scholarly journals MEDIAÇÃO CULTURAL E ARTE/EDUCAÇÃO NÃO-FORMAL NA CAFUA DAS MERCÊS = CULTURAL MEDIATION AND NON-FORMAL ART / EDUCATION IN CAFUA DAS MERCÊS

2021 ◽  
Vol 20 (2) ◽  
pp. 113
Author(s):  
Walter Rodrigues Marques
Keyword(s):  
Art Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Museum Education ◽  
Educational Practices ◽  
African History ◽  
Cultural Mediation ◽  
Social Growth ◽  
Theoretical Support ◽  
Art Teaching

O artigo objetiva a reflexão sobre educação não-formal em espaço museológico, no sentido de desenvolver habilidades de leitura de imagens, contextualizando-as e, elaborar propostas poéticas embasadas na educação museal (não-formal) e arte/educação por meio da mediação cultural no Museu Cafua das Mercês (Museu do Negro).Tem por finalidade descrever a proposição de práticas educacionais não-formais em mediação cultural na Cafua das Mercês, integrante do complexo MHAM (Museu Artístico e Histórico do Maranhão) embasando-se na educação museal e arte/educação. A educação não-formal contribui para o crescimento cognitivo, emocional e social dos indivíduos como sujeitos de pertencimento identitário, como o que preconiza a Lei n.10.639/2003 sobre o ensino de história e cultura afro-brasileira e africana. Utilizou-se como aporte teórico, Barbosa (2009), tendo o museu como melhor possibilidade de aprendizagem do que a escola; Gohn (2015), ensino de arte não-formal; Selbach (2010), didáticas do ensino de arte; Cury (2005); Chagas (2005), espaços museológicos e a legislação pertinente ao tema. A proposição metodológica é a de realizar-se visitas mediadas aos museus e a produção de reflexão crítica por parte dos educandos e docentes. Espera-se que a partir das visitas ao Museu do Negro, haja ressignificação da visão quanto ao escravizado.AbstractThe article aims to reflect on non-formal education in a museum space, in order to develop skills in reading images, contextualizing them and developing poeticproposals based on museum education (non-formal) and art/education throughcultural mediation in the Cafua das Mercês Museum (Negro Museum). Its purpose is to describe the proposition of non-formal educational practices in cultural mediation in Cafua das Mercês, part of the MHAM complex (Artistic and Historical Museum of Maranhão) based on museum education and art/education. Non-formal education contributes to the cognitive, emotional and social growth of individuals as subjects of identity belonging, as advocated by Law n.10.639/2003 on the teaching of AfroBrazilian and African history and culture. It was used as theoretical support, Barbosa (2009), with the museum as a better learning possibility than the school; Gohn (2015), non-formal art teaching; Selbach (2010), didactics of art education; Cury (2005); Chagas (2005), museum spaces and legislation relevant to the theme. The methodological proposition is to carry out mediated visits to museums and the production of critical reflection by students and teachers. It is expected that from the visits to the Museu do Negro, there will be a redefinition of the vision regarding the enslaved.

App design of distance art education platform under internet ecological environment

2021 ◽  
pp. 002072092098352
Author(s):  
Lanlan Xu ◽  
Qiang Zhou
Keyword(s):  
Art Education ◽  
Interaction Design ◽  
Rapid Development ◽  
Development Trend ◽  
Mobile App ◽  
Traditional Art ◽  
Art Teaching ◽  
Education Platform ◽  
App Design ◽  
At Home

With the rapid development of computer and network technology, the application of mobile app has been involved in all walks of life, especially the traditional art teaching mode. Therefore, it is of great significance to design an app with art learning and education as the main content based on the concept of young people's cognitive psychology and art training. This paper first analyzes the current situation and development trend of art education app at home and abroad, then analyzes and studies the design and application needs of education app at home, clarifies the needs of students and teachers, analyzes the visual and psychological characteristics of teenagers and their impact on interface and interaction design, and finally designs an art education app that meets the domestic needs. The results show that the app can enhance the interest of young people in art learning.

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

scholarly journals EVALUATION OF THE FASHION DRAWING (ILLUSTRATION) LESSON TEACHING PROGRAM UNDER THE LIGHT OF LECTURERS’ AND STUDENTS’ OPINIONS

2021 ◽  
Vol 9 (60) ◽  
Keyword(s):  
Art Education ◽  
Design Education ◽  
Formal Education ◽  
Fashion Design ◽  
Two Dimensional ◽  
Examination System ◽  
Art And Design ◽  
Face To Face ◽  
Dimensional Plane ◽  
Figure Drawing

While clothing is produced and consumed rapidly, it strives to create appropriate forms and to create appropriate identities by giving correct messages; therefore, it is one of the most important fields requiring art and design education. The fashion design student, who forms the infrastructure with basic art education and figure drawing, not only transfers the imagination to the two-dimensional plane with the fashion drawing lesson but also transfers it to the two-dimensional plane; at the same time, he takes art and design education, which is aesthetic education, and feeds his visual vision and mind. In this research, the Fashion Drawing Lesson has been examined in detail in terms of determining the place, position, importance, processing and content of the Fashion Drawing Lesson in the official fashion design curriculum and a comprehensive literature search has been conducted; then the matter has been tried to be examined thanks to a link has been established between education, fashion, art and design disciplines. The course syllabus in Turkey and some of fashion design course programs in the world were examined; the experts providing fashion formal education and the students who received fashion formal education were interviewed face-to-face to obtain information first-hand. First of all, the study started by determining the fashion design undergraduate programs in the OSYM (Assessment Selection and Placement Center) placement guide and examining the course hours, course times and course contents of the fashion formal courses in these programs. The researcher visited the designated universities for the purpose of on-site observation and interview, and conducted semi-structured interview questions and face-to-face interviews with experts and students and recorded them. The transcribed interviews were analyzed using content analysis method and the findings were interpreted within the framework of the research questions. The findings were interpreted and discussed, and after the results were written, suggestions about the study were included. As a result, it has been determined that the admission of students to the fashion design program should be made with the combination of central examination system and talent exam suitable for fashion design education. It was seen that the time granted for the program was not sufficient in mean of implementation of the fashion drawing lessons properly in the fashion design education programs. Keywords: Fashion drawing, fashion illustration, design education, fashion design education, art education

How to Carry out Aesthetic Education in Art Education

2020 ◽  
Vol 9 (4) ◽  
pp. 168
Author(s):  
Jianying Bian
Keyword(s):  
Higher Education ◽  
Art Education ◽  
Colleges And Universities ◽  
Aesthetic Education ◽  
Ideological And Political Education ◽  
Political Education ◽  
Art Teaching ◽  
Aesthetic Consciousness ◽  
The Aesthetic

In recent years, aesthetic education has been gradually emphasized by higher education. Colleges and universities actively apply aesthetic education in the cultivation of various professional talents, and integrate aesthetic education through courses such as ideological and political education. With a view to enhancing the aesthetic consciousness and ability of higher talents. Art education is the most important and direct way of aesthetic education. Based on this, this paper analyzes the current problems of aesthetic education in colleges and universities, and mainly uses the application of aesthetic education in art teaching as an example to explore the effective ways and methods of aesthetic education.

scholarly journals Against a “Life Hack” Approach to Art Education

2016 ◽  
Vol 43 (1) ◽  
pp. 199
Author(s):  
Claudia W. Ruitenberg
Keyword(s):  
The Netherlands ◽  
Art Education ◽  
Aesthetic Experience ◽  
Museum Education ◽  
Art Museums ◽  
Pedagogical Intervention ◽  
Works Of Art ◽  
Making Art

Abstract: This paper critiques de Botton and Armstrong’s Art as Therapy project (2013-2015), a collaboration with art museums in Canada, the Netherlands, and Australia, in which labels in the gallery, as well a catalogue and website, explain how viewers might use works of art to serve therapeutic purposes in their lives. The paper argues that, instead of making art more accessible to those who, allegedly, do not find access to art on their own, the Art as Therapy project undermines the force and richness of art by first declaring it useless and inaccessible and then repurposing it as therapeutic life hack.KEYWORDS: Museum education; aesthetic experience; pedagogical intervention; interpretive freedom.Résumé: Cet article se veut une critique du projet Art as Therapy (2013-2015) de Botton et Armstrong, mené en collaboration avec des musées des beaux-arts canadiens, néerlandais et australiens, dans le cadre duquel les affichettes des musées, ainsi que catalogues et sites Web, expliquent aux visiteurs comment utiliser les œuvres d’art à des fins thérapeutiques dans leur quotidien. Dans cet article, je prétends que, plutôt que rendre l’art davantage accessible à ceux qui ne peuvent supposément y accéder de leur propre chef, le projet Art as Therapy sape la force et la richesse de l’art en le déclarant à prime abord inutile et inaccessible pour le transformer par la suite en « astuces de vie » thérapeutiquesMOTS CLES: Éducation muséale; d’expérience esthétique; intervention pédagogique; la liberté interprétative

scholarly journals Plato and Aristotle’s Educational Lessons from the Iliad

Paideusis ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 5-13
Author(s):  
Howard James Cannatella
Keyword(s):  
Art Education ◽  
Teaching Practice ◽  
Educational Theory ◽  
Theory And Practice ◽  
Considerable Importance ◽  
The Arts ◽  
Epic Poem ◽  
Art Teaching

Of considerable importance in Plato and Aristotle’s educational outlook on the arts was Homer’s Iliad. This paper draws out some of the perceived weaknesses and strengths of this epic poem as it relates to the arguments in Plato’s Republic and Aristotle’s Poetics. I will attempt to do justice to Plato and Aristotle’s differing perspectives on the Iliad and their critique of art educational theory and practice. I will show why two philosophers with very different thinking on art education can still significantly affect art teaching practice today.

scholarly journals The Impact of Non-Formal Education on Human Capital: A Generational Approach

2020 ◽  
Vol 24 (2) ◽  
pp. 316-338 ◽  
Author(s):  
Marina N. Kicherova ◽  
Galina Z. Efimova
Keyword(s):  
Human Capital ◽  
Formal Education ◽  
National Level ◽  
Age Groups ◽  
Group Method ◽  
Educational Practices ◽  
Social Transformations ◽  
Update Rate ◽  
Group Interviews ◽  
The Impact

Introduction. The update rate of information and the scope of social transformations became a trend of modern life. To remain competitive, a person needs to foster his/her competencies and skills. Non-formal education is becoming the most mobile way to solve the tasks, allowing to quickly acquire relevant knowledge and experience. Research interest is focused on the impact of non-formal education on the formation and development of the human capital. The purpose of the article is to study the involvement of representatives of various generations in a non-formal education. Materials and Methods. The research draws on the methodology of the in-depth interview interpretation analysis. The data was obtained using the focus group method: a series of 27 group interviews, 9 for each age category (youth, mature and older). The focus groups included 253 people – residents of Tyumen, Tobolsk, Ishim, and settlements in the South of the Tyumen region. Results. The possibilities of non-formal education in the process of accumulation and realization of human capital were revealed. The analysis of the practices of youth, adult and older generation’s non-formal education was carried out. Based on the study of generational theories, the educational attitudes of various age groups and the needs for non-formal learningwere analyzed. Based on the analysis of the intensity of educational practices, three types of actors were identified depending on their involvement in non-formal education: the active type “eternal student”, the moderate type “situational student” and the passive type “indifferent student”, which were found in representatives of different generations. The authors identified the following things that motivate and demotivate people to receive non-formal education: operational updating of competencies, fostering of personal and professional skills for a specific professional position, reducing the qualification gap. Analysing the non-formal educational practices of youth, adults, and the older generation, the authors found that non-formal education significantly affects the dynamics of professionalization, the nature of social and labour transfers. Discussion and Conclusion. The results of the study will aid in sizing the impact of non-formal education on human capital in terms of the generational approach. The materials of the article are useful for building an educational ecosystem at the regional and national level and for practical application in the development and adjustment of strategies for working with people of different age groups.

scholarly journals The inter-relation among pedagogic, professional, social, and personality competences in nonformal school teachers

2018 ◽  
Vol 2 (1) ◽  
pp. 197-208
Author(s):  
Yovi Anggi Lestari ◽  
Margaretha Purwanti
Keyword(s):  
Mixed Methods ◽  
Social Competence ◽  
Art Education ◽  
Formal Education ◽  
Professional Competence ◽  
Test Results ◽  
School Teachers ◽  
Correlation Test ◽  
Formal School

HUBUNGAN KOMPETENSI PEDAGOGIK, PROFESIONAL, SOSIAL, DAN KEPRIBADIAN PADA GURU SEKOLAH NONFORMAL XAbstrakPenelitian ini bertujuan untuk mengetahui kompetensi guru (kompetensi pedagogik, kompetensi profesional, kompetensi sosial, dan kompetensi kepribadian) serta melihat hubungan antarkompetensi pada guru-guru sekolah nonformal X. Penelitian ini dilakukan pada sekolah nonformal yang berfokus pada pendidikan seni yang juga membutuhkan kompetensi guru yang berkualitas seperti pada pendidikan formal. Penelitian ini menggunakan mixed methods dengan instrumen kuesioner, panduan observasi, dan wawancara. Hasil penelitian menunjukkan bahwa pertama, mayoritas guru memiliki kompetensi cukup, namun masih ada yang memiliki kompetensi kurang sehingga menunjukkan bahwa kompetensi guru masih bervariasi. Pada uji korelasi menunjukkan setiap kompetensi memiliki korelasi signifikan dengan kompetensi lainnya. Artinya, setiap kompetensi tidak berdiri sendiri, namun saling melengkapi untuk menghasilkan kompetensi yang berkualitas secara utuh. Kedua, kompetensi pedagogik memiliki korelasi signifikan dengan kompetensi profesional, kompetensi sosial, dan kompetensi kepribadian. Kompetensi profesional juga memiliki korelasi signifikan dengan kompetensi sosial dan kompetensi kepribadian, serta kompetensi sosial yang juga memiliki korelasi signifikan dengan kompetensi kepribadianAbstractThis study was aimed at determining teachers’ pedagogic, professional, social, and personality competences and competency inter-relation of the teachers in the non-formal school X. This study was conducted in non-formal schools that focused on art education that required teachers’ qualified competences as in formal education. The study used the mixed methods with questionnaire instruments, observation, and interview guides. The results show that the majority of the teachers have sufficient competence, and the others have insufficient competence. It shows that the competences of the teachers are still varied. The correlation test results show that each competency has a significant correlation with other competencies. That is, each competency does not stand alone, but complement each other to produce a quality competence intact. The results show that pedagogic competence has a significant correlation with professional, social, and personality competences. Professional competence has a significant correlation with social and personality competences, as well as social competence also has a significant correlation with personality competence

A capability pedagogy for excluded youth: Fostering recognition and imagining alternative futures

2019 ◽  
pp. 174619791988685
Author(s):  
Joan DeJaeghere
Keyword(s):  
Secondary Education ◽  
Formal Education ◽  
Further Education ◽  
Social Structures ◽  
Educational Practices ◽  
Social Changes ◽  
Alternative Futures ◽  
Raising Awareness ◽  
Out Of School Youth ◽  
School Youth

Out-of-school youth are often characterized as at risk, idle, or troublemakers and are essentially excluded from being citizens of their societies. In Tanzania and Uganda, where this study took place, youth who have not completed their secondary education are excluded from further education and formal work and are often not considered members of their community. This article puts forward capabilities and capability-enhancing pedagogies for formal and non-formal education settings that aim to foster greater inclusion and equality for such youth. Drawing on a 5-year study of youth in Tanzania and Uganda, the article identifies two capabilities, recognition and imagining alternative futures, that can be fostered through educational practices. Educational practices that change unjust social structures and relations are described, illustrating how they go beyond both capabilities that are individually focused, and critical pedagogy’s emphasis on raising awareness of social injustices, but not necessarily resulting in social changes.

Sign in / Sign up

Export Citation Format

Share Document