Arts in education

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Arts in education is an expanding field of educational research and practice informed by investigations into learning through arts experiences. In this context, the arts can include Performing arts education (dance, drama, music), literature and poetry, storytelling, Visual arts education in film, craft, design, digital arts, media and photography.[1] It is distinguished from art education by being not so much about teaching art, but focused on:

  • how to improve learning through the arts
  • how to transfer learning in and through the arts to other disciplines
  • discovering and creating understanding of human behavior, thinking, potential, and learning especially through the close observation of works of art and various forms of involvement in arts experiences

Arts integrated learning is a way to teach artistic skills in conjunction with academic material. This approach to education values the process and experiential learning as much as creation of art object or performance oriented learning.

Projects[edit]

The European Union has funded the ARTinED (a new approach to education using the arts) project to integrate the arts into every primary school subject ARTinED.

The European Commission has funded the ART4rom, a project based on the practice of the arts in school and non school environments. The aim of the project is to foster intercultural dialogue, mutual understanding and social inclusion for Roma and non-Roma children aged between 5 and 10.

Weaknesses[edit]

The various models of education theory are predicated on Pedagogy while almost entirely ignoring the fact that most art schools are directly involved in the teaching of adults. This blind spot means that the pedagological model of learning is unsuitable for institutions that are intended to focus on androgogy which is term used specifically in relation to the teaching of adult learners.

Why It Is Important[edit]

"As the repression builds, art comes to be regarded as 'time off for good behaviour' or as 'therapy'" and how the ease and carefreeness of the arts are supposed to bring joy and a sense of calmness.[2] It is used to destroy the monotony of a regular school day, put a dent in the relentlessness of arithmetic and reading. Art should be seen as means of therapy, never something made to cause unrelenting stress and difficulty. If a student becomes less tense and wired up from stress in their learning environments, then they will raise up their grades in other classes, such as math, English, or science. To give off a relaxed vibe, putting art on the wall tends to provide a calming environment that produces a sense of peace and serenity.[3]

Notes[edit]

  1. ^ UNESCO, Road Map for Arts Education, 2006 http://portal.unesco.org/culture/en/ev.php-URL_ID=30335&URL_DO=DO_TOPIC&URL_SECTION=201.html Accessed 19/8/13
  2. ^ Efland, A. (1976). The school art style: A functional analysis. Studies in art education, 37-44.
  3. ^ Efland, A. (1976). The school art style: A functional analysis. Studies in art education, 37-44.

External links[edit]