Artistic Activities Research Articles

Multiple Intelligences in an Educational Context: Culturally Based Abilities and Aptitudes in the Body-Mind Binomial

Objective: The aim of this study is to demonstrate that traditional education, based on psychometric theory, utilizes standardized tests that lead to dissatisfaction due to their selective and exclusionary nature. Meanwhile, the Theory of Multiple Intelligences challenges this approach, contending that standardization benefits some students while harming others. Theoretical Framework: We brought together reference authors in the specific area, as well as others who, through more recent research, have developed studies in educational, cultural and artistic activity in the community, in the area of the arts, culture and their relationship in this field of education, with a direct focus on the universe of the intelligences measured, to be enhanced and reinforced. Method: The methodology adopted for this research comprises a quantitative-qualitative and descriptive study, using a questionnaire (Multiple Intelligences Inventory - MII) with closed questions, developed in a group of schools in the North of Portugal, in which students (n=120) from the different types of education participated: regular, professional and programme for inclusion and citizenship. Results and Discussion: The results showed that the most developed multiple intelligences are Bodily-Kinesthetic and the least developed is Logical-Mathematical learning. Research Implications: The practical and theoretical implications of this research are diverse; among them, the existence of multiple intelligences that manifest themselves equally stands out. The implications include the use of this data for future research in the field of educational intervention for professionals in various areas, mainly in stimulating and reinforcing these indicators and results. Originality/Value: This research is of particular importance as it provides educators and professionals, both in initial training (higher education) and future teachers, as well as for professionals already in the field and educational universes, to intervene in an informed, appropriate and conscious manner in these areas.

A reflection on nurturing spirituality and creativity in those living with dementia

ABSTRACT This opinion piece focuses on an award-winning, evidence-based, intergenerational art program Opening Minds through Art, which pairs volunteers with people living with dementia in long-term care communities. Research on this program shows the benefit for both individuals living with dementia and those who volunteer. For both the artist and volunteer, spiritual connections are created and nurtured through the process of creating art and conversation. The goal of this piece is to showcase the creative and spiritual capacity of persons living with dementia and provide a new perspective on engaging art activities appropriate for this population.

Asian Diaspora: Understanding Toronto Public Spaces Through Art and Performances

In this article, I explore how art can help Asian immigrants in Ontario understand the public spaces and the community of Toronto. Using Shusterman’s Pragmatist Aesthetics as a theoretical framework, this study asks: How does navigating and responding to issues of equity, inclusion, and environmental resiliency foster residents’ understanding? The study is based on field research that involved a series of improvised art and performance activities in Toronto’s outdoor public spaces from February 2022 to May 2022. I argue that art can enable individuals to recognize and challenge the inequity in public places and develop relational understandings and practices that can inform public policy and inspire further research and action. The findings reveal that participants’ social interactions through artmaking in public spaces enhanced their personal growth, learning, and creativity, connecting their everyday lives with formal education. This article highlights the impact of diasporic experiences in shaping the process of placemaking within these spaces.

The musical-creative and pedagogical activity of Solomiya Krushelnytska: contribution to the development of Ukrainian music education

This article examines the musical-creative and pedagogical activity of the prominent Ukrainian opera singer Solomiya Krushelnytska (1872-1952) and her contribution to developing Ukrainian music education in the first half of the 20th century. Utilising theoretical approaches to studying personality within the cultural-historical context, we explore Krushelnytska's life path as an example of combining artistic activity and pedagogical practice. The research analyses biographical materials, students' memoirs, and critical reviews of the singer's performances. The results show that Krushelnytska significantly contributed to popularising Ukrainian vocal art internationally and played an essential role in developing vocal pedagogy in Ukraine. Her pedagogical principles, grounded in her personal experience and methods of the Italian vocal school, promoted the formation of new generations of Ukrainian opera performers.

Εμπειρίες συμπερίληψης μέσα από συναυλίες σύμπραξης του 4ου Δημοτικού Σχολείου Αλεξανδρούπολης με το Ε.Ε.Ε.Ε.Κ. και το ΕΝΕΕΓΥ-Λ Αλεξανδρούπολης. Η μελωδία της διαφορετικότητας ενώνει καρδιές και παιδιά!

Τhis work is the result of collaboration between the 4th Primary School of Alexandroupolis " Chronis Aidonidis" and the Laboratory of Special Vocational Education Training (EEEEK) and the Unified Special Vocational High School (ENEEGY-L) of Alexandroupolis. The collaboration occurred because artistic activities offer students multidimensional experiences (cognitive, emotional, psychomotor). The activities were designed and implemented based on the goals of co-education programs, the guidelines of the Detailed Curriculum of Studies of EEEEEK and Primary Education, the principles governing the inclusion process, and the use of special teaching principles in shaping the curriculum and apply special teaching techniques. Students were made aware that equal access to knowledge for all people based on their particular abilities is a constitutional imperative, and the democratic right to co-education of students is a universal good that ensures opportunities and learning possibilities.

Wspólnotowość a sztuka i kształcenie estetyczne

In the article, the topic of community is presented in relation to art, education, and aesthetic education. Attention was paid to the value of art and related educational activities in shaping community. The art refers to the work of Joseph Beuys and his interpretation of social art and social sculpture. Artistic activities that are proposed in the creative activities of pupils were indicated, such as: happening, art action, collage, assemblage, and even street art. These types of creative activities develop students’ skills of cooperation in a group, their tolerance for the diversity of artistic solutions, their ability to express themselves through physical matter and creating artistic matter, creative courage and being in a group, and, in sum, helping to develop creatively and socially. Me and others, others and me and creativity, and art with us, we all create a community.

Wspólnotowy potencjał sztuki street artu: efemeryczne wspólnoty wokół efemerycznej sztuki

The article analyzes the phenomenon of street art in the context of its impact on the creation of local or global communities of both creators and audiences. It takes into consideration various forms of expression such as graffiti, community murals, or interventions by individual artists. It examines to what extent the communities formed around artistic activities are lasting and cohesive. Graffiti, as a form of art typical of the hip-hop subculture, represents expressions by groups that are closed and anonymous for the majority of society. Despite strong connections, these groups are usually temporary and may disband after the completion of specific projects. Other forms of street art are typically created by individual artists seeking to develop a unique style. Open, global networks of enthusiasts, activists, and organizations form around them, with the internet and social media serving as platforms used to maintain the connection between artists and their audience. Some street artists (e.g. JR or Swoon) are particularly sensitive to social issues and contribute to forming and sustaining local communities through their creations, even if they do not necessarily belong to them. A specific form of street art are community murals commissioned by a community to enhance its identity and cohesion. Street art and graffiti, therefore, have the ability to create communities on various levels, even despite their informal and ephemeral nature.

Research on the Approach of Pre Writing in Art Activities Based on the Perspective of 3-6 Year Old Children

Children aged 3-6 have not yet acquired formal writing skills, and their main way of expressing their understanding and thoughts about the world is through painting. Almost all children have a strong interest in painting and hope to express their thoughts through it. The pre writing of children aged 3-6 is a spontaneous or adult guided behavior of drawing, writing symbols, and writing, which is an important foundation for transitioning to formal writing. Fully understand and respect the physical and mental development laws and characteristics of children aged 3-6 years old at different age stages. Based on the cognitive and learning needs of children, provide them with rich painting tools and materials, stimulate their interest in pre writing in playful art activities, exercise their fine motor skills, accumulate pre writing experience, and prepare them for scientific early childhood transition.

예술-기술 융복합 활동 지원사업 항목의 우선순위에 대한 연구: 온라인미디어 예술활동 지원사업에 대한 AHP 분석을 중심으로

예술-기술 융복합 활동 지원사업 항목의 우선순위에 대한 연구: 온라인미디어 예술활동 지원사업에 대한 AHP 분석을 중심으로

Popular and Classical Music in Education. Coexistence or Competition?

The article discusses the coexistence of popular and classical music in general music education. It touches on the problem of how to distinguish both areas of artistic activity and discusses attempts to define them presented so far. It emphasizes the integrative nature of the exploration of different domains, combining different ways of perception and expression in the context of educational activities.

Brain activation in response to art-based tasks using diverse materials based on the Expressive Therapy Continuum (ETC)

This study investigated the relationship between art creation and brain function using functional near-infrared spectroscopy (fNIRS) via a portable NIRSIT device, focusing on the frontal lobe’s oxygen saturation changes during art activities. Authorized by the Institutional Review Board of Seoul Women’s University, the research involved 26 healthy participants aged 20 to 29, without prior mental, medical, or substance use issues. They engaged in four art tasks, separated by rest periods, to monitor pre- and post-task brain activity through fNIRS scans.The research unfolded in two phases: initially, it analyzed brain activity based on the Expressive Therapies Continuum (ETC) framework, comparing different art mediums; next, it then examined differences between drawing on paper and on a digital tablet.Findings indicated unique activation patterns in various brain regions—including the Ventrolateral Prefrontal Cortex (VLPFC), Orbitofrontal Cortex (OFC), Dorsolateral Prefrontal Cortexes (DLPFC), and the parietal cortex—highlighting a notable increase in the Left Frontopolar and Orbitofrontal Cortexes during paper drawing compared to tablet drawing. These results provide insights into how different art mediums influence neural activation, particularly showing enhanced activity in regions linked to empathy and feedback in paper-based tasks. It clearly suggests that different art materials significantly influence varying brain region activation, highlighting the importance of art medium and art-making in art therapy in enhancing cognitive and emotional functions.By examining changes in frontal lobe oxygen saturation via diverse art activities grounded in the ETC framework, this study contributes to understanding art therapy’s neurological impact on cognitive and emotional functions. It offers evidence-based guidance for art therapists on selecting materials that meet therapeutic objectives. The study’s limitations include a small sample size that may affect the generalizability of the findings and the exclusive use of NIRSIT focusing on the frontal cortex, potentially neglecting the involvement of other brain regions like the temporal and parietal cortexes in art activities. Future research should therefore consider expanding the sample size and employing comprehensive neuroimaging techniques.

Specifics of Forming Schoolchildren’s Creative Skills in the Process of Artistic Activity: Assessment of Professional Entrance Examinations Effectiveness

Introduction. The problem of formation of creative person skills in the process of artistic activity is currently topical and thus actively investigated in modern pedagogical science. The relevance of the research is due to the active development of modern rapidly changing reality, contributing to the making of an information technology developing society, which imposes new requirements on the formation of a creative personality. The purpose of the study is to determine the psychological and pedagogical conditions for the formation of creative skills of schoolchildren in the process of artistic activity and to assess the degree of readiness of schoolchildren for creative activity based on results of professional entrance tests. Materials and Methods. The important basis of the ongoing pedagogical research is the methodology of the personal-activity approach, in which creative activity is defined as one of the leading types of activity. This study was conducted from 2021 through 2023 in the logic of pedagogical experiment on the basis of the Childrenʼs Academy of Artistic Creativity and Design. The sample consisted of 155 schoolchildren studying in different areas of artistic and creative activity. Results. The authors show that the processes of education of creative personality are currently undergoing changes in the new conditions of information development and the need to form appropriate thinking. The authors substantiate that it is important to purposefully develop the creative activity of personality and it is necessary to start training from school years. The main and additional psychological and pedagogical conditions of formation schoolchildren creative abilities in the process of artistic activity are defined. The specificity of training of senior schoolchildren in the Children’s Academy of Artistic Creativity and Design in special artistic disciplines is shown. The results of evaluation based on the generalization of the data of the professional entrance test in drawing, painting are presented. Discussion and Conclusion. This research contributes to the development of pedagogical knowledge in the field of pedagogical conditions formation for the development of a person’s readiness for creative activity. The article will be useful to anyone interested in the study of theoretical and practical aspects of the formation of creative skills of schoolchildren in the process of artistic activity.

The potential of arts and crafts in the formation of aesthetic taste in children of senior preschool age

This article is devoted to the study and analysis of the use of the possibilities of decorative and applied art in the formation of aesthetic taste in older preschool children. The study revealed that decorative and applied arts have their own aesthetic and educational capabilities in teaching children both fine arts and in developing their aesthetic sensitivity to the world around them. Promising directions for the use of types, subtypes, varieties, techniques and technologies of decorative and applied arts in the artistic and creative activities of older preschoolers are proposed. The author concludes that introducing children of senior preschool age to arts and crafts is one of the main means of developing aesthetic taste, developing the ability to see and understand beauty in the surrounding life and art.

JARANAN MATARAMAN ART: REPRESENTATION OF HISTORY AND MORAL VALUES IN DUSUN SANAN, BLITAR

This study aimed to examine the history and moral values of Jaranan Mataraman Art as a cultural identity of residents of Sanan Blitar Hamlet. This research used a qualitative method with a case study approach. Data collection was done through observation and interviews. Research data were obtained from observing Jaranan Mataraman's performances in Sanan Hamlet, Dayu Village, and Blitar Regency. Researchers also interviewed Jaranan Mataraman art activists in Sanan Hamlet using an open-ended questionnaire system. The results of this study revealed that every movement of Jaranan Mataraman's art consists of historical and moral values. There is a correlation between animist aspects such as danyang and the importance of maintaining the Sumber Sanan water source for residents. Therefore, Jaranan Mataraman was designated as the cultural identity of the people of Sanan Hamlet and became an intangible cultural heritage. From this research, it can be concluded that the art of Jaranan Mataram represents the dynamics of local history and moral values so that it can be established as a cultural identity in the Sanan Hamlet community and formalised as an intangible cultural heritage.

DEVELOPMENT OF SOFT SKILLS OF ELEMENTARY SCHOOL STUDENTS BY THE MEANS OF THEATRICALIZATION

The article investigates the problem of forming "soft skills" of the students of primary education institutions by means of theatricalization based on the Concept of the New Ukrainian School (NUS). The general characteristics of theatricalization are given and it is defined as an artistic activity related to the perception of works of theatrical art and reproduction in a playful form of acquired ideas, impressions, feelings, one of the most effective means of pedagogical influence on the development of a child's personality. The effectiveness of theatricalization as a means of forming soft skills in elementary school students based on their psychological and pedagogical characteristics (emotional sensitivity to the events taking place, differentiation of emotional experiences and cognitive schemes for recognizing emotions; sensory coloring of perception, imagination, mental and physical activity; immediacy) and frankness in the expression of one's emotional experiences; formation of speech skills, verbal expression of emotions, active development of the vocabulary of emotions, etc.). A systematized toolkit of means of theatricalization in terms of the development of soft skills of primary school students was tested in practice. The main stages of theatricalization, as well as the development of soft skills in elementary school students by means of theatricalization are proposed, with the basic forms of their implementation in the practice of school education (preparatory and active implementation) being highlighted. A description of effective forms of theatrical art that ensure the development of soft skills is presented, including: collective viewings of plays, theatrical games, dramatization games, staging games, games on the themes of literary works, roleplaying games, director's games, production of plays, creation of mini-theaters, etc. Examples of the use of exercises with theatrical elements for the formation of "soft skills" in elementary school students are given. They include: "All About Me", "The Moment of Glory", "Butterflies", "Gloves", "New Year's Boots of St. Nicholas", "A picture of fear" and others. A conclusion was made about the perspective of using theatrical means for the development of soft skills in the "Child" program in the sections: "Child's personality", "Child's speech", "Child in society", "Child's play", "Child in sensory cognitive space" in the course "I explore the world" of elementary school.

Countryside, Borderlands, Nature—Public Art beyond the City☆

AbstractThis article emphasizes several primary realms of contemporary artistic endeavors in public art, specifically those unfolding outside urban metropolises. I analyzed the examined practices in terms of their functions and goals, the forms they take, and the problematic areas they address. This allowed for identifying certain symptomatic areas of artistic activities; domains shaped by diverse perceptions of the Polish countryside and rural life. Some feature an exploration of folk beliefs, ritual practices, religiosity, liturgy, and a connection to the land and the rhythms of nature—an ethnographic trend. Others delve into themes associated with historical heritage and the legacy of serfdom (an emancipatory trend). Moreover, I identify a trend focused on the specificity of “borderlands” and an ecological trend. The analysis focuses on questions: How does public art manifest itself beyond urban areas, particularly in rural settings? What social functions does it serve? And what significance does the examination of artistic activities hold for advancing research in rural sociology? The main aim of the article is to transpose Polish public art practice into the realm of public art in rural studies.

Trends in Workshops Utilizing Art Activities for People with Disabilities in Welfare Facilities in Japan

Trends in Workshops Utilizing Art Activities for People with Disabilities in Welfare Facilities in Japan

Social Studies and Love of Art: Students and Teachers Enlighten the Connections

Art and artistic activities that play a significant role in the lives of both children and adults, are an important requirement for all individuals. Cultures develop, expand, and enrich through artistic activities, which are important for the development of visual literacy, especially in social studies. The present study aims to determine the reflection of various artistic branches in social studies course and the student interest and love that art considered to evoke in the context of the social studies course. In the study, qualitative research methods and techniques were used to review relevant documents and to determine the participant views about the role of art in social studies. First, the current Turkish social studies curricula and textbooks were analyzed. Then, an interview form developed by the authors was applied to 80 students attending all grades in a public middle school and 3 teachers employed in these schools in one of the major cities in Turkey. The attributes employed by the teachers and students in the interview form were analyzed with thematic/content analysis. The study findings demonstrated that that the curricula and textbook achievements that allow activities in several art branches were limited. However, despite the limitation, the study findings demonstrated that the students were interested in different art branches and evidenced the support of the social studies to the development of interest and love for certain learning areas.

The Role and Place of Art in Waldorf School

The relevance of the study is determined by the need to analyse the humanistic Waldorf experience and insufficient coverage of the issues of teaching painting in Waldorf school in Ukrainian scientific sources. The purpose of the study is to reveal the role and place of art in Waldorf school. The research tasks are the following: to highlight R. Steiner’s views on the role and place of art in the education of the younger generation; to characterize the process of teaching painting to schoolchildren at different levels of Waldorf education. The characteristic features of 12-year Waldorf art education are highlighted. They are: increasing the role of subjects of the artistic and aesthetic cycle to the level of academic (general education) and craft-applied branches; a wide range of arts (painting, drawing, sculpting, declamation, recitation, eurhythmy, singing, playing musical instruments, participation in the choir and orchestra, dramatic performances, etc.); art integration into the academic cycle (especially at the initial stage); artistic and aesthetic design of the entire educational space and school environment (in particular, school architectonics, premises interior, etc.). It has been found that teaching painting covers all children and is aimed at forming abilities, which promotes child’s harmonious development and revelation of their natural talents. Painting classes correspond to schoolchildren’s age characteristics and are connected with other subjects (native language, mathematics, zoology, botany, history, geography, physics). The content of teaching painting is characterized: from drawing, based on colour, and understanding the emotional and moral impact of colours through the search for colour forms for the mineral, plant, animal and human worlds, the transformation of a “black and white” image into a colour one, copying masterpieces of painting art, to implementation of significant artistic projects, in particular, in wall painting, painting scenery for theatrical performances, etc.). The various types (watercolour painting, oil and pastel painting) and techniques (liquid paints, lasering) of artistic activity are highlighted. The authors reveal the pedagogical expediency of studying, creatively comprehending and using Waldorf school experience to solve the current problems of the modern national school – person’s holistic development, their mental, volitional, emotional and sensual abilities, moral and social qualities, overcoming age-related and individual problems.

Strategi Guru Dalam Mengatasi Kesulitan Pengenalan Dan Pencocokan Warna di TK Aisyah Bustanul Athfal 05 Medan

: This research aims to analyze fine arts learning in early childhood at Kindergarten Aisyiyah Bustanul Athfal 05 Medan, with a focus on coloring activities using gradation techniques. This research uses qualitative methods with interview techniques with one of the fine arts teachers at the kindergarten. The research results show that various fine arts activities, such as coloring using gradient techniques, making collages, and printing with natural materials, are carried out at Kindergarten Aisyiyah Bustanul Athfal 05 Medan. However, challenges in introducing colors to children still exist, so that some children experience difficulties in coloring activities. The role of teachers as guides and parental support is very important in developing children's artistic skills. This research recommends using varied environmental models to help children recognize colors better. Teachers can use color examples from nature and fine art to expand children's understanding of color. With this strategy, it is hoped that children can improve their ability to recognize and match colors, as well as develop creativity and imagination through fine arts activities