The legitimation of new subjects in mass schooling: 19th‐century origins and 20th‐century diffusion of art and physical education

Evaluation of the Educational Drama as an Innovative Method to be Adopted by Teachers in Order to Enhance Critical Thinking Skills of Students in Primary School

“…The need for modernization of pedagogical methods and learning is increasing in an era dominated by the rapid pace of communication, information and technology. However, the need for an alternative form of learning began as early as the second half of the 19th century when the arts began to be introduced into European school curricula (Kamens & Cha, 1992). Art, therefore, is established as a means of cultivating spiritual, social, and moral values with the main goal of shaping children in depth, but the interesting thing is that it is not the value of the arts themselves that matters, but the artistic practices they use for the purpose sharpening their spirit and virtues of children (Jörissen et al, 2018).…”

The Arts in Education as Police Technologies

“…The idea that art was a proper subject for instruction was justified for its potential to create progress (Kamens & Cha, 1992). Art was to contribute to the making of the modern citizen that belonged to a new community with a superior and distinct culture.…”

“…Europe was at the center of this discussion through the pedagogical treatises of Rousseau, Pestalozzi, and Froebel. The idea spread all over Europe and United States and, as Kamens and Cha (1992) argue, diffused more slowly than other school subjects outside the West.…”