The Role of Art Education Through the Learning of Traditional Dance in Elementary School (original) (raw)
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Камак А Psychological factors of learning the fine arts at school копия
Formation and development of the perception ability of phenomena, objects of reality and their mapped images in the works of art, is an important didactic skills of learning the fine arts. Perception is as a component of aesthetics and art history, the regulator of other psychic phenomena (feeling, sensation, imagination, learning, thinking, etc...) has a huge impact to the quality of art education. Based on the results of teaching experience, the author justifies the significant influence of psychological factors to the quality of the results is art-graphic activity (practical process) and the development of spiritual and aesthetic culture (pedagogical process) of students and pupils by means of art. The article describes the meaning of the focus the relationship of psychological factors to the practical and pedagogical process of learning the fine arts. Index Terms: education, fine art, artistic activity, mental process, perception, empathy, emotional attitude, cognitive sense. Attempting to perceive the surrounding life`s real existence, the human recognizes the following qualities and descriptions as a beauty and ugliness, fact or false of real image which are appeared on his mind. The simple conceptual cognitive is realized by renewed creative activities through drawing instruments which refer to symbols, sounds and art. The kinds of art have a good influence to foundation of emotional relations for life`s reality and beauty in the art by affecting to human`s mind through the images which made by private artisticexpressive instruments. In the art, variety of fine art`s nature, its meaning and content, a grand quantity of making methods, its role in the foundation of spiritual-material world outlook and aesthetic relation of human to surrounding life`s real existence are shown in the philosophic, aesthetic, art historic works of the following scientists like A.Burov, U.Borev, V.Bachinin, A.Zis, B.Baizhigitov, B.Kazykhanova. But, according to the learning problems of fine art in our country, the difficulties referring to developing process of drawing, ability, skillfulness, the upbringing importance of art were considered as the main problems. They are problems about the influence of psychological factors referring to art history which play a major role in teaching to fine art are out from research. Art teaching is a long, difficult practical, pedagogical and psychological process. The concept of psychology is the research problem of influence of psychic process to artistic actions, ability and creative quality in the art. The comprehensive, learning, recognizing process of art, and reasoning in the aesthetic style level are directly connected with perceiving quality. Perception is the fundamental process of subjective image which is appeared due to the results of direct influence of the environment things, phenomenon and processes to the feeling organs (seeing, hearing, tasting and smelling). In the process of teaching of school children and students of Pedagogical universities to fine art, the following methods of pedagogic specialists should be the main duty of art learning and aesthetic educational activities: discussion of drawing methods and art creations, teaching of research capability in accordance with the creative knowledge requirement (practical actions), development of basic knowledge about the art`s importance in the spiritual-aesthetic education (pedagogical process), realizing of fine art by means of the closely relation of psychical factors like perception, feeling, influence, cognitive, conclusion in the art history content. Research objective: During the preparing of future fine art teacher, it' s necessary to show the easy using importance of psychical process`s phenomenon in the content of teaching of school teachers and children to fine art in spite of the age difference. To enhance the knowledge about psychological factors which enable to study the art and the content of pedagogical-methodic studying activities of students in practical drawing.
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ICRAE2015 Conference-Paper Proceedings, 2015
Artistic education occupies a considerable place in the elementary education curriculum, even in the in school programs offered to our schools are presented the aims and objectives for these subjects. Examination of the program and the current state of the development of these materials in Albanian schools, for grades 1-5 of elementary education, is the goal of this study. It provides an analysis of school subjects and a report describing the practice of developing of subjects with artistic character (Musical Education, visual arts, technology, physical education) through the implementation of qualitative and quantitative research to receive more accurate data. The population of this study are teachers of grades one to five, from which the sample for the study was selected. Thirty teachers from rural and urban areas became part of the study, as well as sixty students, selected randomly in the municipalities of Durres, Tirana, Elbasan. To reach conclusions as accurate as possible elementary classroom observations were conducted , A questionnaire was drafted that was distributed to teachers of elementary school cycle of areas of schools in the study, and interviews were conducted with teachers and students about how these courses are developed in schools. The data obtained were analyzed to identify innovative teaching practices that incorporate the needs and challenges of the artistic education for elementary cycle students (grades1-5), as well as they were compared with data obtained from the development of artistic subjects in the world. During the review of the data a significant gap was identified in relation to the development of courses with artistic character and the place they occupy in the curriculum. The results from the study lead to the necessity of improving and expanding the subject programs of artistic character and also the actual teaching in this regard, so that the development of teaching in the elementary school cycle to become closer to learning competencies required today by the development of education.
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