scholarly journals Design of Educational Art Activities for Preschoolers

2020 ◽  
Vol 9 (3) ◽  
pp. 57
Author(s):  
Xiaoxi Liu

<p>With the constantly development of social economy, fine art has received more and more attention in people's learning progress. Meanwhile, art, as an important part of fine art education, plays an irreplaceable role. Early childhood is the vital stage for the study of fine arts and promoting toddlers to develop good art capability, which is quite important for preschooler's development. Children's painting should not only be understood correctly and objectively but also need to be given correct guidance. The key to art education for preschoolers is to create a good painting environment for them. Besides, teacher's reasonable and effective teaching method is also a key link in cultivating children's art capability.</p>

2019 ◽  
Vol 7 ◽  
Author(s):  
Petar Petrov

Introduction: The article explores some processes that activate the creative potential of 7/8- year old children after mixed painting techniques introduction and application. Problems on a theoretical and empirical level are discussed, based primarily on the children's creative activity results and determined by the degrees of free experimental application of painting and non-painting materials.                                                                                                                                                                   Study Objective: The usage of some mixed techniques in the fine arts is considered and how they reflect on the dynamics of the children's education creative process. Methods: During the experimental work, the following methods are applied: monitoring and analysing the processes of working with different materials, experimenting with mixed painting techniques, composition analysis, image and richness of the expression means.                                                                                                                                                                                      Results: In the course of the study, it is established that the usage of more than one material for the pictorial activity significantly increases child creativity and better image in graphic and artistic terms are acquired, composition and richness of expression means are attained.                                                                                                                                                     Conclusions: The application of mixed painting techniques in fine art education of 7/8-year olds increases the creative activity, builds a lasting interest in the fine art, and enhances the emotional and aesthetic impact. 


2020 ◽  
Vol 12 (6) ◽  
pp. 686-695
Author(s):  
Yoseph Dalia ◽  
Emily C. Milam ◽  
Evan A. Rieder

ABSTRACT Background The use of fine art in medical education has a long history. Numerous studies have investigated the potential benefits of incorporating art in medical education; however, there are gaps in knowledge regarding the efficacy, methodology, and clinical significance of these studies. Objective This scoping review of the literature aims to describe the available literature on the incorporation of art education in medical school and residency. Methods PubMed, Google Scholar, and MedEDPortal were queried from their inception dates through December 2019. English-language studies providing a detailed methodology and detailed analysis were included. A total of 37 studies were identified. Upon further screening of the studies' methodologies and results, 16 studies describing art education implemented with medical students and 12 studies describing art education implemented with residents were included for final review. Results Various methods of art education exist, including Visual Thinking Strategies (VTS), rigorous curricula, and unstructured roundtable discussions with art curators or artistically minded clinicians. Studies range in duration, art media, and type of analysis. Conclusions There has been an increasing effort to incorporate fine art education into medical training, primarily to enhance visual perception skills and empathy. Although there is limited research on its efficacy, and wide variations in study methodologies exist, results consistently indicate that participants find the incorporation of art into curricula beneficial. Further research analyzing which methodologies are most likely to yield statistically and clinically significant improvements in visual perception and empathy may lead to increased utilization of this teaching method.


WIDYANATYA ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 77-91
Author(s):  
I Nyoman Putra Adnyana ◽  
I Kadek Sumadiyasa

Ornaments of Penataran Bujangga Sangging Prabangkara Temple Kebon Village Blahbatuh Gianyar, is one of the forms of Hindu religious fine art education which is very unique in its visual working process hereditary done incompletely as a means of religious belief, in its development become a phenomenon in its field.  So it is interested to be examined under the title "Ornaments of Penataran Bujangga Sangging Prabangkara Temple Kebon Village, Blahbatuh District, Gianyar Perspective of Hindu Religious Fine Arts Education". With the formulation of the problems 1). Why Ornaments of Penataran Bujangga Sangging Prabangkara Temple are done incompletely/unfinished. 2). What is the shape of the ornaments of Penataran Bujangga Sangging Prabangkara Temple 3). What are the values ​​of Hindu Religious Fine Arts Education contained in the ornaments of  Penataran Bujangga Sangging Prabangkara Temple. In the discussion, it was found that why Ornaments in Bujangga Sangging Prabanggkara Temple were done in incomplete/unfinished because of the Trust Systems to the ancestors, as a hereditary tradition. Unique Specific Ornament Forms, Imperfect Forms on; Gelung Kori Ornaments, Bale Kukul Ornaments, Masceti Pelinggih Ornaments, Monument Ornaments, 2 Pengadangan Monument Ornaments. Elements of fine art found in the ornamentation of Penataran Bujangga Sannging Prabangkara Temple; Curved Lines, Flat Lines, Slanted Lines, Straight Lines, Balance and Contrast. The values of fine art education and Hindu religious ornaments; Ethic education: Sangging attitude, aesthetic: Unity, Balance, Contrast, Accents. Social: community social, cooperation. Religious: forms of religious objects.


2020 ◽  
Vol 9 (6) ◽  
pp. 174
Author(s):  
Shufang Xiao ◽  
Zhiyuan Xiao

In recent years, with the continuous deepening of education reform, the education sector has put forward higher requirements for early childhood education. It is necessary to give full play to the advantages of art education and cultivate the creativity of young children. At this stage, there are still many problems in children's art education, which is not conducive to the cultivation of children's creative ability. Under the new educational background, it is necessary to innovate children's art education models and cultivate children's artistic literacy.


2021 ◽  
Vol 1 (192) ◽  
pp. 203-209
Author(s):  
Marina Sofilkanych ◽  

The retrospective analysis of emergence of out-of-school art education of the region is made in the article, organization and role of extracurricular education in Ukraine, its organizers and researchers in this field. The emergence and development of art school of Transcarpathia in the twentieth century led to the formation of new generations of artists and the creation of art education. Out-of-school educational establishments of artistic and aesthetic direction were created for young children of the first school age, the first of which was a studio of fine arts under the direction of Zoltan Bakonii. Following the example of this studio in Transcarpathia in the second half of the twentieth century. opened children's art schools with the department of fine arts in the cities of Mukachevo, Uzhhorod, Khust, Vynohradiv, v.Chynadiyevo, etc., where teachers were mostly graduates of Transcarpathian art educational establishments. The development of art education in Transcarpathia and the extracurricular education of the region was studied by Nebesnyk I. I., Voloshchuk A .V, Mochan T. M, Rosul T. I. In the system of art education in Transcarpathia, founded by Adalbert Erdeli and Joseph Boksai, such well-known teachers as V. Skakandii, I. Masniuk, N. Ponomarenko, M. Syrohman, L. Prymych, V. Manailo, E. Roman, T. Bartosh, H. Homoki, V. Dorosh, A. StasIuk and others studied and worked there. Important role in the development of regional extracurricular education of artistic and aesthetic orientation belongs to such well-known pedagogues-educators as V. Burch and V. Tsibere. They played a major role in the creation of Mukachevo Children's ArtSchool named after M. Munkachi. This school of arts, after Z. Bakonii's studio, is one of the first art schools in the field where fine arts is taught. Later the art departments were based on children's music schools. The fine arts department at Uzhhorod Children's School of Arts started its activity in 1984. Most of the teachers came to Zoltan Bakonii's schools: V. Vovchok, O. Sidoruk, G. Kramarenko, E. Roman (head of the department of fine art) and others. Over 200 students study at the fine arts department of named school. During the 1990s, Transcarpathian extracurricular institutions were stagnant and even have undergone a numerical reduction. Since the beginning of 2000, as a result of the successful management of local administrations and their successful policies, their activities have been normalized and coordinated with the work of leading educational establishments of the art education of the region, in particular the College of Arts named after A. Erdeli and the Transcarpathian Academy of Arts. The joint actions and events, workshops for the students of art schools of the region, as well as training courses and seminars for teachers are held. Therefore, in the system of continuous art education (school, college, academy), extra-curricular institutions play an important role. At the School of Arts children learn the basics of fine literacy, academic drawing, painting, composition and get acquainted with examples of the world's best art at the Art history lessons. It is at the School of Arts that the artistic and aesthetic tastes and sensations of beauty are formed, the aesthetic education of young people, its professional orientation, and the formation of artistic environment of the region. In the field of art education, this three-stages system is important, because it solves its sectoral tasks and is a very important link and system of continuous art education in Transcarpathia.


2018 ◽  
Vol 1 (1) ◽  
pp. 24
Author(s):  
Yi-Huang Shih

<p><em>In general, the research of early childhood art education </em><em>has its importance. For this reason, </em><em>research into early childhood art education </em><em>in Taiwan has been emphasized by scholars, in the hope that</em><em> </em><em>preschool</em><em> teachers can better understand the </em><em>early childhood art education. By reading, analyzing and discussing related studies, </em><em>t</em><em>his paper aims to explore the research of early childhood art education </em><em>in Taiwan. Hopefully, such an exploration can help teachers </em><em>understand </em><em>concepts related to </em><em>early childhood art education, and most importantly develop an excellent praxis of early childhood art education. After reading, analyzing and discussing related studies, the research issues of early childhood art education </em><em>in Taiwan </em><em>we identified are as follows: (1) young children’s art making processes, (2) the practice of implementing an aesthetic thematic curriculum, (3) the development of learning indicators of the aesthetic domain for kindergarten curriculum in Taiwan, (4) the teaching principles of aesthetic education in early childhood, (5) multicultural art education for children, (6) investigation of art education in kindergartens, (7) children’s art learning with parents, (8) making use of picture books to design a suitable art integrated curriculum for children, (9) teaching art appreciation in kindergarten, (10) employee retention and collaboration with art institutions on early childhood education, (11) integrating mangrove environmental education into art teaching for young children, and (12) the progress of implementing aesthetic feelings by integrating a community based viewpoint.</em></p>


2019 ◽  
Vol 8 ◽  
pp. 1-7
Author(s):  
Hazhari Ismail ◽  
Mohamad Albaree Abdul ◽  
Iylia Mohamad

The art education is seen as important in children’s early childhood education and it is extensively acknowledged. This study emphasizes the value of Islamic visual art among preschool children and explores the methods of teaching art in preschools as well as on the approaches used to support the children’s learning, particularly on the development of social skills. The method was intended to consider the implications of Islamic visual art education in a qualitative view. Classroom structured observations were conducted mainly on the Islamic visual art painting and drawing activities among children participating in Islamic visual art activities to gauge the social skills development in the children according to their age level by referring four main attributes in social skills; communication, group, support and conflict resolution. The identified emerging findings include the importance of Islamic visual art education in order to develop social skills for children and in considering the positive relationship between children and teachers to support children’s development in their early childhood settings. Hence, Islamic visual art activities could be considered an essential tool of the pedagogy in addressing problems regarding children’s development and learning in early childhood, where the revision of art curriculum is required across the subject and holistic development of children.


2015 ◽  
Vol 46 (3) ◽  
pp. 463-484
Author(s):  
Yvonne Low

This article aims to recover the background to the post-Second World War growth of local art activities, art education and the rise of the professional artist on the island of Singapore and peninsular Malaya. It examines how the transitional period spanning the dissolution of British colonialism and the establishment of two independent nations stimulated unique conditions for the development of local art education and created an amateur–professional artist divide. The promotion and support of fine arts and related activities were in tandem with nation-building strategies that sought to construct a common ‘Malayan’ culture and identity.


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