scholarly journals 9. The Critical Role of Art Education in Community Building as Viewed by Art Teachers. A Qualitative Study

2020 ◽  
Vol 20 (1) ◽  
pp. 325-334
Author(s):  
Gabriela Monica Assante ◽  
Florin Enescu
Keyword(s):  
Art Education ◽  
Community Building ◽  
Fine Arts ◽  
Critical Role ◽  
Art Teachers ◽  
Educational Process ◽  
Community Life ◽  
Musical Interpretation ◽  
Role Of Teachers

AbstractThe present study aims to describe the ways in which art education impacts community life through art products. The sample consists of 32 teachers/creators in various fields of work such as fine arts, composition, literature, musical interpretation, choreography and acting. Categorical content analysis is used for data analysis. The highest-ranking emerging theme is related to the means of educational intervention in the community through art. Artistic education leads to empowerment and emancipation by provoking people to think differently while the exposure to artistic creations has a therapeutic effect and contributes to identifying new ways of action. Artists in the role of teachers feel a responsibility both for the educational process and also for the emotional message that their creative product transmits to the audience.

scholarly journals 4. The Place of Visual Art in the Development of Critical Dimensions of Thinking

2020 ◽  
Vol 20 (1) ◽  
pp. 204-210
Author(s):  
Gabriela Monica Assante
Keyword(s):  
Content Analysis ◽  
Data Analysis ◽  
Visual Art ◽  
Fine Arts ◽  
Educational Process ◽  
Community Life ◽  
Critical Dimensions ◽  
Musical Interpretation ◽  
Role Of Teachers

AbstractThe present study aims to describe the ways in which art education impacts community life through art products. The sample consists of 32 teachers/creators in various fields of work such as fine arts, composition, literature, musical interpretation, choreography and acting. Categorical content analysis is used for data analysis. The highest-ranking emerging theme is related to the means of educational intervention in the community through art. Artistic education leads to empowerment and emancipation by provoking people to think differently while the exposure to artistic creations has a therapeutic effect and contributes to identifying new ways of action. Artists in the role of teachers feel a responsibility both for the educational process and also for the emotional message that their creative product transmits to the audience.

scholarly journals Repensando nuestros posicionamientos como profesoras de arte dentro de un escenario de cambios

2017 ◽  
Author(s):  
Sara Victoria Carrasco ◽  
Rosario García-Huidobro
Keyword(s):  
Art Education ◽  
Art Teachers ◽  
Current Situation ◽  
Educational Process ◽  
Teaching Approaches ◽  
Santiago De Chile ◽  
Art Teaching ◽  
Pedagogical Relationships ◽  
Role Of Teachers

Resumen: Este artículo intenta rescatar algunas de las ideas que para nosotras como profesoras de artes visuales son relevantes al momento de afrontar la enseñanza de las artes en la educación chilena actual. Estas ideas emergen de algunas contribuciones obtenidas durante el seminario “Diálogos entre la educación artística y los desafíos del siglo XXI”, que se desarrolló en Santiago de Chile durante el año 2014. Este encuentro nos permitió dialogar y reflexionar, a partir de los relatos y experiencias de los(as) académicos(as) que participaron con sus ponencias, en torno a cómo la educación artística se ha visto influenciada por los desafíos sociales, culturales, políticos y económicos que hacen frente a la situación en Chile durante los últimos años. A partir de aquí rescatamos como ejes centrales las nociones de “posmodernidad” y “posicionamiento” para repensar algunos de los desafíos que enfrenta la educación artística y el rol de las y los docentes de arte dentro este cometido.Concebimos la noción de “posicionamiento” como un elemento que puede adquirir un nuevo sentido desde la postura post-estructuralista y otorgar otro valor a las prácticas educativas artísticas, ya que nos permite cuestionar y reflexionar nuestros propios roles como enseñantes de las artes y algunos de los discursos artísticos que se comparten con los y las estudiantes dentro del proceso educativo. Con ello, proponemos pensar la tarea docente desde una posición fluctuante y en constante movimiento donde no exista una sola manera de ser docentes, ni un único modo de hacer o constituir las relaciones pedagógicas a fin de pensar otros espacios y posibilidades que permitan a los estudiantes a resituarse en el centro de la acción educativa desde la significación de sus propias experiencias. Palabras claves: posmodernidad, posicionamiento, enseñanza artística, enfoques artísticos. Abstract: This article rescues some ideas that for us, as art teachers, are relevant when facing the art teaching in the current Chilean education. These ideas emerge from some of the contributions share during the seminar "Dialogues between art education and the challenges of the XXI century", developed in July 2014 in Santiago, Chile. This meeting allowed us to dialogue and reflect, based on the stories and experiences of the academics that participated as speakers, how art education has been influenced by the new social, cultural, political and economic challenges which face the current situation in Chile in recent years. From here we rescue the notion of positioning and the postmodern perspective as main elementsto rethink the challenges of art education and the role of teachers in this labor.We conceived the notion of "positioning" as an element that can acquire a new sense from the post-structuralism stance and give another value to the educational practices of arts, allowing us to question and reflect our own roles as art teachers and some of the artistic discourses that are shared with the students in the educational process. Hence, we proposed to think our teaching task from a fluctuating position and constantly moves, where there is not only one way to be teachers, or one way to do or conform pedagogical relationships, with the intention to think others spaces and possibilities that allow students to reposition in the center of educational action from the significance of their own experiences. Keywords : postmodernism, positioning, art education, artistic teaching approaches. http://dx.doi.org/10.7203/eari.8.7246

Alternative Routes Toward Literacy for Individuals With Deafblindness

2020 ◽  
pp. 369-383
Author(s):  
Vassilios Argyropoulos ◽  
Magda Nikolaraizi ◽  
Maria Papazafiri
Keyword(s):  
Assistive Technology ◽  
Literacy Development ◽  
Critical Role ◽  
Literacy Skills ◽  
Literacy Experiences ◽  
Reading And Writing ◽  
Domains Of Life ◽  
Role Of Teachers ◽  
Alternative Routes

The aim of the current chapter is to describe alternative ways that can enhance literacy development for persons with deafblindness. The conventional concept of literacy, which concerns reading and writing, excludes persons with deafblindness from literacy experiences. Therefore, a broadened and more contemporary concept is supported, which incorporates communication. Within this broader concept, assistive technology can play an important role in the development of literacy and therefore facilitate the access of individuals who are deafblind in different domains of life. Furthermore, the paper emphasizes the critical role of teachers and the importance of training that will enable them to exploit assistive technology in order to enhance the literacy skills of persons who are deafblind.

scholarly journals THE ROLE OF TEACHERS AND SCHOOL PROFESSIONAL TEAMS IN PREVENTION OF DIGITAL VIOLENCE

2018 ◽  
Vol 1 (2) ◽  
pp. 161
Author(s):  
Lela Milošević Radulović ◽  
Suzana Marković Krstić
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Violent Behavior ◽  
Educational Process ◽  
Key Factors ◽  
Social Reaction ◽  
The Social ◽  
Information And Communication ◽  
Role Of Teachers

The paper discusses the role of teachers and school professional teams in prevention of digital violence in order to increase the safety of students while using the information and communication technology. The school as the center of the educational process can, with its continuous action, indicate the possible risks in the functioning and usage of information and communication technology, as well as other key factors in prevention of digital violent behavior and social intervention when violence occurs. The social reaction to digital violence implies the application of an active school education strategy that involves acquiring knowledge about the risks and risk behaviors and developing the responsibility of an individual when using digital technologies, then a strategy of action when an individual is exposed to some form of digital violence and sanctions for those who violate the rules. In recent years, scientists and experts have been involved in theoretical and empirical researches in the field of digital violence in order to gain knowledge and raise awareness about the dangers that threaten in the virtual environment. Such initiatives can significantly contribute to the intensification of the educational activities of the school (teachers and professional teams) by pointing to their indispensable role and importance in designing adequate preventive strategies for solving this significant social problem.

scholarly journals Administrasi Sarana Dan Prasarana

2020 ◽  
Author(s):  
Rani Mayresta
Keyword(s):  
Prospective Teachers ◽  
Educational Process ◽  
Educational Facilities ◽  
Educational Objectives ◽  
The World ◽  
Role Of Teachers

Administration of educational facilities and infrastructure are all components directly or indirectly related to supporting the process of education in achieving the plans of the educational objectives themselves. By knowing what facilities and infrastructure are, the administration of facilities and infrastructure, the administration process of facilities and infrastructure, and the role of teachers in the administration of facilities and infrastructure, it is hoped that students (prospective teachers / educators) can understand and apply them in the world of education. the writing method used in this article is SLR. Thus the administration of educational facilities and infrastructure are all components that directly or indirectly support the course of the educational process to achieve plans and goals in education itself.

scholarly journals Administrasi Sarana dan Prasarana

2020 ◽  
Author(s):  
irma aulia ramadhani ◽  
Hade Afriansyah
Keyword(s):  
Educational Process ◽  
Educational Facilities ◽  
Educational Infrastructure ◽  
Teaching Aids ◽  
Role Of Teachers

Abstrak—In the article discus about administration of educational facilities and infrstructure. Adminisration of educational facilities and infrastructure are all components or parts, either directly or indirectly support the course of the educational process that aims to achieve the objectives in education. In understanding the administration of facilities and infrastructure, the writer tries to know, understand and be able to conclude about the material written by the author, and for readers to have their own appeal in reading that has been written by the author. This goal is the author can sort and distinguish between facility facilities with educational infrastructure facilities. And the authors also know the process in this administration starting from planning to supervision and can find out the intentions and meanings contained in it. The role of teachers in the administration of facilities and infrastructure are: involved in the planning the procurement of teaching aids, involved in the use and maintenance of teaching aids used by teachers, as well as supervision in the use of practical tools by students.

Administrasi Keuangan

2020 ◽  
Author(s):  
Meilia Sari
Keyword(s):  
Educational Process ◽  
Educational Goals ◽  
Teacher’S Role ◽  
Library Research ◽  
Role Of Teachers ◽  
Teacher's Role ◽  
The Right ◽  
Financial Administration ◽  
Education Process

This article will discuss the understanding, process, examination and reporting, and the role of the teacher in financial administration. The purpose of making this article is so that readers can understand understanding, processes, examinations and reports, as well as the teacher's role in financial administration because financial administration is very important in supporting the educational process in order to achieve the right educational goals. This writing technique uses the method of library research, with this method using sources in the form of books, journals, and other articles that serve as references in this article. So that the existence of this article can be a reference for us in understanding the meaning, process, and role of teachers in financial administration in supporting the education process.

Antechapel

2017 ◽  
Author(s):  
Paula Pryce
Keyword(s):  
Social Action ◽  
Religious Conversion ◽  
Critical Role ◽  
Centering Prayer ◽  
Sense Of Humor ◽  
Self Identity ◽  
Learning Practices ◽  
Rule Of Life ◽  
Role Of Teachers

Chapter 2 emphasizes the importance of the monastic tenet of stability, showing the methods by which teachers and communities help ground newcomers in their intentions to follow demanding contemplative Christian alternatives while nevertheless allowing for ambiguity and open-mindedness toward people who follow other lifeways. Rather than depending on unreliable belief and emotion, neophytes learn to keep intentions and practices as a way of working toward “contemplative transformation,” a kind of religious conversion. The difficulties they have in learning practices and principles, especially discipline, humility, and detachment, reveal some deep-seated American cultural motifs of self-identity, self-achievement, and acquisition. Ethnographic examples illustrate the critical role of teachers in stabilizing neophytes as they struggle to learn the paradox of focusing their lives while retaining a non-judgmental, pluralistic outlook. Some key practices include keeping a rule of life, practicing silence and Centering Prayer, maintaining a sense of humor, and serving others through social action.

scholarly journals THE ROLE OF CUSTODIAN IN THE FORMATION OF ART WORKS COLLECTION (on the example of educational and methodological funds of the Drawing Department of the National Academy of Fine Arts and Architecture)

2021 ◽  
pp. 59-65
Author(s):  
Yuliya Maуstrenko-Vakulenko
Keyword(s):  
Art Education ◽  
Professional Education ◽  
Negative Impact ◽  
Fine Arts ◽  
Job Responsibilities ◽  
Industrial Training ◽  
Graphic Arts ◽  
History Of ◽  
Main Activity

Abstract. The article considers the peculiarities of formation of the collection of educational and methodical funds of the Drawing Department of the National Academy of Fine Arts and Architecture (NAFAA). The purpose of the study is to identify the role of the custodian in the process of forming the collection; determination of special professional requirements and specific range of job responsibilities of the keeper of museum collection of the institution of higher art education by studying the history of the collection. On the basis of the study of NAFAA archival materials and conversations with employees of the Academy, the list of persons responsible for the preservation of the collection of educational and methodical funds of the Drawing Department since 1937 has been established. It was found out that the position of the person responsible for the preservation of the collection of educational and methodical funds of the Drawing Department, during second half of the 20th century and the beginning of the 21st century, had different names: Head of the drawing studyroom, Educational master, Master of industrial training, Head of the educational laboratory of the Drawing Department. People who worked with the funds mostly had higher art education (or intended to acquire it): they were practicing artists, graduates of painting, graphic arts, restoration, theory and history of art, pedagogical or architectural faculties. It was noted that the process of transferring art values took place between the responsible employees without any documentary support, and the employees themselves were changing their positions almost annually until the 1990s. It was proved that the absence of appropriate position of funds keeper in the staff schedule of the KSAI-NAFAA, which requires a professional education in art history and knowledge of museum management methods, had a negative impact on the preservation of collection. Thus, the museum, which is planned to be established under the NAFAA in the near future, should become a special structural subdivision. Along with its main activity related to the acquisition, recording, storage, conservation (preservation) and restoration of museum treasures, the NAFAA museum should perform an important educational and methodological function. To the typical duties of the Head keeper of the NAFAA museum collections there should necessarily be the requirement to know the history, methods and techniques of teaching artistic disciplines, as well as to have pedagogical experience.

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