Discuss about the Arts and Education for Watching Movies and Creative Dances.
Arts is almost every place around people in life, the presence of art is inevitable around us. Listening to music, watching movies and creative dances live with us daily, such is art around our lives. The presence of art in our life does not demystify the educational role that art in our schools plays. Creativity in schools makes the learner creative as they are left to think to own their own. The children also discover their talent from art class and can use them in future to make a living. Having seen that art is essential, there are compelling ways that can be used in art class to enhance understanding of the learner.
From the song room, arts live online arts we could use, a resource person. When the learners at some point are involved in learning and seeing the same person daily, they get used to it. The teacher also could not be an expert in all the fields, there for the use of an expert to help as a teaching and learning resource. The expert gives the learners an in-depth analysis of the specific art. They also answer the learner curious questions about the particular skill. The resource person also brings a new environment to class as the tedious regular process is broken. The expert could also train individual learners who are interested so that, the creative skills of the learners are raised to the next level. The resource person could offer a joint project, working events with an expert can also help get further art resources for the class. If the resource person is a painter, for example, the paints for the class could be made more and used in training the learners even further.
Units of inquiry are a planned series of sequential learning projects that make the art teacher know the learning progress of the art learner. It helps the teacher understand the needs of the learner towards that particular topic. The understanding of that learner towards that topic.
As an art teacher I would use unit of inquiry to arouse the learner’s interest towards a particular topic. For a drawing project for example I would begin with a unit inquiry that involves tracing. The picture traced would then be done in free hand. The test gradually moves to high order skills that will eventually lead to the task being achieved.
A Unit of Inquiry
Online Article: Ewing, R., (2011). The arts and Australian education: Realising potential. https://research.acer.edu.au/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=1020&context=aer
This journal article deals with the use of the community. This is adopted from the journal article, studies in art education. The community around the art learning school can provide support to the school. When there is an art shop in the community, for example, a curio shop, the learners could be taken such for real outdoor experience (Ewing, 2011). There could be a community hall in the area with an established working relationship between the teacher and the community. The learners could use the hall for purposes of displaying their arts in dancing and acting. The learners could also use the room to organize the events of showing their creativity to a greater audience. This raises the confidence of the learner.
Teaching arts can be challenging and fan at the same time depending on the teachers perspective of the faculty. Art is about performance, and until the teacher reflects this, it becomes challenging to teach. The teacher is supposed to transfer the arts learned to a session in class. Each course in class should be used to create a new environment. When each class is made to feel new, the fan is real, and arts serves its purpose (Macht & Ball, 2016). The following is a photo showing the performance from “The Song Room Art” I read that can be useful in helping me train my students.
The art class of a teacher involves examining the individual capabilities. The dynamic nature of arts makes it challenging to engage in several activities. An art teacher that likes painting is demanding to teach art class of music. It should be therefore that each art has a person or a specific teacher to it. This professionalism will influence the learners as the art teacher will influence their decision towards that particular subject. This can end up killing the creativity and talent of other students who have the talent in other art skills (Duncum, 2017).
It is at times challenging to spot particular talent from other fields if the teacher is not an expert. Spotting talent can be difficult especially when dealing with a large number of children. The generalization method that is used cannot sharpen the skills of the learners (Efland, 2017).
The teacher arts training is too general that cannot enhance the learner activity. Training teachers on the curriculum combine all the art program and education. When a teacher can be good at education and content delivery. The same person cannot sing, for example; this training method affects the learner (Pelosi, 2015). A good art teacher can be impoverished at pedagogical methods of teaching, but perfect for singing. Transferring the musical talent to the learner can be very challenging. The curriculum should separate arts and education.
The perfect role as a teacher is always to be a role model. The learner should find someone to look up to the teacher. Other pedagogical sciences make up a teacher in the relevancy of teaching art (Roy, Baker & Hamilton, 2015). The role of an art educator can, therefore, be different and complex in the following ways;
The ways that an art educator is rolled with responsibilities include;
An art educator is a nurture; they nurture the talents they see in the learner. They are supposed to identify each of the learner’s talent at an early stage and help them grow through it. The pride of such a teacher is seen when one of their students performs and earns a living from art. The pedagogical method that can be used to nature is making the learning, learner-based. Allowing learners to be creative in any possible way they could and encouraging them at each step that they could achieve their goals in life is imperative (Duncum, 2015).
Secondly an art teacher is supposed to create a free and friendly environment for having fun. A learner can in the best way express there thought when their mind is at free rest. The art educator is supposed to ensure that the learners are in a relaxed and friendly mode so that they showcase their piece of skill. The best pedagogical method to achieve this is to give room for self-directed activities to the learner (Dinham, 2016). The learner will be in a very supportive environment.
The art educator must be congenial. An art class should provide the avenue for students to release their daily stresses and tension. When the teacher is friendly and pleasant to the students, it easier for students to express their feelings towards the educator. Therefore by being congenial, the learners will benefit. The pedagogical method that can help achieve this is knowing all the learners with characteristics they have. The change you identify in every learner should help read their moods and personalities. Therefore helping them out of their difficult times (Dinham, 2010).
The other role of an art educator is to provide opportunities for his talented learners. An educator can consequently find agencies, sponsors or any willing persons to support the artistic talent they have. The educator can even organize events that help the students expose their creative talent to the world. This will open up their world and award them opportunities. The pedagogical method to use to achieve this is to enhance class competitions among the learners themselves.
Role as a Teacher
The goals of education are in line with the need for art education in school. This impacts on art education as it is taken as part of the curriculum in developing the future of the children of Australia. This helps the art education get support from the Australian government. Many people 85% of Australians believe that art is essential for learning. The teacher educator also does support the idea of art education (Barton, 2017).
Parental vague beliefs about art. Some parents believe that the art education is only to induce fun in the general learning process of other disciplines. This attitude kills the learners’ talent and discourages them from participating in art. They inhibit the students in tertiary levels to take art education as a faculty (Choi & Piro, 2009).
School variating attitudes. Particular schools encourage arts while others do not support art. The school do not show signs of not backing it but does give it very little support regarding facilities and other support. The learners in this school are therefore discouraged from participating in arts education. Some of the schools even lack arts education trainers or teachers. These impacts on the arts education negatively as children should be given equal opportunities towards art (Wexler & Derby, 2015).
Presence of increased art-based opportunities. The current global employment population is shifting to be art based. Some so many people earn a living from music, dancing, action movies and other arts (Lemon & Garvis, 2013). This changes the next generation thinking about arts education. Most young people have role models who earn from art based activities. Therefore this will lead to increase in the venture of art based activities.
Barton, R. (2017). Indigenous participation in arts education: A framework for increasing engagement and learning outcomes. In The Palgrave Handbook of Global Arts Education (pp. 307-322). Palgrave Macmillan, London.
Choi, H., & Piro, J. M. (2009). Expanding arts education in a digital age. Arts Education Policy Review, 110(3), 27-34.
Dinham, J. (2010). Delivering authentic arts education. Cengage Learning.
Dinham, J. (2016). Delivering Authentic Arts Education with Student Resource Access 12 Months. Cengage AU.
Duncum, P. (2015). A journey toward an art education for wired youth. Studies in Art Education, 56(4), 295-306.
Duncum, P. (2017). Digital Technologies in Early Childhood Art: Enabling Playful Experiences. Studies in Art Education, 58(3), 252-254.
Efland, A. D. (2017). A history of art education. Teachers College Press.
Ewing, R. (2011). The arts and Australian education: Realising potential.
Lemon, N., & Garvis, S. (2013). What is the Role of the Arts in a Primary School?: An Investigation of Perceptions of Pre-Service Teachers in Australia. Australian Journal of Teacher Education, 38(9), n9.
Macht, S. A., & Ball, S. (2016). “Authentic Alignment”–a new framework of entrepreneurship education. Education+ Training, 58(9), 926-944.
Pelosi, L. (2015). Reaching for the arts in unexpected places: public pedagogy in the gardens. Australian Journal of Adult Learning, 55(3), 408.
Roy, D., Baker, W., & Hamilton, A. (2015). Teaching the Arts: Early Childhood & Primary Education: Early Childhood and Primary Education. Cambridge University Press.
Wexler, A., & Derby, J. (2015). Art in institutions: The emergence of (disabled) outsiders. Studies in Art Education, 56(2), 127-141.
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