THE WORK OF ART : AN EFFECTIVE TEACHING TOOL

Scientific Paper

This article presents the results of a Master´s study conducted at the Graduate Program in Education of Universidade Federal do Mato Grosso, which sought to understand how educational practices occur in the teaching of art in Youth and Adult Education in Cuiabá city, Mato Grosso state, Brazil, using qualitative, descriptive and interpretative methodology. Conceiving teaching in a constructivist perspective, based on the triangular proposal for the teaching of art, which emphasizes actual doing, reading and contextualization during the classes, we observed how the teacher acted as a mediator in the construction of the knowledge of Art. Such knowledge is important as education is grounded on the construction of knowledge, which is actually achieved by human activity and, in this case, art. Although some young and adult students had concepts of art that needed to be expanded, the teacher sought, through the contact with the different artistic expressions, to lead students to develop the concept that art is a human production, that is, an object of knowledge which has been an integral part of life since the dawn of mankind. She also sought to teach that learning how to read, how to understand a work of art, makes the students become competent readers who can produce meaningful interpretations of the world around them. Therefore, the concepts and practices of art produced by the students are important, as they are constructions of knowledge based on their life experiences.

2016

This article is part of a partial research report on education through art in preschool and elementary school, mainly in the last year of preschool and in the first year of primary school when the teachers start the process of children’s literacy. After researching a bibliography about the subject, going from art teaching to its relevance in all levels of education, we focused our attention on imagery art not as scientific discipline teaching, but as a didactic/pedagogic way of educating and alphabetizing. In order to reach this result, researchers focused on the interpretative analysis of works about art/education mainly based on Read (1958), Barbosa (1994), to then explore the theoretical/practical thought of Freire (2000, 1992), which indicated the relevance of the imagery art use as a didactic/pedagogical way to the education/alphabetization of children.

International Journal of Social Science Studies , 2020

This essay problematizes the resistance processes present in art school curricula. Some curricula are legitimized by the constant emphasis on sequentiality and chronological succession grounded in the history of art, which often comes only from a scholarly conception centered on the work and life of consecrated artists over the centuries, or rereading of works of art. Besides that most of the school curricula are guided by textbooks that legitimize the continuity of these practices, privileging elitist, ideological, sequential aspects that may exclude other artistic manifestations. There is an imposition of good or bad art. There are several discourses in Art that can produce operations and subjectivations of bodies in and out of school, demanding new ways for subjects to be in and out of the classroom in order to produce resistance in curricula and school spaces as a whole. This essay calls these processes urgencies. It is understood that these urgencies are in conflict and have the power to create reliefs with what is legitimized by the school system as a curriculum in Art. In this process, there is a flow of forces between what is put, the status quo and the urgencies, implying lifestyles, aesthetic choices and the construction of discourses, people, bodies, as well as attitudes, actions and ways of walking, speak and behave, that is, ways of managing life that operate in the processes of subjectivation. This essay deals with the resistance that permeates the art curriculum at school, in view of the curricular conceptions already legitimized by the system.

The current state in the area of visual art creation, characterized by a continuous as well as a radical expansion of its boundaries, sets forth an issue for an analogous diversification in the art teaching field. Within this context, various questions and proposals are set forth as to the direction that a teaching intervention, able to promote and handle subjectivity, fluidity and relativity in the artistic work, may take. Should we promote a “safe” approach, should the educational condition further “loosen”, or should the cognitive field be radically transformed? These concerns constitute three essentially different viewpoints, all of which are examined in this article. Within the scope of the approach hereby adopted, a synchronization with artistic reality urges art education towards an exceptionally wide and multifaceted teaching approach, strengthening the need of children to perceive, comprehend, interpret and criticize the variety of visual forms available to them. KEYWORDS Art education, artistic creation, education, subjective teaching, creation

Creative Education, 2016

Based on the premise that art is an important activity for human development (Vygotsky, 2001, 2009, 2010; Steiner, 2007, 2013), the aim of this study is to analyze the role of art in the everyday activities of schooling using conventional methods and also in schooling using alternative methods, the latter having been founded by Rudolf Steiner and referred to as Waldorf education. This study is justified by its making explicit the educational potential of art, whilst also seeking to contribute to the formation of teaching practices that consider the subject in a full manner. This is an exploratory qualitative study. Students and teachers from two elementary school classes of a municipal school in the State of Paraná were selected by convenience to take part in the study. Teachers and students from an elementary Waldorf reference school in the city of Curitiba were also selected. The participants were observed and the data were recorded in a field diary during one semester in each of the contexts. From the data collected it was possible to note that art is usually perceived as an element of leisure in schooling using conventional methods and its practice is based on mechanicalness. On the other hand, schooling using the alternative method uses art as a teaching tool, whereby the work of teaching is pervaded by the artistic element. This study brings indications of the need to review the importance given to art in traditional schooling, as well as to review practices that see art as an ally in the teaching process. As such, it would be fundamental for the Waldorf method to be better known, with the aim of contributing to the practice of teaching art in everyday schooling.

2018

This article is part of a research that problematizes the encounter between art and education in Brazil in the last two decades as well as the role of psychology in this process. A critical cartography was perfomed through an archive containing a set of articles from academic journals approaching the relationship between art and education in a practical or theoretical way. Concomitantly, there was an attempt to capture the strategies by which the practices of art pedagogization are carried out and how the psychological discourse participates in its constitution. It was noted that from the encounter of art with some forms of psychology, comes the promotion of a device that takes the ethical and aesthetic values of the individual as an active process of constituting oneself as a subject via stimulation.

There is increasing evidence in the literature of Art Education supports the value of using artists and/or their artworks as an approach to quality education in and through art. However, little formal researches in the Arab world especial in the Middle East, have been done to show this instructional method in systematic terms, especially approaching artists and their artworks both inside and outside of schools. The researchers use theory-based research methodology to present, discuss, and analyze this teaching methodology. The result of this research shows that there are great relationships between artists and or their artworks in the one hand and childrens' development on the other hand. This relationship is based in terms of developing children's' motivation in learning about the arts, developing childrens' knowledge through multicultural arts, developing childrens' attitudes to the arts, and developing art language as well as developing an aesthetic sensitivity for the arts. This research also shows different levels of approaching the artists and their artworks such as the use of photos of the artworks, original works in museums, galleries or art exhibitions, work with artists inside or outside schools, reaching works of artists thorough the World Wide Web.

Art, Artists and Pedagogy, 2017

This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in the 21st century, both within the institution and beyond. Art, Artists and Pedagogy is intended for educators who teach the arts from early childhood to tertiary level, artists working in the community, or those studying arts in education from undergraduate to Masters or PhD level. From the outset, this book is not only about arts in practice but also about what distinguishes the ‘arts’ in education. Exploring two different philosophies of education, the book asks what the purpose of the arts is in education in the 21st century. With specific reference to the work of Gert Biesta, questions are asked as to the relation of the arts to the world and what kind of society we may wish to envisage. The second philosophical set of ideas comes from Deleuze and Guattari, looking in more depth at how we configure art, the artist, and the role played by the state and global capital in deciding on what art education has become. This book provides educators with new ways to engage with arts, focusing specifically on art, music, dance, drama and film studies. At a time when many teachers are looking for a means to re-assert the role of the arts in education this text provides many answers with reference to case studies and in-depth arguments from some of the world’s leading academics in the arts, philosophy and education.

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.

Canadian Readings in Art Teacher Education, 1997