scholarly journals 5. Study of Arts Teachers’ Vision on Supporting “Artistic Talent”

2017 ◽  
Vol 14 (1) ◽  
pp. 271-276
Author(s):  
Ona Ionica Anghel
Keyword(s):  
Music Education ◽  
Visual Arts ◽  
Opinion Poll ◽  
Ministry Of Education ◽  
Educational Strategies ◽  
Item Questionnaire ◽  
The Arts ◽  
Arts Teachers ◽  
Special Children ◽  
Artistic Talent

Abstract The purpose of this study is to find out the arts teachers’ opinion regarding the three issues related to the strategies aimed to support pupils with artistic talent: what is? who supports? how do they support? the artistic talent. Three goals lead us to this aim: to sketch the profile of the pupils with artistic talent, depending on their conduct and needs; the identification of the activities to support these special children; the identification of the extent to which different institutions get involved in supporting the pupils with artistic talent. To achieve these goals, we used the opinion poll as a research method and the created instrument was represented by a five-item questionnaire - four of them requiring open answers and one for closed answers. A total of 29 teachers of visual arts and music education, theoretical and interpretive, were selected for this study. The obtained results brought us close to the image that the teachers have on the artistic talent phenomenon. According to the teachers, the artistic talent is visible if we pay attention to four fields: creativity, passion, harnessing talent, specific skills. Meeting the needs (material, emotional support, socialization with peers, recognition of their talent) can be sources of shaping the educational strategies to support pupils with artistic talent by the main responsible institutions - the Ministry of Education, inspectorates, schools, NGOs.

scholarly journals Contextualizing Aesthetics as Social Engagement for Teacher Education

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Adam I Attwood
Keyword(s):  
Teacher Education ◽  
Visual Arts ◽  
Social Engagement ◽  
Historical Development ◽  
Fine Arts ◽  
Content Areas ◽  
The Arts ◽  
Arts Teachers ◽  
Meta Analyses ◽  
K 12

Aesthetics is a type of literacy; however, it has been missing in generalist meta-analyses of teacher education. This article adds to the literature by synthesizing aesthetics theory, especially for implications of the historical development of ideas related to visual arts and aesthetics broadly defined for inclusive teacher preparation that promotes social engagement. Various viewpoints are explored in this article for contextualizing the field of aesthetics education as it relates to the preparation of generalist K–12 teachers who are not training to be fine arts teachers. With context, generalist K–12 teachers can be equipped to integrate the arts across other content areas.

scholarly journals THE INFLUENCE OF DIFFERENT EDUCATIONAL CONTEXTS ON TUTOR PRESENTATIONS OF VISUAL ARTS IN TEACHER COLLEGES IN UGANDA

2019 ◽  
Vol 77 (4) ◽  
pp. 515-527
Author(s):  
Julius Ssegantebuka
Keyword(s):  
Visual Arts ◽  
Administrative Support ◽  
Educational Policies ◽  
Ministry Of Education ◽  
Development Programs ◽  
Group Discussions ◽  
Teaching Resources ◽  
Teacher Colleges ◽  
Arts Teachers ◽  
Poor Infrastructure

Different educational contexts or learning environments differently influence visual arts tutor’s performance and pre-service teachers’ learning. The purpose of this research was to examine the role the college context plays in the tutors’ presentation of knowledge and the pre-service teachers’ learning in visual arts in National Teacher Colleges in Uganda. The researcher used interviews, observations, document reviews and focus group discussions to collect data. The results revealed that there were inadequate teaching resources, poor infrastructure and limiting educational policies and administrative support. The research recommended that the ministry of education and sports provide adequate teaching resources, review the limiting educational policies and conduct refresher courses and professional development programs for tutors in National Teacher Colleges in Uganda. Keywords: educational context, pre-service visual arts teachers, teachers’ learning.

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.

scholarly journals THE RELATIONS BETWEEN MUSICIANSHIP AND CORE COMPETENCIES IN PROFESSIONAL MUSIC TRAINING—THE TUT EXPERIENCE

2021 ◽  
Author(s):  
Hua Hui Tseng ◽  
Keyword(s):  
Music Education ◽  
Core Competencies ◽  
Contemporary Music ◽  
Music Educators ◽  
Music Students ◽  
Ministry Of Education ◽  
Music Training ◽  
The Arts ◽  
University Of Technology ◽  
Education Act

After being asked to respond to the Arts Education Act of 2015 by the Ministry of Education, Taiwan, concerning curricula and their impact on music education, what follows are some observations and reflections from the Tainan University of Technology (TUT), Taiwan, about its educators' experiences of teaching undergraduate music and music degrees. The idea put forward isthatskills/knowledge competency reflects an emergent sensibility in contemporary music cultures, and this represents an opportunity for music educators to reconfigure and strengthen their pedagogical approaches. By recognizing the legitimacy of new and varied forms of musicianship and acknowledging the ways in which course curricula continue to grow in their range of practices and necessary literacies, strategies can be developed to support broader, cohesive, inclusive, diverse, meaningful, and useful experiences for music students.

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

Developing Craft in the Ballet Class

2021 ◽  
Vol 39 (2) ◽  
pp. 147-157
Author(s):  
Susie Crow
Keyword(s):  
Visual Arts ◽  
Alternative Model ◽  
Embodied Learning ◽  
Sports Science ◽  
The Arts ◽  
Theoretical Investigations ◽  
Attitudes And Perceptions

The ballet class is a complex pedagogical phenomenon in which an embodied tradition is transmitted in practice from one generation to the next, shaping not just the dancing but the attitudes and perceptions of dancers throughout their careers. This paper emerges from observations and experience of recent and current ballet class practice, and theoretical investigations into embodied learning in the arts. It outlines the influential role of large hegemonic institutions in shaping how ballet is currently taught and learned; and the effect of this on the class's evolving relation to ballet's repertoire of old and emerging dances as artworks. It notes the increasing importation into ballet pedagogy of thinking rooted in sports science, engendering the notion of the dancer as athlete; and of historic attitudes which downplay the agency of the dancer. I propose an alternative model for understanding the nature of learning in the ballet class, relating it to what Donald Schön calls ‘deviant traditions of education for practice’ in other performing and visual arts ( Schön 1987 p16). I look at the dancer's absorption via the class of ballet's danse d’école, its core technique of academic dance content. I suggest how this process might more constructively be understood through the lens of craft learning and the development of craftsmanship via apprenticeship, the dancer learning alongside the teacher as experienced artist practitioner who models behaviours that foster creativity.

The Arts We See, a Simplified Introduction to the Visual Arts

Art Education ◽  
1985 ◽  
Vol 38 (3) ◽  
pp. 44 ◽  
Author(s):  
John Keel ◽  
Vincent Lanier
Keyword(s):  
Visual Arts ◽  
The Arts
Sign in / Sign up

Export Citation Format

Share Document