Why We Need Arts Education

Roege, Gayle B.; Kim, Kyung Hee

doi:10.2190/em.31.2.eov.1

Cited by 19 publications

(14 citation statements)

References 28 publications

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“…In contrast, Roege and Kim (2013) note that art education has some important advantages for the development of creative thinking, and one of these may be a non-routine problem-solving process that consists of the structure of art. As Ulger (2019) noted, non-routine problems occur during the production of works of art in the field of visual arts, and because of the structures of the discipline, which cannot be built on unchanging rules, they may occur more frequently in the education of visual arts than in other educational disciplines.…”

Section: Sensitivitymentioning

confidence: 99%

Visual Art Gifted Child in Pre-School and Early School Years

Podobnik

Selan²

2021

Creativity. Theories – Research - Applications

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Visual arts media in pre-school and early school years and development of children’s drawing are well researched. However, when one considers that children are endowed with a talent for visual arts, the research is not as comprehensive and clear-cut. The signs of freedom of expression and imagination, intuitiveness and originality, an inclination to individual work, high sensitivity, and other indicators begin to show soon after visual art gifted (VAG) children enter the representative stages of visual arts. This article was based on a longitudinal case study that was carried out to show some aspects of the functioning of a VAG child in pre-school and early school years and to make some suggestions on how to consider the needs of VAG children.

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Section: Sensitivitymentioning

confidence: 99%

Visual Art Gifted Child in Pre-School and Early School Years

Podobnik

Selan²

2021

Creativity. Theories – Research - Applications

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“…Arts in their many forms are recognised to be a useful tool for education (Gadsden, 2008;Roege & Kim, 2013) and for fostering citizenship (Enslin & Ramírez-Hurtado, 2013;Kuttner, 2015). Arts education in particular is a process that entails more than transmitting the skills and knowledge needed to create artistic works; it is about developing cultural citizens (Kuttner, 2015), opening up opportunities to take part in the social, political and/or cultural spheres.…”

Section: Arts Education and Social Practicementioning

confidence: 99%

Arts Education and Sustainability: Promoting Citizenship and Collaborative Work

Veloso

Quintão²,

Marques³

et al. 2021

Yearbook of the European Network of Observatories in the Field of Arts and Cultural Education (ENO)

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Culture has been highlighted as an enabler and driver of sustainable development, in its three dimensions-economic, social and environmental (UN in Resolution adopted by the General Assembly on 20 December 2017-A/RES/72/229, 2018ç)-though the potential of arts education to contribute to sustainable development remains an under-explored topic. Artists have engaged in arts education programmes both as a tool for human and sustainable development and as a resource for the sustainability of their work. Our approach is based on an ongoing arts education project with four schools in Portugal targeting students from vulnerable social backgrounds called "Seven Years, Seven Schools", which is based on the "Seven Years, Seven Plays" artistic project by Portuguese performing artist Cláudia Dias. The education project is promoted by Alkantara Association and receives funding from the Calouste Gulbenkian Foundation's sustainable development programme PARTIS. The research, which is currently in progress, adopts a participatory evaluation approach in evaluation, based on a methodology that includes: document analysis; meetings and workshops with the participating artists, the teachers and the team from the promoter; interviews with the artists and the teachers; workshops with the students; direct and participant observation of workshops with both the artists and the students including the public performance of the plays, and the public presentation of the students' work.

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“…Well developed feeling of beauty creates for the student the preconditions of being successful at arts lessons. It is broadly accepted to believe that art education supports and develops creativity of young children and teenagers, develops EI, improves emotional well-being, self-confidence, and life skills of the students [42].…”

Section: First Stage Of Developing Associative Abilities Of the Child Has Been Realizedmentioning

confidence: 99%

The Student-Self Oriented Learning Model as an Effective Paradigm for Education in Knowledge Society

Fomichov

Fomichova²

2019

IJCAI

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Proceeding from broadly accepted role of emotional intelligence (EI) in professional and personal life, the paper suggests a new learning model (LM) called Student-Self Oriented LM (SSOL-model). It is defined as the model being beneficial for self-cognition and self-construction through the prism of the acquired knowledge and life experience. Two successful implementations of the SSOL-model are shortly described: the system of emotional-imaginative teaching (the EIT-system) developed by the authors in the 1990s and expanded in the 2000s and art cognitonics. The EIT-system is underpinned by the authors' Theory of Dynamic Conceptual Mappings (the DCM-theory). The EIT-system includes an original method of developing figurative thinking and creativity at the lessons of second language (English for Russian children), literature and poetry in English and Russian, symbolic language of painting, and communication culture. It is stated that this method may be used as an effective starting framework of STEAM education. It is mentioned that the DCM-theory and the EIT-system became the starting point for developing the foundations of a new scientific discipline called cognitonics. The basic principles of art cognitonicsa well developed branch of cognitonics and the concept of cognitive engagement are described. The significance of art cognitonics for helping the learners to answer the encountered moral questions is explained. The broad possibilities of designing intelligent tutoring systems (ITSs) of new generation are indicated. These are culture and moral experience oriented systems aimed at developing figurative thinking, creativity, early socialization and helping the students to find in the outstanding art works the answers to emerging moral questions. An original, detailed script of an ITS contributing to early socialization of the learners is described, its literary source is the fairy-tale "Sleeping Beauty". Since the sphere of using the SSOL-model is not restricted, it is suggested to interpret this model as an effective paradigm for education in knowledge society and a strong support to anthropocentric approach to education in the digital age.Povzetek: Predstavljeno je samo-modeliranje študentov kot metoda učenja v družbi znanja.

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Why We Need Arts Education

Cited by 19 publications

References 28 publications

Visual Art Gifted Child in Pre-School and Early School Years

Visual Art Gifted Child in Pre-School and Early School Years

Arts Education and Sustainability: Promoting Citizenship and Collaborative Work

The Student-Self Oriented Learning Model as an Effective Paradigm for Education in Knowledge Society

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