higher Education, 178–95. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2218-8.ch010.
Full textAbstract:
This chapter is based on a theoretical study of reflexivity, as a non-algorithmic method for Science, Technology, Engineering, Art, and Mathematic (STEAM Education). It explores the key shift in artistic education, embracing the role of scientific and artistic knowledge, knowledge development as an inner experience, importance of art for spiritual intelligence, as well as the philosophical and psychological dimensions of metacognition (as thinking about thinking). The focus in this chapter is related on understanding the complexity of reflexivity and the impact of metacognition within development of the artistic competence. Finally, the methodological research provides a conceptual framework that is important for learning design of non-algorithmic education.
5
Bludova, Yuliia. "PRACTICAL IMPLEMENTATION OF THE ORGANIZATIONAL-METHODICAL SYSTEM FOR THE FORMATION OF THE ARTISTIC AND AESTHETIC TASTE OF CHILDREN OF YOUNGER SCHOOL AGE BY MEANS OF THE REGIONAL CULTURAL AND HISTORICAL HERITAGE." In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 289–328. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-11.
Full textAbstract:
The article presents the implementation of the organizational and methodological system of forming the artistic and aesthetic taste of younger schoolchildren by means of the cultural and historical heritage of the region. The organizational-methodical system consists of the following blocks: theoretical-methodological, which provides a scientific approach and functional principles of a holistic system of forming the artistic and aesthetic taste of younger schoolchildren; content-technological, in which the content, forms, methods, means, pedagogical conditions, research stages are defined; criterion-resultative, having components, criteria, indicators and levels of formation of artistic and aesthetic feelings. The system envisages implementation in the educational process in the following areas: training of primary school teachers, group leaders and parents for the formation of artistic and aesthetic feelings of younger schoolchildren; training of primary school teachers, group leaders and parents to form the artistic and aesthetic taste of younger schoolchildren (for this purpose, the educational and advisory program «Creative teacher – gifted student» and the school-studio for parents «Stairs of the Human Soul» were developed and implemented); the program for the development of artistic and aesthetic competence of younger schoolchildren based on the example of the artistic creativity «Your beauty, Kharkiv region»; providing conditions for the activation of extracurricular independent work of students in the process of understanding the best achievements of artistic creativity and acquiring a unique experience of creating artistic images in artistic and aesthetic activities.
6
Barradas Jorge, Nuno. "Introduction." In ReFocus: The Films of Pedro Costa, 1–11. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474444538.003.0001.
Full textAbstract:
The introductory chapter of this volume maps some of the main discussions around Portuguese filmmaker Pedro Costa, as well as providing context to his work. It also argues for the strategic competence that Pedro Costa refined over the years. The approach followed here is to organise the understanding of such competence as an evolving working process or, in other words, as a narrative of production. The term narrative of production offers a possible definition of the constantly negotiated artistic and labour practices carried on by Costa within a variety of contexts – authorial, industrial, economic, cultural and social – which often merge between professional and personal spheres.
7
de Vicente, Luis Bouille. "Touristhmus in Reverse." In Advances in Educational Marketing, Administration, and Leadership, 277–300. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2057-0.ch016.
Full textAbstract:
This research investigates the potential for global competence education in universities using the innovative educational experience Touristhmus in Reverse (TIR). The study focuses on a group of third-year degree in teachers for primary education students who engaged in an arts education project inspired by the works of Claes Oldenburg and Coosje van Brugge. These artists create large-scale sculptures of everyday objects that symbolically reflect cultural aspects of their installation sites. By examining the artists' cultural backgrounds and the cultural contexts of the installation locations, the project activates a dialectic tension between different cultures. This dialectic is connected to the concept of travel as an intercultural tool, where interaction between the traveler's cultural baggage and host culture leads to personal growth. TIR involves these artistic, cultural, and epistemological dimensions, promoting the acquisition of global competence. This competence enables individuals to better understand and coexist with culturally diverse societies, demanded by globalization.
8
Del Moral Pérez, M. Esther, Nerea López-Bouzas, and Jonathan Castañeda Fernández. "Activating Teacher Competencies Through Designing Gamified Stories With Augmentative Reality." In Handbook of Research on Establishing Digital Competencies in the Pursuit of Online Learning, 230–52. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7010-7.ch012.
Full textAbstract:
The GANA-AR project activates the competencies of future infant and primary school teachers through the design of gamified stories with augmented reality. It is an interactive digital environment with an educational aim which encourages learning through immersion and emotional engagement in a plot and the incorporation of game mechanics, dynamics, and aesthetics. The study was empirical, non-probabilistic (N=62), descriptive, and inferential. It was exploratory and analytical, with the objective of assessing university students' didactic, digital, creative, and socio-collaborative skills, and their abilities in gamification. The study found moderate-to-high levels of competence, with the highest levels in didactic competence, followed by digital. In addition, the students' gamified resources indicated high creative skills. This project allowed students to develop their teaching competencies through collaboratively creating gamified, digitally augmented resources to a high level of artistic and aesthetic quality.
9
Niźnik, Krzysztof. "Miejsce jazzu w polskiej edukacji muzycznej w latach 1960‑1990. Postawy, deklaracje, fakty." In Nauczanie jazzu Historia, teoria i praktyka, 13–31. Uniwersytet Zielonogórski (Oficyna Wydawnicza), 2023. http://dx.doi.org/10.59444/2023monredszyr1.
Full textAbstract:
The article outlines the place of jazz in Polish musical culture, highlighting that it is chiefly shaped by the unfavorable stance of the precursors of Polish post-war musicology toward this genre. The materials presented in the text reveal a prevailing negative disposition among the Polish musicological community towards jazz, or even a lack of competence for its appropriate analysis. Such an outlook appears to adversely impact not only the status of music education in Poland but also the general level of artistic and aesthetic sensibility in contemporary Polish society.
10
Şenay, Banu. "Music and Ethical Modification." In Musical Ethics and Islam, 139–62. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043024.003.0007.
Full textAbstract:
Engaging with current debates in anthropology around ethics, moral subjectivity, and self-formation, this chapter examines the transformative power of this Islam-infused musical practice to cultivate in learners not only new artistic but also new ethical perceptions. It discusses the ways in which the process of becoming a skillful ney-player involves much more than technical competence, illustrating how students are socialized into new ways of being as well as into new ways of relating to other selves and to the city. I frame the transformative faculty of this musical enterprise ‘ethical modification’ to avoid over-privileging the efficacy of the skilled practice for fashioning radically different moral selves.
Conference papers on the topic "Competenţe artistice"
1
NOUR, Zinica. "Adapting the curriculum through the use of visual arts resources." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p336-342.
Full textAbstract:
This paper highlights the importance of visual arts in the education of students, enabling them to create values and appreciate the values created by others, as well as helping them make decisions in their personal and social lives by incorporating their personal and cultural tastes and preferences. By assimilating aesthetics into the curriculum, students can develop a sub-discipline that incorporates both traditional and innovative approaches to art. The paper presents some examples of learning activities, organizational forms, and evaluation methods for primary school students to highlight artistic competence. The use of visual arts resources can also promote inclusive education through an integrated and interdisciplinary curriculum that utilizes various media. By incorporating artistic resources, students can develop their aesthetic competence and connect with different subjects such as communication, geometry, physics, history, biology, astronomy, and more. The use of visual arts is not a replacement for learning scientific concepts, but it can be an additional tool that can help students understand and connect with concepts in a more accessible and attractive way. These help in creating a life environment based on recognized, authentic values that everyone should respect.
2
Daynova, G. Z. "Artistic Creativity As A Basis For A Future Professor-Musician’s Socio-Communicative Competence Development." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.39.
Full text
3
Solomko, H. I. "Towards EU standards: transcultural competence as a model of social mediation in Ukrainian higher education." In INTERACTION OF THE EXPERIENCE OF POST-YUGOSLAV AND UKRAINIAN AREAS: CULTURAL, LINGUISTIC, LITERARY, ARTISTIC, HISTORICAL, AND JOURNALISTIC ASPECTS. Baltija Publishing, 2024. http://dx.doi.org/10.30525/978-9934-26-393-4-6.
Full text
4
KOLESNIK, Lyubov. "The effectiveness of the competence-based approach to the learning process literary exits of the 19th century." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p106-109.
Full textAbstract:
This article presents an analysis of the leading approach to the process of researching works of art in the 19th century. In the modern education system, the competence-based approach allows the student to achieve a high level of professional development and social integration. Artistic works, immersed in the cultural space of the era, as a result of this approach to the study of language and literature, act as a link in intercultural dialogue. Creative diverse work with the text as the art of the word involves the co-creation of the author and the reader.
5
Nikandrova, Aleksandra Valerevna, and Iuliia Vasilevna Nikandrova. "Artistic and aesthetic development of the personality of a younger student in the lessons of fine arts." In IX All-Russian Scientific Conference of students, postgraduates and young scientists. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-104680.
Full textAbstract:
One of the aspects in the teaching of fine arts in primary school is considered – the education of a literate viewer, which is related to the content and pedagogical characteristics of the subject, reflected in regulatory documents. A diagnostic study is presented, the content of which is aimed at identifying how much a child manifests himself as a competent viewer.
6
Vukašinović, Antonija. "The Importance of the ECEC Teacher’s Role in Artistic Creation of Children in Early Childhood Education." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.22.
Full textAbstract:
In the Early Childhood Education and Care, art can be understood through many perspective directions. Children’s artistic expression is often seen through the prism of the finished product and less through the observation of the process by which art expresses children’s thoughts, feelings, and experiences. The importance of expressive media in children’s artistic creation is manifested in the early childhood education and care teacher’s understanding of their use. The Early Childhood Education and Care (ECEC) teacher’s role is to understand the developmental stages of children’s artistic creativity, to know the function of expressive media, and to properly support children in their use. Therefore, this research is focused on the importance of establishing guidelines in art study programmes that would improve the competence of future ECEC teachers in performing methodical exercises in kindergartens. In the focus group, eight students from the Early Childhood Education and Care programme at the University of Slavonski Brod in Croatia participated, specifically six from the undergraduate programme and two from the graduate programme. In the focus group, open-ended research questions were used to determine opinions on the importance of art in children’s creativity, the professional competencies of ECEC teachers needed to support children in art creation, and the attitude towards stencilling. Data from the thematic analysis of the transcripts of focus group conversations point to students’s reliance on implicit pedagogies. Therefore, it is important to improve the development of the professional competencies of future ECEC teachers and establish an integrated approach to art activities in early childhood education and care institutions. The guidelines resulting from the research provide an overview of the possible methods of students performing methodical exercises in ECEC institutions that are focused on children’s interests and a child-centred approach. The aforementioned research leaves space for further research that would include a larger number of student participants and provide a more detailed insight into the aforementioned issue.
7
Melnic, Tamara, and Alexei Usaciov. "Issues of musical semantics of F. Chopin in the context of the era of romanticism." In Patrimoniul cultural: cercetare, valorificare, promovare. Institute of Cultural Heritage, Republic of Moldova, 2021. http://dx.doi.org/10.52603/9789975351379.19.
Full textAbstract:
The study of works of the Romanticism period and the formation of appropriate ideas about the romantic musical style is an effective way to activate the creative thinking of young professional musicians, stimulates their artistic initiative, and makes up for the shortcomings of the technological approach. Thus, the performer gets the opportunity to realize the correct reading of the musical text, resourcefully participates in the creation of his own parts and makes stylistically competent interpretations. The creation of F. Chopin had an undoubted influence on the creation of the figurative and meaningful image of the era in which the composer lived. Using some aspects of the method of semantic analysis, the authors of the article tried to consider some features of Chopin’s musical thinking and discover the relationship between the complex of expressive means used by the composer and the meanings expressed by them, thus trying to achieve a more in-depth understanding of the style of Romanticism.
8
Irina, Elena-Roxana. "How Can We Form the self-image of Students from Primary School by Receiving the Literary Text." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/13.
Full textAbstract:
One of the premises that determines the research topic is that the methodologies for forming the self-image of the students of the primary classes in the process of receiving the literary text are not sufficiently known, systematized, valorized, applied. In addition, the literary text with its dual function of psychological and pedagogical resource is used in the educational approach more as a moral value. The emotional aspect, probed in the theories of art or more specifically of artistic literary education, which contributes to the development of the respective intelligence is less valued by teachers. The "poor" emotional intelligence developed at the students, the problems of the self-image made us preoccupied about this problem. The purpose of the research aims to reveal some methods corresponding to the literary-artistic education for the formation of the self-image of the students of the primary school in the process of receiving the literary text. The research aims to establish the psycho-pedagogical and literary-artistic landmarks for the formation of the self-image of the students of the primary school in the process of receiving the literary text; studying the practical situation regarding the formation of the student's self-image; applying questionnaires to investigate the student's self-image; highlighting, in the process of the pedagogical experiment, the tendencies and the particularities of forming the self-image of the student, as well as the validation of the formative approach within the control phase; creating opportunities to introduce didactic technologies specific to the system of literary-artistic activities for the formation of the student's self-image. Expected results: a comparative analysis of the curriculum and book of Romanian language and literature, 3rd / 4th grades in Romania and in the Republic of Moldova, regarding the existence of the competences / contents that lead to the formation of the self-image of the students, two lots (one experimental and one control) of 100 students from the 3rd / 4th grades from Romania and from the Republic of Moldova, on which questionnaires on the self-image will be applied, an optional curriculum Read and get to know yourself! for the 3rd / 4th grades, which aims at forming the self-image of the primary students in the process of receiving the literary text, an auxiliary for the 3rd / 4th graders and a guide for the teaching staff the optional class, with different contents aimed at forming the self-image of the students of the primary classes in the process of receiving the literary text, a training program and the course support, approved by the Ministry of National Education of Romania, 25 trained teachers. The research runs from November 2020 to June 2021.
9
Mandea, Maria. "ONLINE EDUCATIONAL MODULES, A DO-IT-YOURSELF APPROACH BY DESIGN THINKING." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-055.
Full textAbstract:
Starting from the assumption that design thinking is a crucial meta-competency for an individual in today's (and tomorrow's) society, this paper aims to explore how it can be developed in non-design professionals and form an inclusive design practice through the pedagogy of craft-based design. Craft based design is an essential part of professional design practice and a growing activity among amateurs and art enthusiasts. As opposed to industrial design, in this type of design, the designer or the planner is also the maker. It is iterative in the sense that it is a repetitive practise that evolves with every new iteration, every new product. The paper follows the experience of creating an online course in toy design and discusses how this process can develop design-related skills in the participants. The case study is an e-learning solution through video content distributed online. It is addressed to teachers looking to assimilate practical, creative skills for their educational process and beginners in design looking to try out a new skill. The paper expands this experience to include the recent development in online courses in art and do-it-yourself areas by following the expansion of this type of art teaching through dedicated websites and platforms. It argues that these online creativity courses can be considered a new form of popular art schools that teach not only the precise topic they are created for but also a way of thinking characteristic to design. Artistic learning for non-professionals is developing meta-competencies that they can apply in other fields. Although guided through online classes, the students gain skills through an autonomous artistic practice. They assimilate concrete skills through a do-it-yourself education, this being the main focus of the present research.
10
García González, María Dolores. "El uso de Instagram en la formación del alumnado de arte como complemento a la docencia presencial y a la docencia online universitaria." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12015.
Full textAbstract:
This communication exposes the results of an ongoing study related to the use and potential of the Instagram social network as a complementary tool in the acquisition of competences for the students of the Sculpture II subject in face-to-face and online teaching. The objective of this research is to establish the theoretical foundations of a working model based on the use of ICT and social networks as possible propelling and inspiring elements of artistic practices, especially those oriented to the sculptural field. For this study, the group_f52 Instagram account has been created in order to enhance the learning of the contents of the subject, based on the communicative power that the image has on this platform, the possibilities of interaction and multiple contents that it offers, thus as its accessibility. The study, which is in the Interaction and redirection phase towards online teaching, was well received by the reference group. The audiovisual materials have been viewed by 80% of the members who follow the account and it is expected that, after the closure of the facilities, Instagram will become a virtual space for coexistence for the group.
Reports on the topic "Competenţe artistice"
1
Dmytrovskyi, Zenon. THE TEXTBOOK, THAT TEACHES AND BRINGS UP. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11414.
Full textAbstract:
The review is about textbook on television and radio communication for students, teachers of faculties and departments of journalism, as well as journalists-practitioners, prepared by the author’s team edited by Vasyl Lyzanchuk. Textbok absorbed some considerations and conclusions from previous theoretical developments, which found a new meaning here, deeper argumentation, supplemented by many interesting observations that correspond to the spirit of the time, the innovations that have appeared in recent years in the media space of Ukraine. The textbook has ten sections, each of which is designed to enrich the student with knowledge of television and radio communications, teach him or her all that a media professional should know and be able to apply it in practice. The titles of the sections indicate their practical orientation: «Basic methodical measures of functioning of information radio and television genres», «How we analyze, interpret, explain facts, events, phenomena», «Features of the creation of artistic programs on radio and television» and others. All sections of the textbook are meaningfully connected and constructed in such a way as to provide students with the opportunity to gradually, step by step to deepen their theoretical and practical knowledge of television and radio communications. This is undoubtedly the merit of the authors of the edition. The student will benefit from the numerous examples of television and radio materials prepared by the students themselves. Their creative work should convince that this work can serve as a stimulus for creative work for future journalists during their years of study. In addition to professional competence, as rightly emphasized in the textbook by Professor Vasyl Lyzanchuk, “It is very important to form in students, future journalists, socio-national competence, deep understanding of the essence of freedom of speech and responsibility for the content of the spoken word and image, to develop the belief that they are active participants in the Ukrainian state-building processes, and not intermediaries or repeaters of information”. It should be noted that the educational element is present throughout the textbook starting with the first chapter, historical (author Professor Ivan Krupskyi). While studying this textbook, students should realize that from the honor of journalists, their dignity, patriotism depends on the honor, authority, bright name of Ukraine, its future; that their assertion of Ukrainian national identity is the key to further prosperity of our state.
2
Tsepkalo, Tetiana. SOCIAL ROLES AND STEREOTYPES OF FEMININITY IN THE ALMANAC «KURIER KRYVBASU». Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12172.
Full textAbstract:
The subject of this research is the social roles and stereotypes of femininity in the almanac «Kurier Kryvbasu». The aim of the study is to conduct a systematic analysis of gender stereotypes of femininity in the literary almanac. The article employs the following methods: theoretical – for studying gender theory, stereotyping, and their application in the analysis of the content of the periodical; systemic-structural analysis – for conducting a systematic analysis of the social roles of femininity in the almanac «Kurier Kryvbasu»; structural-typological – for studying the content and structure of the literary almanac; descriptive method - for interpreting women’s roles and stereotypes. Main findings. The role of gender stereotypes in representing women in the media texts of contemporary Ukrainian writers in the pages of the periodical almanac «Kurier Kryvbasu» has been elucidated. A systematic analysis of feminine social roles, including the beautiful woman, the businesswoman, the happy woman, the sex symbol, and the wife-mother, is presented. The social roles and stereotypes of femininity in the literary almanac «Kurier Kryvbasu» are interpreted according to the classification of G. Kovalova and V. Danilyan. Conclusions. In the almanac «Kurier Kryvbasu», entrenched perceptions regarding women’s model appearance, their frivolity and accessibility, professional inferiority, sexual objectification, competent housekeeping, maternal duties, and the pursuit of illusory «female happiness» in the form of marriage, family, and children are used. However, a trend of feminist rise is observed, where the pages of the magazine describe women’s career successes, self-actualization, participation in military actions, etc. Significance. The analysis of gender stereotypes, both femininity and masculinity, in Ukrainian literary-artistic periodicals is important for the development of the contemporary media sphere, as such research will encourage editorial teams to direct media content towards gender balance and gender equality. Key words: gender stereotypes, social role, femininity, journal, literary magazine, media text.