Visual Arts Education - its important role in Shaping Personality by Theodora Chandrinou. Paper presented in the International Conference "Ethics and Aesthetics in personality development - Education and self- shaping through art" , 6th edition, GH. Zane Institute, Iasi, Romania - coordinator Phd Marinela Rusu / 15 of May 2015. In the events Hall an Art exhibition, with the pupils' creations took place, under my (Theodora Chandrinou) coordination and it was part of my paper presentation. The creations of my pupils were part of the Greek National and eTwinning International educational projects. A creative dialogue followed among the scientific comminity members.
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Visual Arts Education - its important role in Shaping Personality, άρθρο που παρουσίασα (Θεοδώρα Χανδρινού) στις 15 Μαΐου 2015 στο Διεθνές Συνέδριο: "Ethics and Aesthetics in personality development - Education and self- shaping through art" , 6th edition, GH. Zane Institute, Iasi, Romania - υπό την επιμέλεια της Phd Marinela Rusu. Παράλληλα, στο χώρο εκδηλώσεων έλαβε χώρα και Έκθεση Εικαστικών της οποίας είχα την επιμέλεια. Ως μέρος του υλικού που παρουσίασα στην επιστημονική κοινότητα ήταν τα έργα Εικαστικής δημιουργίας των μαθητών μου, τα οποία υλοποιήθηκαν στο πλαίσιο Εκπαιδευτικών προγραμμάτων Ελληνικών και eTwinning. Ακολούθησε δημιουργικός διάλογος με τα μέλη της επιστημονικής κοινότητας.
the educational philosopies of JOHANN COMENIUS, Jean Jacques Rousseau, JOHN HEINRICH,FRIEDRICH WILHELM FROEBEL PESTALOZZI,Maria Montessori,JOHN DEWEY,MOHANDAS KARAMCHAND GANDHI,RABINDER NATH TAGORE,Gijubhai Badheka,TARABAI MODAK,SHRI AUROBINDO GHOSH
Jean Piaget: Theory of Cognitive DevelopmentAyushi Gupta
This presentation focuses on the Theory of Cognitive Development given by Jean Piaget. It includes the life history of Jean Piaget, the meaning of cognition and cognitive development, the stages of development given by Piaget and the educational implications of the theory.
I was shown this powerpoint about Piaget and Vygotsky in my EDU 280: Introduction to Adolescent Education class. I find their theories to be very helpful and thought-provoking.
the educational philosopies of JOHANN COMENIUS, Jean Jacques Rousseau, JOHN HEINRICH,FRIEDRICH WILHELM FROEBEL PESTALOZZI,Maria Montessori,JOHN DEWEY,MOHANDAS KARAMCHAND GANDHI,RABINDER NATH TAGORE,Gijubhai Badheka,TARABAI MODAK,SHRI AUROBINDO GHOSH
Jean Piaget: Theory of Cognitive DevelopmentAyushi Gupta
This presentation focuses on the Theory of Cognitive Development given by Jean Piaget. It includes the life history of Jean Piaget, the meaning of cognition and cognitive development, the stages of development given by Piaget and the educational implications of the theory.
I was shown this powerpoint about Piaget and Vygotsky in my EDU 280: Introduction to Adolescent Education class. I find their theories to be very helpful and thought-provoking.
AESTHETIC INTELLIGENCE AND AESTHETIC EXPERIENCE IN CHILDRENijejournal
How do children experience music, art, emotions, and beauty? Is aesthetic potential in children innate or
acquired? Do children understand the world around aesthetically? Is aesthetic experience a developmental
process? How can teachers provide students with opportunities to experience aesthetics for cognitive,
social, cultural, and psychological development? These are some of the fascinating questions in the field of
contemporary aesthetic education. This paper presents what is aesthetic experience and how it enriches the
lives of children. Children should be exposed to fine arts and support from teachers will help them to find
meaning in fine arts. Visual arts curriculum will help children in cognitive development by continuously
constructing new knowledge and integrating it into existing knowledge. Curriculum designed to teach
aesthetic experience should incorporate both art viewing and art making. Aesthetic experience integrates
mind, body, and emotion. It can induce personal growth in children, and it is intrinsically satisfying.
<<Τα σουρεαλιστικά ταξίδια μέσα από την τέχνη>> υλοποιήθηκαν στο πλαίσιο της διδασκαλίας των Εικαστικών μαθημάτων και αποτέλεσαν μέρος των καινοτόμων εκπαιδευτικών μας προγραμμάτων. Φιλοτεχνήθηκαν από τους μαθητές και μαθήτριες από το 22ο Δημοτικό Σχολείο Αθήνας. Τα έργα των παιδιών παρουσιάστηκαν σε έκθεση στο Σχολείο. Έγινε διάχυση μέσω διαδικτύου και οι δημιουργίες των αξιοποιήθηκαν για την αλληλεπίδραση με συνεργαζόμενα Σχολεία. Δημιουργήθηκαν αρχεία διαθεματικής προσέγγισης, σε συνεργασία με άλλα γνωστικά αντικείμενα. Διδασκαλία: Θεοδώρα Χανδρινού. Σχολικό έτος: 2023 - 2024.
Τα παιδιά από το 22 Δημοτικό Σχολείο Αθήνας, στο μάθημα των Εικαστικών, έγιναν υποστηρικτές της προσπάθειας για ένα ασφαλέστερο διαδίκτυο - SID 2024! https://saferinternet4kids.gr/category/sid/sid-2024/
Συγχαρητήρια σε όλα τα παιδιά!
Υπεύθυνη Εκπαιδευτικός - Εικαστικός: Θεοδώρα Χανδρινού
https://blogs.sch.gr/arteducate/2023/12/12/asfales-diadiktyo-allilepidrasi-scholeion/
Τα παιδιά από το 22 Δημοτικό Σχολείο Αθήνας στο μάθημα των Εικαστικών έγιναν υποστηρικτές της προσπάθειας για ένα ασφαλές διαδίκτυο! https://saferinternet4kids.gr/category/sid/sid-2024/
Συγχαρητήρια σε όλα τα παιδιά!
Υπεύθυνη Εκπαιδευτικός - Εικαστικός: Θεοδώρα Χανδρινού
https://blogs.sch.gr/arteducate/2023/12/12/asfales-diadiktyo-allilepidrasi-scholeion/
Διάχυση αποτελεσμάτων του προγράμματος Erasmus+ "Young ArcHers". Παρουσίαση στο 22º Δημοτικό Σχολείο Αθήνας την Πέμπτη 23/11/2023.
Μπορείτε να δείτε περισσότερες πληροφορίες στους συνδέσμους που ακολουθούν:
https://blogs.sch.gr/arteducate/2023/10/28/erasmus-project-young-archers/
http://22dim-athin.att.sch.gr/index.php/erasmus/youngarchers
Συγχαρητήρια σε όλους τους συμμετέχοντες!
Θεοδώρα Χανδρινού
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Young ArcHers Erasmus+ project dissemination. It takes place in the 22nd Primary School of Athens, Greece. Date: 23 of November 2023.
Congratulations to all the participants, for the great work and collaboration that we have together with our pupils from the 22nd Primary School of Athens, Greece!
More information about the project are available via the links above.
Theodora Chandrinou.
"Το οικολογικό και δημιουργικό Σχολείο μας / Our eco-friendly and creative School" είναι το καινοτόμο εκπαιδευτικό μας πρόγραμμα, περιβαλλοντικής εκπαίδευσης, που υλοποιήθηκε στο 41 Δημοτικό Σχολείο Αθήνας "Νικόλαος Γύζης", με όχημα τη διδασκαλία των Εικαστικών. Τα παιδιά συνεργάστηκαν, με ζήλο και ιδιαίτερο ενθουσιασμό, σε αλληλεπίδραση με Σχολεία από την Ελλάδα και το εξωτερικό! Υπεύθυνη προγράμματος: Θεοδώρα Χανδρινού, Καθηγήτρια Εικαστικών, Ζωγράφος - Χαράκτρια. Σχολικό έτος 2022 - 2023.
Διάχυση προγράμματος :
https://blogs.sch.gr/arteducate/2022/...
https://www.ecoschools.gr/school-news...
Μπορείτε να δείτε και το βίντεο που μοιραζόμαστε:
https://youtu.be/4HneRqRmlcw
Συγχαρητήρια σε όλα τα παιδιά!
Εικαστικό παιχνίδι συμπερίληψης στην τάξη με τον Joan MiróTheodora Chandrinou
Το σχολικό έτος 2022-2023 στο 41 Δημοτικό Σχολείο Αθήνας "Νικόλαος Γύζης", στο πλαίσιο της διδασκαλίας των Εικαστικών με υπεύθυνη την Θεοδώρα Χανδρινού, υλοποιήθηκε ένα εικαστικό παιχνίδι συμπερίληψης με αφορμή το έργο του Ισπανού δημιουργού Joan Miró. Οι μαθητές και οι μαθήτριες της ΣΤ' τάξης, μέσα από τα έργα τους, δίδαξαν τα παιδιά των μικρότερων τάξεων. Έγινε διάχυση της δραστηριότητας στο καινοτόμο μας πρόγραμμα «Πορτραίτα, Συναισθήματα, Χρώματα και Μελωδίες». Το παιχνίδι ολοκληρώθηκε με την διερεύνηση ήχων και μελωδιών, που τα παιδιά επέλεξαν, για να εκφράσουν τα χρώματα και τα συναισθήματα που αποτυπώνονταν στις εικόνες.
Συγχαρητήρια σε όλα τα παιδιά για την δημιουργική συμμετοχή τους!
Βενετσιάνικες μάσκες με ανακυκλώσιμα υλικά από την Θεοδώρα ΧανδρινούTheodora Chandrinou
Η παρουσίαση με ιδέες για την κατασκευή Βενετσιάνικης μάσκας με ανακυκλώσιμα υλικά αποτελεί ανατροφοδότηση βιωματικού σεμιναρίου που υλοποιήθηκε. Στο πλαίσιο των επιμορφωτικών σεμιναρίων, για Εκπαιδευτικούς της πρωτοβάθμιας Εκπαίδευσης, παρουσίασα ιδέες και δημιουργικές κατασκευές με ανακυκλώσιμα υλικά. Οι κατασκευές μπόρεσαν να υλοποιηθούν στην τάξη, με την ομαδοσυνεργατική μέθοδο. Διδασκαλία, επιμέλεια: Θεοδώρα Χανδρινού. Ευχαριστώ για το ενδιαφέρον σας!
Τιμώντας την παγκόσμια ημέρα για την Γιορτή της Μητέρας είχαμε μία εξαιρετική συνεργασία μεταξύ Σχολείων από την Αρμενία, και την Ελλάδα, στο πλαίσιο του εκπαιδευτικού προγράμματος eTwinning "Our school routine.". Τα παιδιά συνδύασαν έργα τους και φωτογραφίες με ποιήματα και μηνύματα. Το σχολικό έτος 2021 - 2022 με τα παιδιά του 4ου Δημοτικού Σχολείου Ζωγράφου συμμετείχαμε δημιουργικά! Συγχαρητήρια σε όλες και σε όλους!!
Θεοδώρα Χανδρινού
***
During the school year 2021 -2022 in the framewwork of the educational eTwinning project "Our school routine." the Schools from Armenia and Greece had an excellent collaboration, for the Mothe's Day celebrations! Art creations, photos and poems joined the pupils and through that way they sent the most precious messages to their mothers!! With my pupils of the 4th Primary School of Zografou, Greece we participated with our best creative activities! Congratulations to all!! Theodora Chandrinou.
Τα δημιουργικά Σχολεία που συμμετείχαν στο εκπαιδευτικό πρόγραμμα eTwinning project "Our school routine." ανταλλάσσουν ευχαρηστήριο μήνυμα!
Συγχαρητήρια σε όλα τα παιδιά!
Θεοδώρα Χανδρινού
***
The creative Schools that participated in the eTwinning project "Our school routine." exchange a thankful message!
Congratulations to all the participants!
Theodora Chandrinou
If I were a penguin - a collaborative story among schools .pdfTheodora Chandrinou
We share our collaborative stories created by the pupils and Teachers from Schools around the world, that joined creatively their forces! eTwinning project: "Ocean and Antarctica", schools year 2021 - 2022.
With my pupils of the 4th Primary School of Zografou, Greece we illustrated the story. We had an excellent collaboration with the other Schools! Congratulations to all the participants pupils and Teachers! Theodora Chandrinou.
Παρουσιάζεται η αξιολόγηση του εκπαιδευτικού προγράμματος eTwinning project "My dear LADIES" που υλοποιήθηκε το Σχολικό 2018-2019. Ήταν αποτέλεσμα μίας όμορφης συνεργασία μεταξύ μαθητών από δύο χώρες, την Ελλάδα και την Ουκρανία. Με τους μαθητές μου από το 20ο Δημοτικό Σχολείο Αιγάλεω δημιουργήσαμε εκπαιδευτικό υλικό και παρουσιάσεις, ένα μικρό δείγμα από τα οποία συμπεριλαμβάνω στην αξιολόγηση του έργου.
****
The eTwinning project "My dear LADIES" was realized during the School year 2018-2019. It was the result of a beautiful collaboration between Schools from Greece and Ukraine. Here is presented the evaluation by Theodora Chandrinou from Athens, Greece. We received Quality labels - eTwinning awards for our efforts and we all had a precious, creative experience! A small selection of the results in fotos is included in this presentation.
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https://blogs.sch.gr/arteducate/2019/03/18/etwinning-project-my-dear-ladies/
https://twinspace.etwinning.net/82263
"The fantastic trees of Recycling" in the eTwinning projects Theodora Chandrinou
"The fantastic trees of Recycling" are creations of the pupils of the 4th primary School of Zografou, Athens, Greece. The Art work realized during the School year 2017 -2018, in the frame-work of the Greek National and eTwinning international projects, under the supervision of the Art Teacher Theodora Chandrinou and presented in open to public exhibitions and events.
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"Τα φανταστικά δέντρα της Ανακύκλωσης" δημιουργήθηκαν από τους μαθητές και μαθήτριες του 4ου δημοτικού Σχολείου Ζωγράφου, Αθήνας. Τα παιδιά εργάστηκαν στα πλαίσια Εκπαιδευτικών προγραμμάτων Ελληνικών Εθνικών και Διεθνών eTwinning, που υλοποιήθηκαν με υπεύθυνη Εκπαιδευτικό την Θεοδώρα Χανδρινού, το Σχολικό έτος 2017 -2018. Παρουσιάστηκαν σε εκθέσεις και εκδηλώσεις, ανοιχτές για το κοινό.
Our printmaking gallery - eTwinning project:“The Art of Printmaking is a Peda...Theodora Chandrinou
Our printmaking gallery, created for the eΤwinning project: “The Art of Printmaking as a Pedagogical tool”, presents the creations of Greek Engravers - Part 1 / By Theodora Chandrinou (Artist and Fine Arts Teacher).
Συλλογή Χαρακτικών για το Εκπαιδευτικό πρόγραμμα eΤwinning: "Η Χαρακτική Τέχνη ως Παιδαγωγικό εργαλείο". Παρουσιάζονται έργα Ελλήνων Χαρακτών - Μέρος 1ᵒ, από την Θεοδώρα Χανδρινού (Ζωγράφο - Χαράκτρια, Εκπαιδευτικό).
Carnival celebrations in the school - 4th primary School of Zografou, Athens,...Theodora Chandrinou
Carnival celebrations in the School - 4th primary School of Zografou, Athens, Greece. School year 2017- 2018, Art creations and activities of our pupils in the eTwinning projects. Our School achieved the eTwinning School label this year. Supervisor Art teacher;Theodora Chandrinou.
Γιορτάζοντας τις Απόκριες στο Σχολείο - 4 δημοτικό Σχολείο Ζωγράφου, Ελλάδα. Εικαστικές δημιουργίες και εκδηλώσεις των μαθητών μας, σχολικό έτος 2017 - 2018 και συμμετοχή στα έργα eTwinning. Το Σχολείο μας φέτος διακρίθηκε ως eTwinning School. Υπεύθυνη Εικαστικός: Θεοδώρα Χανδρινού.
eTwinning project "Diversity is our greatest strength" -1st primary School of...Theodora Chandrinou
The pupils of the 1st primary School of Pefki, Athens, Greece share their creations and present their diversity through Art/ eTwinning International project “Diversity is our greatest strength /Supervisor Art Teacher: Theodora Chandrinou.
Οι μαθητές από το 1 δημοτικό Σχολείο Πεύκης, Ελλάδας, παρουσιάζουν τις εργασίες τους και μιλούν για τη διαφορετικότητα μέσα από την Τέχνη/ eTwinning Διεθνές πρόγραμμα “Diversity is our greatest strength” / Υπεύθυνη Εκπαιδευτικός: Θεοδώρα Χανδρινού.
See more
Links:
Activity: "We are different but united under Peace!" https://twinspace.etwinning.net/39464/pages/page/264125
And more abour results:
https://twinspace.etwinning.net/39464/pages/page/232767
http://blogs.sch.gr/arteducate/2017/07/02/etwinning-projectdiversity-is-our-greatest-strength/
Safer internet 2018 posters - 4th primary School of Zografou, Athens, GreeceTheodora Chandrinou
Celebrating the Safer internet 2018 posters in the 4th primary School of Zografou, Athens, Greece/ The pupils with their Art Teacher Theodora Chandrinou worked and share posters. We present a part of our activities.
School Year 2017-2018.
Γιορτάζοντας την ημέρα ασφαλούς διαδικτύου, οι μαθητές του 4ου δημοτικού Σχολείου Ζωγράφου με την Εικαστικό τους Θεοδώρα Χανδρινού εργαστήκαμε και παρουσιάζουμε μερικές από τις αφίσες μας.
http://blogs.sch.gr/arteducate/2018/02/08/safeinternetday-school-year-2017-2018/
Christmas cards exchanging - 4th primary School of Zografou, Athens, GreeceTheodora Chandrinou
Christmas cards exchanging - 4th primary School of Zografou, Athens, Greece. TDuring the educational projects we communicated with Schools from Greece and other countries and we exchanged our best precious wishes!!
Ανταλλάξαμε ευχητήριες κάρτες με πολλά Σχολεία του κόσμου με τους μαθητές μου, του 4ου δημοτικού Σχολείου Ζωγράφου, Ελλάδα. Η εμπειρία ήταν εξαιρετική!!
1 Δημοτικό Σχολείο Πεύκης, Αττικής. Σχολικό έτος 2016 -2017. Καινοτόμο Εκπαιδευτικό Πρόγραμμα Περιβαλλοντικής Εκπαίδευσης «Γιορτάζοντας την Ανακύκλωση μέσα από την Τέχνη – Celebrating Recycling through Art». Υπεύθυνη Εκπαιδευτικός, Εικαστικός: Θεοδώρα Χανδρινού.
Environmental Awareness project “Γιορτάζοντας την Ανακύκλωση μέσα από την Τέχνη – Celebrating Recycling through Art”.1st primary School of Pefki, Athens, Greece. School year: 2016-2017. Activity: “The garden of Recycling”. Our pupils present their creations made with recyclable materials. Supervisor Art Teacher: Theodora Chandrinou.
http://blogs.sch.gr/arteducate/2016/11/27/%ce%b3%ce%b9%ce%bf%cf%81%cf%84%ce%ac%ce%b6%ce%bf%ce%bd%cf%84%ce%b1%cf%82-%cf%84%ce%b7%ce%bd-%ce%b1%ce%bd%ce%b1%ce%ba%cf%8d%ce%ba%ce%bb%cf%89%cf%83%ce%b7-%ce%bc%ce%ad%cf%83%ce%b1-%ce%b1%cf%80%cf%8c/
#https://twinspace.etwinning.net/33000/pages/page/287713#
1st primary School of Pefki, Athens, Greece.Our pupils present their creations, participate in open to public events, Art exhibitions and contests They collaborate in the eTwinning project: “Sharing my games” and promote healthy Mediterranean diet! Supervisor Art Teacher: Theodora Chandrinou.
1ο δημοτικό Σχολείο Πεύκης, Αθηνών, θέμα: υγιεινή διατροφή.
Με τους μαθητές μας συμμετέχουμε στο Εκπαιδευτικό πρόγραμμα του eTwinning: “Sharing my games”μοιραζόμαστε ιδέες με άλλα Σχολεία του κόσμου και στέλνουμε μηνύματα για τα οφέλη της Μεσογειακής υγιεινής διατροφή! Υπεύθυνη Εκπαιδευτικός- Εικαστικός: Θεοδώρα Χανδρινού
#http://blogs.sch.gr/arteducate/2017/10/29/sharing-my-games-etwinning-project-2016-2017/#
#https://twinspace.etwinning.net/33000/pages/page/225993#
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Visual Arts Education - its important role in Shaping Personality by Theodora Chandrinou
1. Visual Arts Education-
its important role
in Shaping Personality
Ethics and Aesthetics in
personality development -
Education and self- shaping
through art
International Conference, 6th
edition,
GH. Zane Institute, Iasi, Romania
Theodora Chandrinou
Artist and Art Teacher
Athens - Greece
2. Visual Arts Education and
its important role in Shaping Personality
Theodora Chandrinou
Romanian Academy - Iasi 2015
3. Aesthetic and Ethical perceptions
Visual Arts consist a strong media of messages expression and
communication. Through the rich vocabulary that the Visual Arts offer
as a human privilege we can present our inner thoughts, hopes and beliefs,
to transmit and receive messages. Reflected evidently are the historical
presence and the human agony to define and identify the position in space
and time.
“Art was becoming a confession of spirit and material substance, object
1.Aesthetic and Ethical perceptions
“Art was becoming a confession of spirit and material substance, object
and subject”. The overflow of conscience by the “Beautiful” (“Oreon”) as it
was inserted into art and finally upgraded to a way of life of the “Ideal
Beauty”, that is the “Divine Archetype” on earth, according to Plato.
The mental, psychological, social and cultural evolution of human beings
are stimulated from their free will, according to Aristotle. Being completely
aware of their action’s purpose, people are responsible for the “virtues”
that they have chosen to flourish their soul with, targeting the highest of all
the “wisdom”- (sabiduría).
4. Through education the interconnection with other modulus under a
holistic multilateral approach was a practical motive proposed from the
philosophers Aristotle and Plato.
The definition of Art as a factor for cultivating “inner beauty” and to
reflect it, in our contemporary times is a necessity. This paper consists an
admitted starting point, concerning this aspect.
1.Aesthetic and Ethical perceptions
6. Child and Art Games
Childhood as a first vital part in our human life, places the base terms for
the natural and social environmental adaption. Education offers the
structures and progressive rhythms to facilitate the paths as Jan Piaget
through his epistemological researches emphasizes.
Main function of the games (of any type) in the school field is not only
the entertainment further more is for the child to procure ways for
expressing the imagination and inventiveness. On this topic Piaget,
2.Child and Art Games
expressing the imagination and inventiveness. On this topic Piaget,
Dewey and Claparé́de insist that “the compulsory work is an anti-
psychological irregularity”. The pedagogical system by embedding psycho-
motoring activities such as art lessons is opening a luminous and creative
passage for the child and “by transforming the real to set a base for the
ego’s multiple needs”, Piaget.
The aims of the Art as a vehicle in childhood in the Playing process are:
the intervention and the development of forms of expression that will
reveal and smooth the problematic aspects of the character.
8. 3.The experiential Learning
Character of Visual Arts
Arts’ character has an experiential profile. Contemporary pedagogues
locate the need of the new methods attached in the learning theory. The
transformative learning, provides a complex of experiential knowledge
acquirement and the focal axis of “transforming experience to
knowledge through experienced practices”, according to Kolb.
In this paper, we advise a combination of Kolb’s theory, transformative
The experiential Learning Character of Visual Arts
In this paper, we advise a combination of Kolb’s theory, transformative
learning through Visual Arts and group cooperative learning.
The interconnections between the learners add cognitive and
sentimental benefits, blunting any chance oppositions that may occur.
13. Visual Art Interventions in Elementary Education
Recent year’s researchers offer creative ways to detect the learning action
in a lifelong dimension. The cooperation of Educators, learners and
parents in the first place with researchers, social institutions and
foundations, as well, offer the most on positive results. It is remarkable
how the social structure is being strengthened under this common goal ,
(Rusu 2104).
4.Visual Art Interventions in
Elementary Education
According to Cizek we must not accuse the child for not being affective
but “it is the Pedagogy that faults”.
The methodological base of Visual Art Interventions is flexible but
requires good organized plan.
14. 4a. Transformative Learning through Art
The methodically constituted activity of thought, which is based on the
evaluation of the subject data, the review and revision, defines the general
frame of “critical rethinking”.
Via the “converting learning” we acquire the possibility to intervene in
problematic frames, as Jack Mezirow reports. He selected ways to
change the dysfunctional structures and make them “comprehensive,
4.Visual Art Interventions in
Elementary Education
change the dysfunctional structures and make them “comprehensive,
distinct, open, meditative and sentimentally receptive in change”.
Mezirow, Jack & Associates, (1990).
For the practise of our project in classroom, high aesthetic quality works
of Arts were used, through on line Museum galleries by internet exploring
and printed photo albums, as well. On this topic our pupils inspired from
the Great Art Master’s creations and worked on groups as suggested,
using a variety of plastic arts media, materials, and techniques.
15. 4.Visual Art Interventions in
Elementary Education
4a. Transformative Learning through Art –
Portraits and Emotions
18. 4a. Transformative Learning through Art
Conclusions
were obvious, factual visible through the Art works of the students and
the workshops realized in classroom. For our projects evaluation we
followed the steps including: Interviews from the pupils, written
compositions, exhibitions and conference presentations. Also, used the
“Perkins’ evaluation table”.
4.Visual Art Interventions in
Elementary Education
We keep some paragraphs from the children’s confessions:
~“There are many different paintings and many different ways to see and
depict the same theme!”
~ “Now I understood that there are not “bad” or “good” art works, not as I
thought about abstract Art.”
~ “We are different but we have a common way to speak and that is
through Art.”
19. 4b. Visual Arts Therapy School Projects
Free expression allows people to develop interpersonal abilities, to
succeed in managing their negative emotions and their impulsive
behaviours. Already from the first years of our lives, our tendencies
become apparent.
The therapeutic role of Arts is an ability underlined and practiced
further in recent decades, after the researches on Psychology, Pedagogy
and Anthropology, as their synergy revealed the importance of
4.Visual Art Interventions in
Elementary Education
and Anthropology, as their synergy revealed the importance of
coexistence in innovative motives adapted.
In this paper we are focused on Visual Arts Education. It is possible to
intervene to the defence mechanisms that will shield us psychologically in
our struggle against traumatic experiences, negative thoughts and
emotions. We can "read" the data revealed by the children’s paintings so
as to help them in a substantial way, mainly because of the emergence,
the recognition and the management of emotions.
20. 4b. Visual Arts Therapy School Projects
The “Cathartic” experience helps children to uncoil feelings and
emotions: guilt, anger, stress, fear, or to uncover trauma and cause relief
(Buchalter, S., 2004).
The shapes, forms and their position on paper, the relationship between
the theme choices and colours, sizes and the construction of
compositions and also the textures become elements so “as to detect the
4.Visual Art Interventions in
Elementary Education
compositions and also the textures become elements so “as to detect the
aggression and others existent emotions, even in a latent period of time”
(Marinela Rusu, 2013).
In the teaching process we chose themes to irritate the interest and the
child’s imagination, to help introspection and self-awareness. We asked
from the children to be direct and clear in the motives and feeling to be
depicted, and to work in a short time. Some of the themes entitled: “Inner
faces” ,“How should I be if I was a tree?”, “How should I be as a flower”.
The evaluation of the project included interviews from the children as a
strong criterion of its notable value.
21. 4b. Visual Arts Therapy School Projects
Some of the themes entitled: “Inner faces”.
4.Visual Art Interventions in
Elementary Education
The evaluation of the project included interviews from the children as a
strong criterion of its notable value.
22.
23. 4c. Printmaking Techniques in Primary School
An innovating art intervention, considered by giving venerable
permanent results in future terms, is the printmaking technique.
As a project applied in the elementary Greek schools, for enriching the
Visual Arts methodology, since 2005 I improve and impart the benefits.
Children are impeded to test their personal and social skills, to increase
them through practice, in “Personalized Education” or working on
4.Visual Art Interventions in
Elementary Education
them through practice, in “Personalized Education” or working on
“Learning Groups”.
Main targets of the practice are the development of “life skills” and the
“Emotional Intelligence” cultivation, in priority. Concretely, to increase
the children's’: *personal skills, *self-control, *self-awareness,
*motivation, *social communication skills, *empathy. Additional skills
concerning the cognitive and meta-cognitive sectors are included.
(Chandrinou, Theodora, 2013).
25. More benefits are the required: responsibility, concentration, active
attendance, patience, insistence, methodological and organizational
spirit, critical thinking, cooperation and pleasant noble attitude. The
above points are making us to suggest the Printmaking Techniques in
Primary School unreservedly.
4c. Printmaking Techniques in
Primary School
26.
27. We are referring, as an example, to the Art of Printmaking and its
techniques, practiced in Athens primary Schools curricula in 2014-2015,
targeting 8-12 years old pupils. The participation of the pupils in
educational projects, Greek National and International eTwinning
enriched their learning experience.
Our goals were completely full-field, concerning permanent beneficial
results, assuming from the evaluation interviews from the pupils who
4.Visual Art Interventions in
Elementary Education
results, assuming from the evaluation interviews from the pupils who
participated and from their creations exhibited.
We had the opportunities to exhibit the children’s creations in Greece
and other European countries . We disseminated results through
eTwinning international awarded projects and we received worth
mentioning comments.
As personally do believe in the effectiveness of printmaking projects in
primary education, the necessity for teachers’ training became priority .
The interest from the part of the Teachers must be counted, also.
28. Due to this address designed and organized by Theodora Chandrinou
experiential workshops for adults and more in cooperation with the
offices of “Primary School Educational projects” of the Greek Ministry
of Education and other foundations ,especially for the Teachers needs to
enrich their learning practices.
.
4.Visual Art Interventions in
Elementary Education
29. 5. Results and Evaluation of
Visual Arts applications
Results and Evaluation of Visual Arts applications
30. Each educational tactical in order to be characterized as a “successful”
one it is more than obliged to be set under evaluation discretion
according to Glenn Turner of Southampton University.
We are referring, as an example, to the technique practiced in Athens
primary schools curricula in 2014-2015, targeting 8-12 years old pupils.
• Programming, (KETHEA TACADE, p. 32).
5. Results and Evaluation of
Visual Arts applications
• Programming, (KETHEA TACADE, p. 32).
• The indication’s collection
• To present and exhibit, to diffuse and communicate the results.
Learning from the experience, that our colleagues share, we illuminate
our pupils’ paths. We help them to find their own way to participate in
our community by imitating their Teachers’ admirable behavioural
skills.
31. 6. Feedback
6. Feedback
The creations of the children that were realized in Athens Greek
primary Schools, as a sample result of “good practices” to be applied in
classroom, were presented on Internet, in the “Creative Classroom”
eTwinning group on line Unconference. Art creations exhibited also, in
extended hospitality to the locations of the Conference organized in Iasi-
Romanian Academy , in Bouzianis Museum, Athens-Greece and in the
events Hall of Greek primary Schools , under open to public ceremony.
The methodology as was analyzed above and the evaluation ofThe methodology as was analyzed above and the evaluation of
practices testify that the Visual Arts Education in primary school
certainly can play an unrivalled beneficial role in shaping personality.
The reflexion to society raise the pedagogical aim on moral and aesthetic
values as transferring factors in the creative vital activities. Elytis
Odysseus, is referring to the evolution of Art that can be regarded as
“transposition”. The quintessence of Art is that it radiates the light in our
souls as “phototropism” (Elytis, p. 222) and preserves it as something
precious. In that way Art serves as an antidote to modern materialism,
“when theories at times deceive people into believing that their soul is
lost”.
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Websites
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