scholarly journals AN EVALUATION ON THE IMPORTANCE OF VISUAL CULTURE IN VISUAL ARTS EDUCATION

2021 ◽  
Vol 9 (61) ◽  
Keyword(s):  
Visual Culture ◽  
Art Education ◽  
Visual Arts ◽  
Arts Education ◽  
Aesthetic Experience ◽  
Visual Arts Education ◽  
Visual Elements ◽  
Life Styles ◽  
Interdisciplinary Field ◽  
The Individual

The dynamics of life styles changing with an unprecedented momentum in the current Visual Culture Age; It affects many fields such as communication, aesthetics, visual arts, art history, art education. Visual culture in lifestyles that develop as a result of a process in which the individual is consciously or unconsciously involved; It represents an interdisciplinary field and refers to the connection of culture with visual elements. Having an aesthetic experience in the dynamics of life styles produced in today's world, developing a solution-oriented identity with a visionary perspective, presents a model of a qualified individual as a part of visual culture. Through visual arts education, which will provide a rationalist response to the requirements of the current era, activities that will increase the individual's life experiences and provide optimum benefit can be organized. Education has a great role in the integration of the individual into society and adaptation to life, and in this case, prioritizing a visual culture-based approach in art education gains value. Keywords: Visual arts education, culture, visual culture, visual culture education

scholarly journals Prospective Teachers’ Views on Practitioner Teacher’s Attitude in Processes of Observation Made on Teaching Practice

2020 ◽  
Vol 13 (8) ◽  
pp. 29
Author(s):  
Gonca Erim ◽  
Alper Çetin
Keyword(s):  
Visual Arts ◽  
Prospective Teachers ◽  
Arts Education ◽  
Teaching Practice ◽  
Fine Arts ◽  
Theory And Practice ◽  
Visual Arts Education ◽  
Arts Teachers ◽  
Important Position ◽  
The Individual

Setting as the targeting the education of individuals in terms of intellectual, perceptual and emotional aspects as a whole places the visual arts education, which is one of the fields of education, at an important position. That is due to the fact that the individual who has aesthetical perception development through fine arts education learns how to perceive new forms and to view his/her environment and artistic structures from a different perspective. Thus, the individual makes progress in his/her intellectual endeavors, and also enhances his/her creativity and builds social habits in this connection. This importance attached to visual arts education demonstrates the necessity of raising qualified visual arts teachers. The fact that teaching is a profession which is perfected through the establishment of the link between theory and practice makes worth analyzing the process of teaching practice and attitudes and guiding behaviors of practitioner teacher who is placed at the closest position to the prospective teacher in this process. In this research, the focus was placed on attitudes which practitioner teachers were supposed to demonstrate in observation processes which played a crucial role in occupational development of prospective teachers during teaching practice. These attitudes were addressed in the framework of guiding behaviors which were supposed to be beneficial to prospective teachers in observation processes.

scholarly journals Visual Arts Education for Young Children In Aotearoa New Zealand

2017 ◽  
Vol 41 (4) ◽  
pp. 50 ◽  
Author(s):  
Lisa Terreni
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Art Education ◽  
Visual Arts ◽  
Arts Education ◽  
Visual Art ◽  
Early Childhood Curriculum ◽  
Visual Arts Education ◽  
Learning And Teaching ◽  
Aotearoa New Zealand

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Visual art education plays a significant role in fostering </span><span>young children’s learning, thinking, and communicating. </span><span>In New Zealand, approaches to early childhood visual </span><span>art education have developed in response to international educational theories and trends, which, over the years, have often resulted in changes to pedagogy and practice in this domain. Currently, the national early childhood curriculum Te </span><span>Whāriki includes references to visual art education in many </span><span>of its learning strands. Whilst the curriculum has a strong sociocultural orientation to learning and teaching, approaches to early childhood visual art education are diverse. A brief historical overview of early childhood visual arts education in </span><span>New Zealand is presented and, to conclude, three examples of </span><span>current, innovative art projects are discussed. </span></p></div></div></div></div>

scholarly journals Relevance of Informal Arts Education on Formal Visual Arts Education in Southeast Nigeria

2022 ◽  
Author(s):  
Christopher Ifeanyi Ibenegbu
Keyword(s):  
Art Education ◽  
Visual Arts ◽  
Arts Education ◽  
Visual Arts Education ◽  
Research Questions ◽  
Art Schools

Abstract The existence of informal arts education centres has raised a lot of controversy in arts education and practice in Nigeria. Often people do not regard the products of these informal arts centres as artists. They regard them as artisans even though most of them are being trained by formal artists and are being imbibed by their artistic traditions. It is, therefore, pertinent to investigate these informal arts centres and assess their existence and their influence on formal arts centres. This study was, therefore, designed to explore the assessment of informal arts education and its influence on formal art education in southeast Nigeria. The research questions were on the: educational relevance of informal arts education on formal art education, the influence of arts education on formal art education and on whether informal and formal art education can co-exist. The questionnaire was used to elicit vital information from the respondents. The findings revealed that the existence of informal arts education is relevant to formal art education, informal arts education influences formal art education and informal arts education can co-exist with formal art education. The paper recommended that the Ministries of Education should encourage and ensure that the formal art schools and informal arts centres co-exist.

scholarly journals The Educating Role of Visual Arts

2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Sandra Palhares - University of Minho
Keyword(s):  
Art Education ◽  
Contemporary Art ◽  
Visual Arts ◽  
Community Involvement ◽  
Arts Education ◽  
Visual Art ◽  
Creative Thinking ◽  
Visual Arts Education ◽  
Active Player ◽  
Wide Range

This article discusses contemporary visual arts education current changes. Visual Arts Education is frequently underestimated by most European Curriculum which often gave and still gives priority to other knowledge areas. Nevertheless, culture industries like museums and a wide range of culture and social organizations are doing the opposite, leading visual art education to an increasingly dissemination, even if it is always less than we all expect. This article also focus on a current shift and which seems to be a kind of paradox: visual art education services from alternative culture institutions are becoming integrated on school activities. By recognizing Visual Art Education Value, culture institutions are trying to develop different approaches in order to engage visual arts with communities. By informing and promoting creative thinking, they are trying to reach community involvement and, consequently, breaking down barriers when necessary. In a more and more globalized world, it is urgent to rethink culture, ethnical, social, economical and political diversities and here is where visual arts education can become a more active player. Art always allowed man to create different worlds in our world as Nelson Goodman affirmed. By creating new worlds, art offers possibilities on new world perspectives and therefore it also might make possible a great miracle, which is the possibility of changing into a better world! Isn´t that what next Documenta 14 is doing? Documenta 14, Kassel, considered the world's largest and most prestigious exhibition of contemporary art, will be held in Athens, Greece, and Kassel, Germany, under the following theme: Learning from Athens. Both - visual art education and contemporary art - seem to share this wish and determination in changing to a better world by implicating local, national and international community. And Art always seemed to be a great `educator´ throughout mankind history.

scholarly journals Visual Culture As a Teaching Practice in Visual Arts Education in Turkey: Practitioner Inquiry

2021 ◽  
Vol 46 (7) ◽  
pp. 22-52
Author(s):  
Ebru Guler ◽  
Keyword(s):  
Visual Culture ◽  
Visual Arts ◽  
Teaching Methods ◽  
Arts Education ◽  
Teaching Practice ◽  
Practitioner Inquiry ◽  
Structured Interviews ◽  
Application Process ◽  
School Students ◽  
Visual Arts Education

The present research investigates the experiences of pre-service visual arts teachers in the planning and application phase of a course focusing on visual culture in the special teaching methods course. This course in Turkey provides information about how and with what type of methodologies arts-related topics should be taught in visual arts education. During the first semester, the course was conducted theoretically, and in the second semester the researcher focused on the application of these theories. In this research, visual culture is discussed as one of the special teaching methods of visual arts education. A total of five visual arts pre-service teachers were selected as participants using criterion sampling. The research used practitioner inquiry as a method and conducted during the 2017–2018 spring and 2018–2019 fall semesters, lasting 8 weeks in total. During the application process, the pre-service teachers taught their samples of course plans on visual culture that they created during their pre-service practice to the primary and secondary school students in 2 weeks of classes. The research data were obtained through semi-structured interviews, document review, and reflective notes and analyzed with descriptive methods. As a result of this research, the visual arts pre-service teachers saw the students gain a critical perspective, become more aware of issues in their daily lives, express themselves in a better way, and improve their inquiring skills with the application of a visual culture course plan. With the visual culture course plan, the pre-service teachers also gained several professional experiences and skills.

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