Advancing our futures – Educational potential of interdisciplinary artistic projects to children ‘at risk’ in Denmark and South Africa

2019 ◽  
Vol 18 (3) ◽  
pp. 410-431
Author(s):  
Charlotte Svendler Nielsen ◽  
Liesl Hartman
Keyword(s):  
South Africa ◽  
At Risk ◽  
Visual Arts ◽  
Arts Education ◽  
Educational Practice ◽  
Education Policies ◽  
Cultural Challenges ◽  
Hermeneutic Phenomenological ◽  
The Arts ◽  
Educational Potential

The United Nations Educational, Scientific and Cultural Organization Seoul Agenda for Arts Education (2010) calls for ensuring equitable access to arts education for all, strengthening the quality of arts education and harnessing its potential to contribute to resolving social and cultural challenges. In both South Africa and Denmark, a practice–policy gap exists between what the curricula prescribe in the area of arts education and what is experienced to be happening in the everyday life at schools. This gap contributes to creating inequality in terms of access to arts education. It is therefore important to find ways that might give access to arts education to a broader range of children, and to find out how their participation might contribute to advancing their future opportunities. This paper explores how arts education policies can be enacted within schools in both Denmark and South Africa. It takes as its point of departure a project that investigates the potential of an educational practice that integrates dance with visual arts and involves multicultural groups of children, teachers and artists in two school classes in South Africa and Denmark. It focuses on what importance arts education might have, especially to those children in the two classes who are ‘at risk’, by illuminating their experiences and opportunities for learning through integration of dance and visual arts. In this study, a phenomenologically inspired concept of learning, which includes enhanced awareness, theories of multi-modal experience in the arts and Todres’ concept of ‘soulful space’ contribute to illuminate educational potential of the artistic-educational approaches that were developed in the project. Through a hermeneutic phenomenological methodology, children’s experiences were elicited through reflective group dialogues involving ‘stimulated recall’ based on photographs of them engaged in different activities and drawings that they had created, which reflected their experiences.

scholarly journals Uso de jogos eletrônicos em artes visuais

2019 ◽  
Vol 3 (1) ◽  
pp. 30
Author(s):  
Samuel Vilasbôas Pereira ◽  
Paulo César Antonini de Souza
Keyword(s):  
Literature Review ◽  
Virtual Environment ◽  
Visual Arts ◽  
Arts Education ◽  
Visual Arts Education ◽  
Electronic Games ◽  
Educational Potential

ResumoO presente artigo reúne reflexões a partir de um estudo voltado para o ensino de artes visuais considerando as possibilidades pedagógicas do uso de jogos eletrônicos em espaços de ensino e de aprendizagem. Tendo por fundamento uma revisão de literatura sobre o fenômeno lazer e a natureza lúdica dos jogos no meio virtual, são realizadas análises de alguns jogos eletrônicos, destacando seus potenciais lúdicos e educativos, decorrentes de uma relação estética entre o jogador e o jogo, além de aspectos descritivos dos jogos. Realiza-se, por fim, um movimento que procura destacar os aspectos relevantes da utilização dos jogos eletrônicos como instrumento pedagógico para o ensino de artes visuais.Palavras-chave: Jogos Eletrônicos. Ensino de Artes Visuais. Lazer.Use of electronic games in visual artsAbstractThis paper presents reflections from a study related to the visual arts teaching considering the pedagogical possibilities of electronic games in teaching spaces and learning. Based on a literature review of the leisure phenomenon and the playful nature of the games in the virtual environment, analyzes of some electronic games are performed, emphasizing their playful and educational potential, also emphasizing descriptive aspects of the games. Finally, the relevant aspects of the use of electronic games as a pedagogical instrument for the teaching of visual arts are highlighted.Keywords: Electronic Games. Visual Arts Education. Leisure.Uso de juegos electrónicos en artes visualesResumenEl presente artículo reúne reflexiones a partir de un estudio orientado a la enseñanza de artes visuales considerando las posibilidades pedagógicas del uso de juegos electrónicos en espacios de enseñanza y de aprendizaje. Habiendo fundado en una revisión bibliográfica sobre el fenómeno del ocio y el carácter lúdico de los juegos en el entorno virtual, se realizan análisis de algunos juegos electrónicos, destacando sus potenciales lúdicos y educativos, que surgen de una relación estética entre el jugador y el juego, presentando también aspectos descriptivos de los juegos. Se realiza, por fin, un movimiento que busca destacar los aspectos relevantes de la utilización de los juegos electrónicos como instrumento pedagógico para la enseñanza de artes visuales.Palabras clave: Juegos Electrónicos. Enseñanza de Artes Visuales. Ocio.

Locating visual arts education in a post-liberal arts landscape

2019 ◽  
Vol 8 (2) ◽  
pp. 149-159
Author(s):  
Jason Swift
Keyword(s):  
Visual Arts ◽  
Liberal Arts ◽  
Arts Education ◽  
The United States ◽  
Political Climate ◽  
Educational Assistance ◽  
Visual Arts Education ◽  
Post Secondary ◽  
The Arts ◽  
History Of

This article explores the current climate and location of visual arts at post-secondary institutions in a growing post-liberal arts climate in the United States. It discusses the future of visual and liberal arts education in a socio-political climate that appears to value career-ready degrees and profit over scholarship and the cerebral, emotive and visceral importance of education and the arts. The history of conservative efforts to remake post-secondary education and government efforts to defund it are discussed, providing context for the shift to a post-liberal arts landscape. A growing divide and class separation are investigated as an outcome of the efforts made to de-liberalize colleges and universities and defund educational assistance programmes, potentially placing it in the hands of the upper class and out of the hands of the middle and lower classes.

scholarly journals What is going on in early years music planning? A study of early years teachers' weekly plans

2012 ◽  
Vol 37 (2) ◽  
pp. 122-126
Author(s):  
Susanne Garvis
Keyword(s):  
Music Education ◽  
Visual Arts ◽  
Arts Education ◽  
Early Years ◽  
Approach To Learning ◽  
Social Success ◽  
The Arts ◽  
Children First ◽  
Quality Learning

ARTS EDUCATION IS AN Important element of the early years curriculum. Children first learn to express themselves through the arts (dance, drama, media, visual arts and music). Furthermore, numerous studies provide evidence that quality learning experiences in the arts contribute in significant ways to social success and impact positively on a child's academic achievement and long-term education. In Australia, early years teachers are expected to teach arts education. This study explored the weekly planning of 76 early years teachers across kindergartens, preparatory classes and Years 1, 2 and 3 in Queensland, Australia. Settings took a structured ‘curriculum-focused’ approach to learning in the early years, which made the exploration of planning important. Our study looked for segments of time devoted to music throughout the week. Content analysis was used to interpret the weekly plans, with three themes emerging: (1) The majority of the weekly plans were dedicated to literacy and numeracy; (2) Little time was devoted to the teaching of music apart from the scheduled 30-minute music lesson with a specialist teacher in some schools; and (3) Of the limited number of weekly plans that featured music, activities were teacher-directed. These results provide insight to the current understanding and value of music education in the early years curriculum. Key messages can be drawn about the importance of professional development, music advocacy in the early years, and curriculum and policy planning.

On the goals and outcomes of arts education

2017 ◽  
Vol 98 (7) ◽  
pp. 15-20 ◽  
Author(s):  
Rafael Heller
Keyword(s):  
Empirical Research ◽  
Visual Arts ◽  
Arts Education ◽  
Careful Analysis ◽  
Conclusive Evidence ◽  
Vast Amount ◽  
The Arts ◽  
Theatrical Performance ◽  
K 12

Supporters of K-12 arts education often make the case that when students study music, dance, theatrical performance, and the visual arts, they tend to improve in the academic subjects as well. But, as Lois Hetland explains, that’s not the best way to advocate for greater investments in arts instruction. In fact, a careful analysis of a vast amount of empirical research found no conclusive evidence to support the claim that studying the arts leads to better performance in math, reading, or other subjects. To make a stronger case for arts education, she argues, advocates should point to the specific kinds of knowledge and skill that students can learn only through the arts and which can empower them to think and communicate in ways that are essential to their lives and to the health of the wider community.

scholarly journals Arts Education in Thailand: Why it Matters

MANUSYA ◽  
2014 ◽  
Vol 17 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Cristina Penn Schoonmaker
Keyword(s):  
General Education ◽  
Visual Arts ◽  
Arts Education ◽  
Language Skills ◽  
Tertiary Level ◽  
Contextual Knowledge ◽  
The Arts ◽  
General Education Courses ◽  
High Level ◽  
Education Courses

The humanities, especially the visual arts, are often neglected at Thai universities because they are perceived as rarely yielding tangible results. This paper aims to demonstrate that learning to decode and talk about a painting not only require high level cognitive, visual, and language skills, but also extensive contextual knowledge, which only a background in the humanities can offer. The author analyzes several works of art as well as discusses modern aesthetics to argue that the arts are an integral part of the human experience, and therefore, should be included in general education courses at the tertiary level.

Diaghilev and British Writing

2009 ◽  
Vol 27 (1) ◽  
pp. 65-92
Author(s):  
Susan Jones
Keyword(s):  
Visual Arts ◽  
The Body ◽  
The Novel ◽  
Literary Responses ◽  
Literary Aesthetics ◽  
Ballets Russes ◽  
The Arts ◽  
The Subject ◽  
And Gender ◽  
Opening Up

This article explores the diversity of British literary responses to Diaghilev's project, emphasising the way in which the subject matter and methodologies of Diaghilev's modernism were sometimes unexpectedly echoed in expressions of contemporary British writing. These discussions emerge both in writing about Diaghilev's work, and, more discretely, when references to the Russian Ballet find their way into the creative writing of the period, serving to anchor the texts in a particular cultural milieu or to suggest contemporary aesthetic problems in the domain of literary aesthetics developing in the period. Figures from disparate fields, including literature, music and the visual arts, brought to their criticism of the Ballets Russes their individual perspectives on its aesthetics, helping to consolidate the sense of its importance in contributing to the inter-disciplinary flavour of modernism across the arts. In the field of literature, not only did British writers evaluate the Ballets Russes in terms of their own poetics, their relationship to experimentation in the novel and in drama, they developed an increasing sense of the company's place in dance history, its choreographic innovations offering material for wider discussions, opening up the potential for literary modernism's interest in impersonality and in the ‘unsayable’, discussions of the body, primitivism and gender.

Gerak Tari Baris Tunggal dalam Fotografi Ekspresi Menggunakan Teknik Strobo Light

2014 ◽  
Author(s):  
Ida Bagus Candra Yana*
Keyword(s):  
Visual Arts ◽  
Dance Movement ◽  
Multiple Images ◽  
Strobe Light ◽  
Creative Idea ◽  
The Arts ◽  
Art Works ◽  
Art Photography ◽  
Aesthetic Values ◽  
Aesthetic Expression

Dance  photography  is  a  photo  shoot  on a  dance  movement  which  has  a  characteristic as  it  shows  on  a  particular  movement  with unique costumes. The arts of dance photography specifically describes through a specific thematic effect  with  an  aesthetic  and  creative  oncoming. Based on the photographer experience to capture the  light  together  with  his  aesthetic  expression on  movement  photography,  he  finally  presented the  visual  arts  on  Baris  Tunggal  Dance  in  art photography expressions using strobe light. Basically,  the  creative  works  focused on  the  dancer  movements  and  transformed  into photography  expression  which  blended  with aesthetic  and  creative  idea  (ideational)  also  the technical photo shoot capability (technical) of the photographer. The photo shoots technique chosen through a variety of consideration which oriented on practical implementations possibilities, resulting photographs  in  freeze,  blurred,  and  multiple-images  as  art  photography.  The  art  photograph includes  extrinsic  and  intrinsic  aesthetic  values through photo presentation. With the presence of this photography art works it was not only present Gerak Tari Baris Tunggal dalam Fotografi Ekspresi Menggunakan Teknik Strobo Light in the form of mere documentation but it was the art photography expression on creative and aesthetic level. Keywords:  movements,  Baris  Tunggal  Dance, photography expression, strobo-light * Dosen ISI Denpasar

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