Art and Moral Values - A Pedagogical Approach Through the Hexadic Model (original) (raw)
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Procedia - Social and Behavioral Sciences, 2014
Aesthetic education is certainly an important premise in creating a mature personality. The concept of education reflects the commitment of the child in a continuous process of formation-development designed and built according to certain finalities and education can represent, simultaneously, a process and also a product. The organization of educational practice can be realized progressively, according to the synthesis of the elements that constitutes the meaning of educational principles, accompanied by a series of nuances of the system of values. The entire normative system can emphasize certain elements from the normative area that receive meanings from de system of spiritual values, claimed by a certain educational paradigm. The judgment and aesthetic value represent the potential explored of the process of interiorization of the subject's institutions. The purpose of this study is to promote a conception of knowledge, based on subjectivity that defines the concrete value of an aesthetic education. The justifying approach of educational values represents a necessity of the joy to accept and use groups of values such as: understanding, faith/doubt, criticism, evaluation etc.
Art exists in the past and the present of human being and it is one of the basic phenomenon's that will continue to exist in the future. It is an important necessity to understand the art and to spare a part in life for it for all the people. Also religi on, has a past as old as humanity, holds an important position in the lives of human beings. At first sight, the religion and the art are thought to be totally different fields from each other. For this reason, little or no place is given to art in the curriculum of programs of the Religion Culture and Moral Knowledge. However, the expectation from the teachers of Religion Culture and Moral Knowledge is not only transformation of the content of lesson to the students like a reverend but also conduct lessons with the sensiti vity of mastership. Besides the point that the candidates of Religion Culture and Ethics teacher's qualifications as a teacher and also personal development, to run the art errand and also to benefit of art from this aspect is the main objective of this project."The main objective of this project is to determine that if the educational practices that are organized with the aim of creating an awareness for the art, impact the viewpoints of candidate of Religion Culture and Ethics teachers towards to art or not".This project is thought to be important and also necessary for that it could make the candidate teacher have a unique and rich perspective towards to art. The first and the last weeks of the application stages are spared for the survey studies. The cou rse content is transferred to students with the help of experts' presentations in the application process that covers the fourteen weeks' part of one academic year. The course content consists of not only the nature, basic concept and cases of the dealt art branch and art thoughts but also its place and importance in the history of human being. At the end of this research, it is obviously arises again that lessons including basic art information is necessary to take part in the curriculums for teachers in an adequate rank, because art supplies important contributions both the professional adequacy and also personal development of teacher.
Art-education and its developments in pedagogical training
2021
The text proposes to reflect on the meanings and contributions of art education in pedagogical experiences and teacher education, in view of the tense conversations between art and education. These disturbances translate into the devaluation or usefulness of the aesthetic-expressive dimension to the construction of pedagogical knowledge, generating the centralization of rational content related to the certainties of the world. This is a hermeneutic research that dialogues with art-education as a source of inquiry to understand the formative processes and actions of humanization of educational experiences in the field of human development. Art as a form of expression and sensitive education to think of expressive formation is something scientifically recognized, which does not obey conventionalisms, but provokes acts of freedom, interaction, social participation and motivation of subjects through different inventive and cultural knowledge. However, what are the contributions of art-e...
The model of instructing students of pedagogy in the field of education through art
This article presents an original concept of pedagogy students' education in the field of education by art. It shows the meritocratic competence and practical training of the future kindergarten and elementary school teachers. The program was prepared by a team of researchers of the Institute of Preschool and School Pedagogy (Department of Artistic Education). The basic question is: who can be entrusted with the conduction of art classes in early childhood education? This is a very current topic, inspiring a lot of emotion, especially among teachers, always recurring during the important changes taking place in the Polish education system.
Context of the Modern Educational Process
Universal Journal of Educational Research, 2020
The relevance of the research topic lies in the fact that in the field of modern education there are numerous discussions and study of such an aspect as updating the education methods. The leading task of educational policy is to ensure a high-quality level of education at all stages of education-from preschool to professional. The above also applies to arts education, as it is part of the general education system. The purpose of the study is to study the issue of modern art education, to analyse further possible directions in which it can develop. The leading approach to the study of the problem is the use of art as a teaching method. The main results that can be highlighted in the analysis of aesthetic education at the present time: education in the field of creativity is underestimated in the learning process, although it is an important aspect of the development of a particular individual; artistic and aesthetic education in the context of modern educational activities is not a primary task of society; current principles embedded in education provide for the dominance of authoritarian models of regulation; art education is insufficiently equipped with a material, technical and personnel base within the framework of the general educational process. Prospects for further development are based on the resolution of the above dilemmas and represent: the necessity to form a level of special significance for art and aesthetic education at the level of the entire state; expansion of the general educational program in the creative and aesthetic profile and the arts by increasing the time allotted for the study of these areas.
Developing Values for Secondary School Students Through the Study of Art Objects
2011
The paper begins with some issues related to aesthetics, aesthetic education, art and axiological education. The empirical research has the general assumption that secondary school students and youth have difficulties in selecting values. The objective of the research was three fold: to design, to organize and to carry learning activities from which students shall acquire educational values through the study of art objects. The exploratory research was conducted on a sample of 50 students (25 in experimental group and 25 in control group). The content sample included fairy-tales and short stories (Beauty and the Beast; The money earned by Alexandru Mitru) and artistic topics on several well-known art objects (The Endless Column, Table of Silence, The Gate of Kiss, Peleş castle, Voroneţ monastery, and St. Michael’s Cathedral from ClujNapoca). The tested hypothesis stated that if secondary school students are involved in learning contexts where they perceive, analyze and explain artis...
Traditions and the role of communication in the moral and aesthetic development of the child
Bulletin of the Transilvania University of Braşov, 2023
The existing concept of musical education of teachers is based on methodological and theoretical provisions regarding the humanization of education, the concept of cultural and historical development of the individual, the provision of the social value of a person and the socio-environmental determinism of his development in the process of musical specialization, the meaning of people's musical traditions. The musical environment is the human environment, which not only shapes a person's musical interests and needs, but also changes itself under the influence of people. The change in the musical environment is also due to the intensive development of the modern quality management system, as well as the properties of music as an art form. We consider the interaction of art and the personality of the future teacher as a means of artistic, moral and aesthetic development of personality; as a creative process of the formation of aesthetic values and guidance systems; development of artistic perception and interests; harmonization of the human person; reproduction of spirituality, personality, etc.