CHALLENGES OF CLIMATE CHANGES AND DIGITAL TECHNOLOGIES DEVELOPMENT TO ART SUBJECT TEACHERS

Abstract

The purpose of this article is to evaluate the impact of both climatechange and digital aesthetics on art subject teachers and to discuss theprospects of curriculum. The article provides the reflection of humandependence on the effects of climate change as well as drastic development ofmusical technologies which are understood as a meansof consolidating creative pedagogy. Theoretical considerations areillustrated by the results of empirical research, on the one hand, invalue-based attitudes of primary school teachers, students of 9-12thclasses to climate change and, on the other hand, case studies of digital musicteaching in schools as well as the digital divide problem which still presentsamong Lithuanian teachers. Case study of secondaryschool has demonstrated that the teacher can learn from their students ifthey work in synergy; great results can be achieved when teachers work inpartnership with the students. The impact of human activity on climatechange seems more ominous for both the teachers and the students comparing itto other forms of threats. The creatively orientedcurriculum appears to meet the needs of 21st century learners,offering opportunities for multitasking, problem solving, trial and errorlearning, logical thinking, and peer to peer learning. KEYWORDS: climate change, education, art subject teachers, digital music curriculum, creative education.