Download to read offline
Uploaded byEDUCULT
What school can learn from the arts
This document discusses the importance of arts education and proposes several considerations for improving arts education. It summarizes that arts education (1) allows for multiple answers to problems, the interweaving of form and content, the importance of imagination, and intrinsic satisfaction; (2) UNESCO promotes arts education by focusing on accessibility, quality, and applying arts to address social challenges; and (3) effective arts education requires a flexible approach, teacher facilitation, and viewing mistakes as learning opportunities.
More Related Content
Similar to What school can learn from the arts
What school can learn from the arts
- 1. © Eva Lausegger © ohneski/Photocase, daniel.schoenen/Photocase Michael Wimmer What school can learn from the arts – Some transnational considerations that might effect us all Cultural Bazaar 2013 Ljubljana 12th of Ma
- 2.
- 3.
- 4.
- 5. The appearance ofthe unexpected and the teacher
- 6. EDUCULT – AEuropean research institution Acting as critical friend Research and development: EDUCULT as a player in international cultural and education policy research Studies, evaluations, consulting and projects : Diversity and Cooperation Arts Count! European Arts Education Fact Finding Mission Cultural Education in Europe Multilingual rhetoric competition: Sag´s multi! Cultural.Explorers!
- 7. UNESCO Initiatives onArts Education UNESCO World Conferences: Road Map for Arts Education Aims Concepts Strategies Research and knowledge sharing Recommendations for educators, parents, artists, directors, trainers, administrators and their institutions
- 8. UNESCO Initiatives onArts Education Soul Agenda: Goals for the Development of Arts Education Accessibility as a fundamental and sustainable components of a high wquality renewal of education Assurance that arts education activities are of high quality in conception and delivery Application of arts education principles and practiceso to contribute to resolving social and cultural challenges
- 9. On the longroad of recognizing the power of arts education „Arbeitsschule“ and the private initiative of Eugenie Schwarzwald - A critique of paternalistic education for hundred years Four pillars of a new school specialization where there are particular talents focus on particular subjects at a particular time autonomous learning during all school phases learning in touch with realities
- 10. Still on theAgenda: Towards a contemporary concept of learning Learning is a creative process. What we learn depends on how and where and under which circumstances we learn. Creativity is an interdisciplinary guiding principle in education that is not bound to any specific subject Unfolding multiple potentials of an individual’s personality, the connection of “brain, heart and hand” Learning by means of art-based methods opens up specific spheres of experience and development
- 11. The essential questionsand the four UNESCO pillars of education What we learn How we learn Where we learn To learn to know To learn to do To learn to be To learn to live together
- 12. Art Education, ArtsEducation, Cultural Education, Creative Education How to define what we are talking about? How to define clear aims and objectives? How to learn from each other? Towards a new wave of hope production: creativity and innovation And the reaction of the European authorities
- 13. On EU-level: Culturalcompetences: cultural awareness and expression Cultural knowledge includes an awareness of local, national and European cultural heritage and their place in the world … Cultural Skills relate to both appreciation and expression … © Elsabe/Photocase
- 14. Elliot Eisner: Whateducation can learn from the arts There is more than one answer to a problem Form and content interpenetrate The importance of imagination The importance of relationships The importance of intrinsic satisfaction Learning is not just about literal language and quantification The importance of being flexibly purposive The importance of a flexible time regime to relish the experience that © Martina GaiggMartina Gaigg © one seeks
- 15. „School Budgets forFederal Schools“ – Organisational aspects More autonomy for schools Cultural/creative education is more than traditional music or fine art education Culture for school profiling The role of „mediators“
- 16. „Cultural.Explorers!“ – Methodologicalaspects Towards a new way of learning: aesthetic research School as an open learning centre – co-operation is the key Paradigm change: how to explain that something has © PwC/DKJS – Kultur.Forscher! been learnt
- 17. „Ruhratlas“ – Qualityaspects There is no quality per se – excellence is about decisions The quality of learning processes depends on the formulation of transparent targets The need for networking or: the actors are not alone © Martina Gaigg
- 18. What kind ofchallenges do we see and how do we want to respond? The traditions of the established institutions are (too?) strong Persisting prerequisites like: What we can‘t measure is of no value or The utilitarian dominance The changing role of the state and the appearance of new players The undetected potentials of the learner The fear of professionalisation and the need of a common understanding of quality
- 19. Teachers are decisive(Hattie) The long way from detecting weaknesses to fostering strengths The teacher as facilitator The teacher as co-researcher The teacher as motivator The teacher to be assessed The teacher as a trustful backbone in risk-taking The teacher and the question of (mutual) assessment
- 20. Directions to go Towards a new culture of teaching and learning: cooperative, project-orientated, interdisciplinary a new combination of practice and theory: Learning is about doing and thinking The provision of a new generation of education programs in cultural institutions increasing importance of informal education © kallejipp/Photocase provision broadening the range of qualification: from knowledge transfer to the acquisition of competences
- 21. Let’s keep inmind Good solutions do not come from above Take advantage of the arts You are not alone Be on a par with each other Choose transparent objectives Make use of mistakes Remain curious Be brave and enjoy © ohneski/Photocase, daniel.schoenen/Photocase
- 22. „Talking about creativitymeans accepting instability and taking advantage out of it“ Thank you for your attention! www.educult.at michael.wimmer@educult.at © Mages/Photocase
Editor's Notes
- #10 Response to an unbroken practice of reactionary-monarchist organisational structure of school learning: scholars were Gottfesfurcht and unconditional submission to the given reality: chauvinism and militarism should produce warrriors and subjects willing to sacrifice. The children learn their native country one day as a brave warrior and industrious workers to serve
- #14 Essential knowledge, skills and attitudes related to this competence: Cultural knowledge includes an awareness of local, national and European cultural heritage and their place in the world. It covers a basic knowledge of major cultural works, including popular contemporary culture. It is essential to understand the cultural and linguistic diversity in Europe and other regions of the world, the need to preserve it and the importance of aesthetic factors in daily life. Skills relate to both appreciation and expression: the appreciation and enjoyment of works of art and performances as well as self-expression through a variety of media using one’s innate capacities. Skills include also the ability to relate one’s own creative and expressive points of view to the opinions of others and to identify and realise social and economic opportunities in cultural activity. Cultural expression is essential to the development of creative skills, which can be transferred to a variety of professional contexts. A solid understanding of one’s own culture and a sense of identity can be the basis for an open attitude towards and respect for diversity of cultural expression. A positive attitude also covers creativity, and the willingness to cultivate aesthetic capacity through artistic selfexpression and participation in cultural life.