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Art Education–or the Art of Education
International Journal of Music Education, 1983In the scope of this interdisciplinarian tendency of our days integrated education can be a tool for understanding the relations between differen: sciences and arts, i.e. as far as possible between all the manifestations (phenomena) of existence, by this means developing the human personality and moral forces, too.
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RELATIONSHIPS: ART EDUCATION, ART THERAPY, AND SPECIAL EDUCATION
Perceptual and Motor Skills, 1991Links exist between physiological stimulation and the development of intelligence and also emotional and mental well-being because touching, seeing, hearing, smelling, and tasting involve active participation by the individual.
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Scandinavian Journal of Educational Research, 2005
Art education is often talked about as a general good that will solve problems of every description and meet the most varied current problems. In Finland, for example, art education tends to be seen as something that fosters human growth, teaches aesthetic and ethical values, promotes self‐expression and social skills, and meets the challenges of the ...
Marjatta Saarnivaara, Juha Varto
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Art education is often talked about as a general good that will solve problems of every description and meet the most varied current problems. In Finland, for example, art education tends to be seen as something that fosters human growth, teaches aesthetic and ethical values, promotes self‐expression and social skills, and meets the challenges of the ...
Marjatta Saarnivaara, Juha Varto
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Computing in Science & Engineering, 2012
The "incomplete" education of many of computing's most inventive thinkers is more akin to artists, where time in the academy is followed by a break out and invention of new forms.
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The "incomplete" education of many of computing's most inventive thinkers is more akin to artists, where time in the academy is followed by a break out and invention of new forms.
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The Concept of Arts-Character Education in Arts Education
The journal of Educational Studies, 2014현대사회의 변화와 그에 부응하는 인성교육의 방안으로 예술교육에 대한 중요성이 강조되고 있다. 이에 본 연구는 정부지원을 통한 다양한 예술인성교육이 시도되고 있는 현재 예술교육에서 예술인성교육의 개념과 핵심요소를 개인적, 관계적, 사회문화적 측면에서 논의하였다. 일반적인 인성교육은 학교 교육의 모든 교과를 포괄하는 관점에서 관련 덕목을 제시한 반면 본 연구에서는 예술교육에서 제공되는 활동의 심리?정서적 표현과 사회적 특성을 중심으로 예술인성교육의 개념과 핵심요소를 규명하였다.
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DOING (art) EDUCATION as ART (education)
2017In this text you will be introduced to different examples of art and teaching as inseparable practices. The text enters from an artistic perspective with the agenda of experimenting with a merge and dissipation of the boundaries between art and education, and to incorporate not only the everyday, but also the phantasmagoric, mythical and nonsensical ...
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Studies in Philosophy and Education, 1995
One of cultural theory’s most pressing tasks is the aesthetic legitimation and analysis of popular art, a task whose significance is powerfully social and political as well as aesthetic. Since so much of so many lives is immersed in or affected by popular art, refusal to accept or understand its aesthetic import intensifies painful divisions in society,
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One of cultural theory’s most pressing tasks is the aesthetic legitimation and analysis of popular art, a task whose significance is powerfully social and political as well as aesthetic. Since so much of so many lives is immersed in or affected by popular art, refusal to accept or understand its aesthetic import intensifies painful divisions in society,
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International Journal of Virtual and Personal Learning Environments, 2013
Art and design students in SL experience the advantages of a visually rich environment where they can take a leading role in their own learning, have the opportunity to create objects that defy real world limitations, are immersive and interactive, and where they are able to collaborate with a community of global art practitioners.
Merle Hearns, Jegatheva Jegathesan
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Art and design students in SL experience the advantages of a visually rich environment where they can take a leading role in their own learning, have the opportunity to create objects that defy real world limitations, are immersive and interactive, and where they are able to collaborate with a community of global art practitioners.
Merle Hearns, Jegatheva Jegathesan
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Art Education, 2014
In an era that is rife with aggression and hostility, most art educators hold close to their hearts the belief that they, and their students, can contribute to making the world a better place. Through their acts as teachers and the daily work of art education, they often strive toward creating a space of "non-violence." For K-12 teachers, this might be
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In an era that is rife with aggression and hostility, most art educators hold close to their hearts the belief that they, and their students, can contribute to making the world a better place. Through their acts as teachers and the daily work of art education, they often strive toward creating a space of "non-violence." For K-12 teachers, this might be
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