Education and art
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Art has become integrated into educational curriculums as a necessary part of a well-rounded education. There is debate around whether art education should focus on developing skills and talent, or be accessible to all students to facilitate creative expression. While technical skills are important, the transformative and expressive qualities of art are valued more than technique alone. Art education also aims to help students critique popular culture, explore great canonical works to develop taste, and engage with art as an active viewer rather than a passive one. Art plays a social role by reflecting society, providing collective symbolic experiences, and contributing economically and politically to communities.
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The document is the K to 12 Arts Curriculum Guide from the Department of Education of the Philippines. It outlines the curriculum for arts (including music, visual arts, dance, etc.) from Kindergarten to Grade 12. The curriculum is based on developing students' understanding of fundamental artistic concepts and processes through performing, creating, listening, observing and responding to art. It takes a spiral approach where concepts are revisited at increasing levels of complexity each year. The goal is to empower students' artistic expression and cultural literacy, and develop their cultural identity and understanding of the world.
K-12 Arts 7 Learning Module
The document is the K to 12 Arts Curriculum Guide from the Department of Education of the Philippines. It outlines the curriculum for arts (including music, dance, theater, and visual arts) from Kindergarten to Grade 12. The curriculum is based on developing students' understanding of elements and principles of art through performing, creating, and responding to art. It takes a spiral approach where concepts are revisited at increasing levels of complexity. The goal is for students to appreciate Philippine and world cultures through the arts and develop critical thinking skills.
Art curriculum guide grades 1 10 december 2013
The document is the K to 12 Arts Curriculum Guide from the Department of Education of the Philippines. It outlines the curriculum for arts (including music, dance, theater, and visual arts) from Kindergarten to Grade 12. The curriculum is based on developing students' understanding of elements and principles of art through performing, creating, and responding to art. It takes a spiral approach where concepts are revisited at increasing levels of complexity. The goal is for students to appreciate Philippine and world cultures through the arts and develop critical thinking skills.
Curriculum Art grades 1-10
The document outlines the K to 12 curriculum guide for arts education in the Philippines from Kindergarten to Grade 10. It discusses the conceptual framework, philosophy, rationale and standards for arts education with a focus on developing students' cultural identity and multiple intelligences through experiential learning in music and visual arts. The curriculum follows a spiral progression of concepts and is designed to be student-centered and performance-based.
Art K to 12 Curriculum Guide
The document outlines the K to 12 curriculum guide for arts education in the Philippines from Kindergarten to Grade 10. It discusses the conceptual framework, philosophy, rationale and standards for arts education with a focus on developing students' cultural identity and multiple intelligences through experiential learning in music and visual arts. The curriculum follows a spiral progression of concepts and is designed to be student-centered and performance-based.
CPAR ORIENTATION.pptx
The document provides information about a course on contemporary Philippine arts from different regions. It aims to help students appreciate a broad range of contemporary art styles through learning activities, group work, and examinations. Requirements include attending class, participating in performances and projects, and maintaining an activity booklet and portfolio. Students are assigned questions to answer in their Contemporary Philippine Arts notebook, including defining contemporary art, comparing it to modern art, and citing local contemporary art practices.
How do we use the arts to develop students' creativity in schools
This document discusses using arts education to develop student creativity. It addresses common questions like how the arts can foster creative thinking skills and the right assessment strategies. The document also examines partnerships between schools and cultural institutions in Denmark. These partnerships aim to provide artistic challenges and novel perspectives to inspire student creativity. However, the document notes that intentional practice and reflection are needed for creative learning. Qualitative methods are also suggested to better understand the complexity of creativity in these partnerships. Overall, the document advocates giving students freedom to explore and find their own expertise through arts education.
Building bridges trough the arts
The document discusses several topics related to art education in Europe including the changing roles of artists and art teachers, approaches used by leading art institutions, expectations of future artists from society, and global trends in art education compared to the post-war era. It also examines questions about art education systems in Eastern Europe and Belarus specifically.
09a Saksala ArtRadius Master Classes
The innovative program for MASTERCLASSES AND RESIDENCIES ART AND ART EDUCATION will explore the facilities and expertise available for art and art education for students.
• The keywords are art, creativity, education and civilization.
• The program will include space and individual guidance and supervising
during master classes, seminars and residencies. It is the intention to create
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General Knowledge in Art for Senior High schools
This document provides the rationale for visual arts education in Ghanaian schools. It outlines several key purposes:
1) To foster creativity by developing students' ability to think, feel and act creatively through hands-on art activities. This educates the "head, hand, and heart."
2) To educate students about Ghana's cultural heritage through studying and appreciating Ghanaian art forms, artifacts, and traditions.
3) To promote an awareness of art's role in society and how artists can contribute to national development in fields like agriculture, health, culture, education, industry, and technology.
The visual arts program aims to develop well-rounded citizens by cultivating desirable qualities like practical skills, healthy bodies
art philosophy Dena Novak
Art education is essential for building a culturally literate society by teaching visual communication and understanding of the world. Art addresses the whole person by balancing logic and intuition, enabling self-discovery. It is an integrated component of education that develops critical thinking and problem solving skills while completing the development of the whole intellect. The art program aims to provide continuous arts education to foster understanding of individual creative and aesthetic potential and develop self-awareness, expression, and esteem.
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Groups operate on many different levels, including the physical, thinking, emotional, intuitive, energy, spiritual, synergistic levels. As a facilitator, you will work between these levels and help groups address their physical comfort, share ideas and analysis, express feelings, tap into intuition, manage energy levels, connect spiritually, and achieve true cohesiveness. Noticing and discussing the various levels at play in a group can help the facilitator ensure all levels are addressed.
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The document discusses creativity as a form of self-expression. It defines creativity and explores historical perspectives on creativity in education. Key figures like Carl Rogers and Abraham Maslow believed individual creativity is a form of self-expression. Rogers argued that denying creativity can lead to personality deficits. He felt people need freedom to experience and accept their feelings fully. Maslow linked self-actualization and creativity, seeing creativity as a process of personal development. The document advocates creating psychologically safe environments that encourage curiosity and foster personal growth, self-esteem, and motivation to support learner creativity.
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Education and art
- 1. EDUCATION AND ART Part 1b
- 2. CONTENTS Domestication of art Expressivity versus skill High art versus popular art Role of the viewer Social role of art
- 3. DOMESTICATION OF ART Art has become part of the educational curriculum Necessary part of a balanced education ‘The arts are marvellous, and that is how I got into the field. But such a narrow view, for creativity as a whole, if it persists today, cannot help us position broader creative curricula in school’ (Richards 2010b:213)
- 4. EXPRESSIVITY VERSUS SKILL Art in the curriculum Debate – skill and talent or for all? Importance of creative expressivity for human self-actualisation would suggest that art should be an essential subject for every learner regardless of talent Value of art: expressive and transformative quality rather than its technique
- 5. Balance between skill and expression Teach technical skills in order to facilitate expressivity
- 6. HIGH ART VERSUS POPULAR ART Help critique popular culture Use popular art as a means of introducing high art Explore the canon of great work to develop taste and discrimination
- 7. ROLE OF VIEWER Viewer as important Viewer as participant Not passive but active Teach vocabulary and methods of critique Encourage and discuss issues of neuro-aesthetics (how the brain sees art)
- 8. SOCIAL ROLE OF ART Art is part of a cultural inheritance by which society defines and describes itself Mirror to society Collective symbolic and transformative experience Economic role in society Political context of art
- 9. END