The book examines art and its dimensions such as art as spirituality, yoga and so on. Traces the historical development of Art Education and place of Art Education in the Indian Education System since independence. The work is embedded with Sanskrit verses showing the perception of traditional India and also the modern times. It looks into the objectives of Education, with special reference to art. Identifies the components of creativity with reference to Art. Develops the means to enhance creativity through Art Education. Studies the factors affecting creativity with reference to Art. It also encompasses the review of researches in art, creativity and art education.
This work presents an extensive examination of the largely separate histories of art education and art therapy, emphasizing meaningful ways in which the two have been both successfully connected and purposefully disconnected. It seeks to open a dialogue between art therapy and art education so that each may consider how innately bound to one another they are, and to explore how this relationship may be strengthened. Practical suggestions are offered for art educators to develop a basic understanding of some of the basic principles of art therapy and the nature of development and creativity, thereby providing additional strategies for teachers to design pedagogy that will allow them to successfully and thoughtfully teach to a wide variety of learners.
The purpose of this book is to review Conceptualizing Art Criticism And Art Education For Effective Practice. researchers explains about history of art education in the world and art criticism approaches. Moreover researchers explained about Art criticism is driven by various individual perceptions, world views, mores, and values. Conceivably there are as many effective methods of art criticism as there are reasons for critiquing.
The purpose of this book is to review the causes of the decline of Iranian contemporary art education. Academic art education problems identify and effective solutions to improve the quality of art education in Iran. Art education in Iran has faced difficulties during the past two decades. Although in this book authors try to find relationship between Iranian familiarities with the West and establishing art schools with the references to the role of court in Qajar and Pahlavi era, which interested the Western art and sent artists to West to learn new perspective of art. Moreover the aim of this study is review Iran's higher art education system, and how the lack of quality and effective management has influenced it. It faces plenty challenges and crises, and needs reform and transformation. Although authors review the different dimensions of Master-Apprentice education system and its transformation into an academic system. Training was based more on genuine moral and spiritual principles. In conclusion, modifying deficiencies and upgrading the system of art education can help Iran to find its position in art.
People are behaviorally and psychologically complex to a point that we cannot separate ourselves from our values, beliefs, and assumptions. In education, beliefs influence what, why, and how something is taught. This qualitative case study analyzed one art education professor who teaches at a Protestant Christian Church of Christ affiliated university. Analyzed was the art educator’s belief system in connection with pedagogical practices of art teaching in the areas of art history, art criticism, and art making. This research utilized literatures from art education, teacher belief research, and Christian theology, analyzing the interconnectedness of personal and professional belief systems in shaping and influencing pedagogical practice in art education.
This research document deals with the status of art in education in Pakistan and its impacts on child''s development. Beside this it''s significance, rationale, and the context in which study was carried out. Moreover, this research was also highlighted issues and factors which are been involved in discouraging art education in Pakistan for better understanding of art education and its role. This would also help our art teachers and schools to reflect their practises and try to broaden their views about art education and implement good art programme for the better impact on child''s learning, particularly, in Pakistan''s context.
This research reveals that art education in elementary and secondary schools in China has changed dramatically since 1978, and those changes have been, for the most part, positive. Chinese art education can be separated into three periods: prior to 1966; 1966- 1976; and 1978-present day. During the different dynasties and periods prior to 1966, art education existed in different forms. Art education was nearly terminated during the Cultural Revolution (1966-1976), the most chaotic period in China’s history. In 1978, with the Chinese Economic Reform, started by Deng Xiaoping, and the opening of trade with the outside world, which resulted in a rich exchange of ideas, China’s position on education changed radically. It began to hold a series of meetings to determine the state of K-12 education and art education in China. Since 1978, the method of art teaching no longer follows the old teaching model that emphasized skill and copying in painting and drawing. This study details the evolution of changes in K-12 art education in China since 1978 up until present day.
The study of visual culture in art education is a student-centered approach to art education that standard the learners’ benefits and awareness of the media images they see daily and reverence their wish to contribute in the making of such media. Visual Culture advocates student engagement, alone or in groups, with the meanings of images they see, manipulation and recycling of digital imagery as a way of knowing, and analytical reflection before, during, and after the process of making art. Moreover study and inquiry from the last 20 years has strongly supported for the addition of the four art dominants as curriculum elements: art history and culture, art criticism, art production and aesthetics. The exploration of these components is also related with improvement of discipline-based art education (DBAE) and they stay to conductor curriculum content decision-making in standards-based programs nowadays. The goal of this study was introduce a new method of teaching painting using Discipline-Based Art Education and Visual Culture Art Education model.
The purpose of this book is to review the Exploratory Study of Assessment and Practices of Visual Arts in Education, In this study authors investigated about the Statue of Visual Arts, Past and Present Challenges in Visual Arts Education and Value of Visual Arts Experience. Also researchers investigate what is the place of art education and how is the value of art education realize. In spite of the rising body research showing, several benefits of art education, it is still frequently understood as non-essential part of the curriculum. Unfortunately, the value and significance of art education is too frequently ignored and misconstrued on several stages and for numerous reasons.
This study explores the state of art education in Turkey as revealed by pre-service art education university instructors, and the potential of incorporating visual culture studies in pre-service art education in Turkey. The instructors’ ideas about visual culture and its impact on art education, its contents (objects), and its practices within the context of Turkey are examined, with a focus on a pedagogical approach that emphasizes the perception and critique of popular culture and everyday cultural experiences, and the analysis of media including television programs, computer games, the internet, and advertisements. The aim of the study is to benefit pre-service art teacher education in Turkey and in general. It provides the rationale, the nature and pedagogy of visual culture, and provides insights into the potential contribution of the concept of visual culture to the understanding of art and improvement of art teacher training.
Painting Outside the Lines – Patterns of Creativity in Modern Art
This study is focused on the Art and Artists of Weya Community near Macheke about 170km South East of Harare and its implications for Art Education in Zimbabwe. This was a case study qualitative in nature. The study……. like most modern African art Weya Art was a result of a workshop by an expatriate IIse Noy (1987-1991) the idea to the participants borrowing from the West African tradition called applique. Hand sewing skills of Weya women were ideal for producing wall hangings in pictorial compositions. All Weya Art applique, painting, embroidery and sadza batik use a social documentary approach. Themes of Weya Art range from domestic village scenes to prostitution, changing roles for women socially and economically.
Recently, art teachers have planned that the learning of the visual arts could take into account content other than that exactly focused to producing art. Some of the planned content options and activities are to be found in art history, art criticism, aesthetics, art appreciation, and so forth. 'Enhancing the education and experience provided students in present studio type curricular practices is a major issue among art educators today.
Creating beautiful art can be a very positive and soothing experience. Complete the stunning illustrations in this book and improve your focus and mood through creativity. Even amateur artists can create something of exceptional beauty, as no drawing skills are required.