Abstract
The aim of research was to examine how students in higher secondary education estimate the importance of visual arts subjects for the acquisition of general knowledge and the importance of visual arts for their future profession. The participants (N=605) were students in the third year of higher secondary education. Although the participants in the sample did not attach importance to visual arts for their future professions, they assessed that during their education, activities that necessitated working with their hands helped them in developing their memorization skills and the ability to learn other subjects.
Highlights
Recent research in the area of neuroscience presents scientific knowledge relating to the exposure of children at an early age to various activities involving the hands: painting, drawing, and modelling
In the previous paragraphs we have indicated interesting observations and findings in educational science and neuroscience that refer to brain development and learning in early and middle childhood
We reiterate that the aim of our empirical study was to examine how high school students comprehend, perceive and estimate the importance of visual arts subjects for the acquisition of knowledge and skills in general knowledge and for their future life and profession
Summary
Recent research in the area of neuroscience presents scientific knowledge relating to the exposure of children at an early age to various activities involving the hands: painting, drawing, and modelling. Contemporary neuroscientists often remind us that a child's brain develops most intensively before the age of four and that it is important to observe the stimulating environment to which a child was exposed during those years (Jensen, 2001 and 2005; Norton; Ulrich; Bell & Cate, 2018; Rosenberg-Lee, 2018; Watagodakumbura, 2017) For those years, and later during their compulsory education, it is important to encourage children to engage in various activities, movement, and play and to manipulate varied tools and materials (Jensen, 2005; Norton; Ulrich; Bell; Cate, 2018; Rajović, 2013). That approach has been advocated for more than one hundred years by representatives of the Montessori and Steiner pedagogy (Carlgren, 1991; Montessori, 1988)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
