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Development of learning in the arts
Development of learning in the arts
Theories of Development human can be found in education, society, and even in the search for peace: social learning, cognitive, intellectual, and socio-cultural theories of development have contributed to the education system is now present in the United States of America. Researchers such as Darwin, Freud, Erickson, Piaget, Watson, Skinner, Kohlberg, Bandura, Vygostsky, Bowlby, Bronfenbrenner, Gilligan, many scientists have made other researched today education has influenced all areas of content. The purpose of this paper is to examine the two theories human development and create a lifelong learning program for arts education through the life of a student.
Cognitive Development Theory
To understand is to invent or reconstruct reinvention.
Piaget (1972, p. 24)
Jean Piaget
Although some critics say that Piaget's theories are wrong, sometimes the support of their research. To understand a little best, where theories of the origin can discuss the origins of Jean Piaget. In 1896, he was born in a part of speech French title = "Switzerland"> Switzerland, a child born of a medieval literature professor named Arthur Piaget. According to his father John was a precocious child who developed an interest in natural sciences (biology and the natural world), and even published a series of documents before graduating from high school on molluscs. His lifelong passion was to understand how humans create knowledge. The efforts of Piaget founded the discipline of genetic epistemology (bases biological consciousness), and established a framework that continues to affect how teachers are trained and students are taught.
He was professor of psychology at the University of Geneva from 1929 to 1975 and is known for the reorganization of the theory of cognitive development in a series of steps, extending previous work of James Mark Baldwin: four levels of development corresponding roughly (1) children (2) preschool (3) children, and (4) adolescence. Piaget has spent years observing and interviewing young son in an effort to follow his theories of knowledge construction. According to Nagarjuna (2006), Piaget thought that by observing how children create meaning, we might learn more generally about the development of knowledge. "
Development from one stage to the next According to Piaget, is the accumulation of errors in understanding the child's environment; errors thesis leads ultimately a degree of imbalance cognitive structures that the child needs reorganization. According to Murray (2007), "All development comes from the action, namely, individuals construct and reconstruct their knowledge of the world because of interactions with the environment. "According to Nagarjuna (2006)," Cognitive structures are understood as ways in which young people make sense of the world, given its lack of sensitivity of adults. "
Jean Piaget considers intelligence as a process that helps an organism adapt to its environment and proposed four major periods of cognitive development. The four stages of development described in the theory of Piaget are (1) the sensorimotor stage, (2) preoperative, (3) the stage of concrete operations, and (4) operational phase formal. Each cognitive structure of Piaget's theory is defined by a number of features, corresponding loosely to specific ages. These deadlines are not rigid rules that approximate values to determine the stages in order from birth to age 2, defining the sensorimotor stage, where children experience the world through movement and senses and learn object permanence. The pre-operational begins at age 2 to 7 years and the child has acquired motor skills. At the stage of concrete operations Begins 7 11 years and children start to think logically about concrete events are held in their environment. In the formal operational stage begins after the age of 11 years is when the child develops abstract reasoning in the world around them.
On the basis of his long life, research, the author noted that "students should not be regarded as empty vessels to be filled by faculty experts but the most active participants in constructing their own knowledge "(Nagarjuna, 2006). By (2007) Murray, Piaget concluded that" schools should focus on decision-making and cooperative problem solving, moral training, development, requiring students to develop common standards based on equity "(p. 2). Despite the explanations may be wrong today, according to sensitivities Last adults and research, but "the fact that children are offered explanations for the entertainment of those things that are actively working to understand the world around them "(Nagarjuna, 2006).
Following the line of reasoning of Piaget, Selman (1980) examined the cognitive understanding of children the social world. To understand relationships and interactions between people, children need to understand that others also have an internal state that affects on how they behave. Selman reported that young children realize that people have different views that are independent vision of their own. . . . This requires knowledge of Piaget in peace education to require an active process in which exploratory conflicting information and social dilemmas who are allowed to exist. In the process, learn to understand the underlying prospects (visual, social or emotional) other persons to extend our chances of being confronted with the differences and understanding.
Hakvoort (2002)
Lev Vygotsky
The second theory used to write the arts program for students throughout the life of Lev Vygotsky cognitive theories. Vygotsky emphasizes that the mind children are determined by social and historical context in which they live and their interactions with adults, explaining why teachers never be replaced by technology, whatever progress we make. His theories of social development play a key role in the development cognition. Vygotsky (1978) states:
Each function in the cultural development of the child appears twice: first in the sphere social, and later, at the individual level, first between people (interpsychological), then inside the child (intrapsychic). This applies also to voluntary attention, logical memory and concept formation. All higher functions originate as actual relationships between individuals (p.57).
Vygostsky theory of art developed an "aggressive and comprehensive approach by (1) the intentions of the writer was and background, (2) the form, content and symbolism of the literary work, and (3) the experience of readers and interpretation part "(Lindqvist, 2003). Vygostsky does not refer to art as something spiritual and metaphysical, this raises the engineering Artists on the form and content of work being created. Instead, he saw art as a reflection of how it affects the life of society people and how society developed. Art is an excellent tool to study not only society, but the emotions and psychology. According Lindqvist (2003), "Vygostsky considers the psychology of art as a theory of social techniques of emotion. His analysis reflects the process Art. "
Art
The British line defines art as "the use of skills and imagination in the creation of aesthetic objects, environments or experiences to share with others. " The first and largest art is that which remained closer to the old Latin sense, which literally means "skill" or "" ship, and also an Indo-European root meaning "arrangement" or " fix ". In this sense, art is what is described as having undergone a deliberate process of arrangement. Art can designate several things: a study of creative expertise, a process of using the creative skill, a product of Creative ability or experience the public with creative ability. Visual art is something that stimulates an individual's thoughts, emotions, beliefs and ideas. Art is directed expression of an idea – which can take many forms and serve many different purposes.
The art using This last definition might be a good tool to use to help students develop a sense of belonging to their environment. According Wekipedia common characteristics that art exhibitions are:
- promotes an intuitive understanding rather than understanding system, for example, an article in a scientific journal;
- been created with the intention of evoking such an agreement or This attempt at understanding the hearing;
- has been created for any other purpose or another function that of being itself (radical, "pure art" definition);
- is difficult to achieve, in which the work in May on various communication assessment levels;
- May be offered to many different interpretations, or, even superficially, it represents a social event or object, invites reflection on the issues raised;
- demonstrates a high level of ability or fluency in within an environment, which could be regarded as a good a point of contention, since many modern artists (the conceptual artists for the most part) not not create the works they conceive, or create jobs in a conventional sense, demonstration (one might think title = "Tracey Emin"> Tracey Emin "My Bed controversial);
- confers particularly appealing or aesthetically satisfying structures or forms in an original set of independent, passive components.
Art Education Program
But if you ask what is the good of education in general, the answer is easy: that education makes good men and good men act nobly.
Plato
Many schools are now learning how to cope with the diversity among the student population and faculty. Greenman (2007) suggests that art, music and language are a good way to embrace cultural diversity. Art teachers need to integrate the art of other cultures throughout the curriculum. Like scientists who wanted to change the world with his theories on artists development human art teachers, art historians and other enthusiasts appreciate the value of art from other countries, so maybe this can help educating others. Since, according to Greenman (2007), "We all know that when you know and understand something, you come to appreciate and value their uniqueness.
Design, implementation and training
Education a child should begin at least a hundred years before his birth.
Oliver Wendell Holmes, Jr.
Children children. are ordered children from birth to 2 years. Using numerous practical, special schools and an educational program for parents, caregivers can begin to educate their children from infancy through art. Art exposes children to a world of imagination, him of the riches of our planet (plants, animals, places, etc..) Because babies can not talk to expose the bright colors, drawings, cartoons, and other forms of art is the best tool to use. During these years, the sensitivity of children, the child develops skills sensorimotor (Use the five senses). Colors are the best way to help develop eye coordination and purchase of toys, tools, equipment education that is brilliant and contains the principal primary colors: red, blue, yellow, green, black and white. Exposure to more colors helps students learn to define and identify not only the colors, but the objects that contain the colors, using their own names if they are taught by caregivers.
Education is an admirable thing, but it is worth remembering from time to time knowing that nothing is worth can be taught.
Oscar Wilde
Young children. Young children in the other side are children from 2 to 5 years of age. These children are active and could identify colors, shapes, objects and functions. As guardian of the child it's time to expose children to watercolor, pastels, colored pencils, Long white walls, mud, clay, etc.. Students will learn to make lines and circles, which are the basis of the directors of writing. Use of watercolor, brushes, color pencils and refine motor skills they will need in the future. Crayons to teach them to stay between the lines, while making their own masterpieces to share their feelings and their point of view of the environment.
Those who educate children well should be more honest than parents, for these only gave life, that art of living well.
Aristotle
Once a child enters the school system is difficult for teachers to become the second father, the guide need to improve children's lives. At this stage of development, children are able to identify and recognize changes in their environment. They can create of art, enhance, mimic, copy, and interpretation of art, culture and origin of its creation. Students learn to express their feelings, emotions, feelings, problems, solutions and soul through their color. In this era also try to experiment create your own colors, mix and match to create your own identity.
Education is not received. This is done.
Anonymous
Adolescence. Adolescents are rare, a loaf of individuals is not very adult, but not all children. These students are full of energy, passion, anger, rage, emotions, problems, and should be taught to use art as a way to release, fixing or neutralizing these emotions. Students this age can create an art festival where they show the techniques and skills they acquired during previous years. Since the art teachers are natural leaders, from (2007) Greenman, the students can create an "International Festival", with different works in May Art from different countries, billboard Creative made different languages, have a dance contest in which integrates physical education class, the Consumer fabric of diverse cultures, extracurricular activities, special meals, among other things. As a teacher of high school students wear special costumes in May their country of origin to the event. The colors, designs and patterns add a lot to celebrate. Use art from around the world … a feast for the eyes "(Greenman, 2007).
Experience classroom changes when you are near the age of the teacher and explain the life experiences similar changeover process.
Gay Clyburn
Young adults. As a young adult, there are several ways to improve arts education among the population student. Personally, students seeking to improve their knowledge of world and environment around them. As the instructor of the establishment a plan of studies of various art, including color development from the beginning how to make paper, a detailed study on how the colors when used in Egypt, Greece, Paris, USA, Latin America, China, Japan. In these courses, go to depth on how to interpret, appreciate and create art that could teach students how to blend in various contexts. Teach how to tell a story through time using only the colors and art.
Education makes people easy to carry but difficult to drive, easy to govern but impossible to enslave.
Henry Peter Brougham
The elderly. As an educator, while teaching the art of responsible citizens of the incorporation of acrylic paintings, watercolors and other techniques to help them express what they have seen, lived and experienced life. Learning to leave a legacy of love for their close, long discussions on the subject lead to philosophy, the acquisition of additional knowledge and teacher and students become Students become teachers, since their experiences would be much larger than the educators. A detailed discussion on the Mona Lisa, could lead us to solve The Dan Vinci Code, by trying to create its own mysteries, knowing that "if you educate a man, you educate a person, but if you educate a woman, you educate a family "(Manik).
In conclusion, art education has many benefits for students and the world we live in, but what education systems have made to ensure the survival of these programs as seems to be the first eliminated when budgets are cut in schools. According to Holcomb (2007), "a growing consensus that most politicians, educators and parents agree that the arts are an integral part of learning, some neighborhoods saw a change in local politics and government. In California, education and arts organizations have worked to ensure a special budget of the arts, in theory, would ensure arts education in every public school state. The money – $ 105 million in ongoing funds, and once, from $ 500 million class teams – are a legacy of the California demand for teachers successful partnership on education funding. "
References
Clyburn, G. (2006, November / December). Listen to students: dusting a Life of the Mind. Change.
Ferrari M. Pinard, A., & Runions, K. (2001). Piaget's Framework for the scientific study of consciousness. Human Development, 44: 195 – 213.
Hakvoort, I. (2002, January). Learning and Development Theories: Implications for Peace Education. Social Alternatives, 21 (1): 18 to 22.
Holcomb, S. (2007, January). State of the Arts. Artistic Education. Retrieved February 1, 2007 at Neatoday.
Greenman, G. (2007, January). Tried and true tips for art teachers. Retrieved January 31, 2007 from www.art5andactivities.com
Lindqvist, G. (2003). Vygostsky theory of creativity. Creativity Research Journal, 15 (2-3): 245 – 251.
Lourenço, O., and Machado, A. (1996). In defense of Piaget's theory: a critical response to 10 common. Psychological Review, 103 (1): 143 – 144.
Malerstein, AJ, Ahern, MM, Pulos, S., and Arasteh, JD (1995, Spring). Prediction and constancy of cognitive structures of motivation among mothers and their adolescent children. Child Psychiatry and Human Development, 25 (3): 197 – 208.
Murray, ME (2007). Moral Development and Moral Education: An Overview. Department of Psychology at the University of Illinois at Chicago. Accessed January 25, 2007, http://tigger.uic.edu/ ~ Inucci / Morales / overviewtext.html
Nagarjuna, G. (2006) Monitoring biological roots knowledge, Caracas, Venezuela, NS, Eds. The Life and organicity. History Project of Indian Science, Philosophy and Culture (PHISPC).
Piaget, J. (1976). Training symbol in the child. [Play, dreams and imitation]. Neuchantel, Switzerland: Delachaux and Niestlé. (Work originally published in 1946).
Vygotsky, LS (1978). Mind in society. Cambridge, MA: Harvard University Press.
About the Author
Maritza M. Conde
High School Science Educator and Data Specialist
1999 BS General Science
2001 Advance Certificate K-12 Education
2005 M.A. in Curriculum and Technology
2010 EDD in Organizational Leadership
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