Art Teacher Training Research Articles

Педагогічні умови формування комунікативної культури майбутнього вчителя музичного мистецтва у процесі диригентсько-хорового навчання

The article describes pedagogical conditions for the communicative culture formation of a future music art teacher and the process of conducting-choir training. It is noted that the pedagogical condition is a point of the learning process, the result of purposeful selection, design and use of content elements, methods, devices, as well as organized forms of training to achieve specific didactic goals. The pedagogical condition must be the result of a well-thought-out and thorough selection of each of the elements of the educational process. It is emphasized that observance of pedagogical conditions is necessary in connection with the possibility to realize innovative professional training of future music art teachers. The article substantiates feasibility of using the component structure of the communicative culture of a future music art teacher in defining a set of pedagogical conditions, in particular: motivational and value based; emotionally empathic; cognitive-informational; activity-behavioral components.Based on the didactic analysis of the structure and content of the communicative culture of a future music art teacher, four pedagogical conditions have been identified. The first condition is strengthening of value-semantic aspects in the content of conducting-choral training of future music art teachers. Any musical composition exists as a product of culture, independent from a listener but with some known meaning, which depends on the composer, its creator. Inclusion of empathic-creative tasks in the process of conducting-choral training on the basis of a dialogue between cultures (the second pedagogical condition) implies that a unified understanding of interpretative tasks and the content of performance forms an empathic-creative attitude towards music among participants of the educational choral group. The third pedagogical condition is creation of a positive incentive to the collective spiritual and creative interaction of the participants of the educational choral group. It is focused on a «dialogue position», which has a special dynamic character and is aimed at all participants in the dialogue. To create the atmosphere of creativity in classes, maintaining contact with students in the educational choir, it is necessary to stimulate creative self-realization of students in socio-cultural conducting and choir activity. This circumstance has formed the basis for the fourth pedagogical condition for the formation of the communicative culture of a future music art teacher and the process of conducting-choral education.

Abordagem Triangular e as narrativas de si: autobiografia e aprendizagem em Arte

As perspectivas Arte/Educativas da Abordagem Triangular extrapolam o campo das artes e indicam possibilidades de pesquisas em outros campos, que também contribuam tanto para a formação do Professor de Arte quanto para a prática arte/educativa. Considerando que os estudos em autobiografia tratam de questões importantes para que o Arte/Educador possa conhecer melhor a si mesmo e entender as narrativas que os educandos fazem a respeito de sua vida, seus desejos, emoções e sentimentos, é importante que o Arte/Educador de Arte saiba buscar informações sobe como promover desafios de aprendizagem que propiciem o pensamento artístico. Relacionar as teorias de Ana Mae Barbosa e Christine Delory-Momberger pode ajudar o Arte/Educador a rastrear ligações entre a aprendizagem em Arte e as metodologias que são criadas para seu ensino, auxiliando-o nas suas decisões docentes.

中国の美術教員養成課程のカリキュラム : 1950-60年代を中心に

中国の美術教員養成課程のカリキュラム : 1950-60年代を中心に

Історичні передумови розвитку інструментального виконавства у професійній підготовці майбутнього вчителя музичного мистецтва

Стаття присвячена основним питанням історії народноінструментального виконавства як педагогічної проблеми. Мета статті полягає в дослідженні та визначенні загальноісторичних аспектів розвитку народного інструментального виконавства при професійній підготовці майбутніх учителів музичного мистецтва. Предметом статті є визначення та оволодіння необхідними теоретичними знаннями щодо історії народноінструментального виконавства. У статті автор використовує різноманітні методи науково-педагогічного дослідження, а також надає класифікацію етапів ставлення української музично-педагогічної освіти.

A Study on Teaching Method of Sculpture Education Using Figure Models in the Art Teacher Training Course (I)

A Study on Teaching Method of Sculpture Education Using Figure Models in the Art Teacher Training Course (I)

A Study on the PCK Structure and Developing Approach of Art Teacher

In the last 80s, Shulman put forward the concept of pedagogical content knowledge (PCK), which aroused great concern in educational field. Pedagogical content knowledge is the core content of a teacher's knowledge. The PCK Structure of art teacher consists of subject matter knowledge, pedagogical knowledge, student's knowledge and situational knowledge. Although, unified understanding on pedagogical content knowledge has not been achieved yet, the construction of art teacher's PCK still proactively promotes the development of art teacher's training education on mode.

Training the theatre arts teacher in Nigerian colleges of education: problems and prospects

This article seeks to identify and proffer solutions to the problems confronting the theatre arts teacher training in Nigerian colleges of education. It also advances the prospects of effective theatre arts teacher training in the educational sector and the society at large. In doing these, the researcher adopts the interview, focus group discussion (FGD) and observation methods to collect data. Given that many colleges of education in Nigeria offer theatre arts as a course, the researcher narrows down the scope of the research to Katsina-Ala and Oju Colleges of Education in Benue State. The major finding of the study is that, the theatre arts teacher training programme is confronted with numerous problems which militate against its effective execution, thereby making the aim of the programme to be almost defeated. It argues that the theatre arts teacher occupies a central place in equipping school children with creative and imaginative skills, which are capable of building their lives through the teaching of drama, creative arts and music in primary and post primary school levels. It is in view of this that the study recommends that the government, college management and lecturers of theatre arts in colleges of education should show a high sense of commitment in improving the quality of theatre arts teachers trained at that level of tertiary education. Keywords: Theatre arts teacher, Nigerian colleges of education, Learning, NCCE, NUC, Theatre arts

A contribuição de John Dewey ao ensino da arte no Brasil

This work highlights the important contribution of John Dewey’s theses on aesthetics and art, consolidated in the book Art as Experience, to the current discussion on art teaching in the context of children’s education in Brazil. The focus of such discussion is the issue of formal certification of teachers, rather than reflection on matters related to the training of art teachers, such as, for instance, how to design and implement a teaching method for art and education. Even though Dewey himself does not lay down methodological guidelines, this paper traces the associations between his philosophical principles and educational theses. By conceiving art as both experience and a form of language, and by stressing the value of rhythmic experience in everyday life, Dewey advances his notion of reflexive thought. This notion is at the core of his proposed reform of pedagogical ideas and practices to promote a democratic way of life. The bringing together of his aesthetic and artistic theses and educational proposals is characterized in this work as rhetorical pedagogy. In this framework, education is aimed at building a radical democracy, by creating individuals who are able to compose and express the power of their personal inclinations, to the benefit not only of their individual lives, but also of a collective well-being.

Refugee Children and Art Teacher Training: Promoting Language, Self-Advocacy, and Cultural Preservation

(2015). Refugee Children and Art Teacher Training: Promoting Language, Self-Advocacy, and Cultural Preservation. Art Education: Vol. 68, No. 6, pp. 36-44.

Awakening Presence in Art Teacher Training

Abstract This article argues that a commitment to the social justice potential of art education forces us to reconsider the constructed dialectic of "school" and "community." When emerging art educators are immersed in community encounters, they become reflexive teachers and learners, and they can awaken a relational, embodied self-understanding that they can deploy regardless of their teaching site.

Threshold concepts in art education: Negotiating the ambiguity in pre-service teacher identity formation

Abstract The dual nature of being simultaneously an artist and a teacher has long been recognized as a source of stress for novice and mid-career art educators. The article describes findings from a qualitative study into first-year art education students’ experiences of studio-based art courses. Data comprising interviews with six instructors and focus-group interviews with a total of twelve students revealed the extent to which the above problem takes root early on before prospective teachers have entered the classroom, and indicates a pressing need for pre-service art teacher training to address this issue. We suggest the inherent dichotomy at the heart of art education can be understood as a problematic liminal space, which students experience both on a personal as well as an institutional level, and we explore how Threshold Concept theory might serve as a key to help students fuse their conflicting identities into a coherent sense of self.

The Art Teacher Training Curriculum in the People's Republic of China : A Focus on the 1980s

The Art Teacher Training Curriculum in the People's Republic of China : A Focus on the 1980s

Towards Quality Art Education: Challenges and Opportunities

Quality art education promotes emotional development, as well as cognitive achievement, which is a key factor to achieve quality education. Art education is an instrument par excellence that a nation can rely upon to bring about self-reliance. Quality art education produces positive learning outcomes, such as creating positive attitudes to learning, developing a greater sense of personal and cultural identity, and fostering more creative and imaginative ways of thinking in students. Arts-based processes allow students the opportunity to express their knowledge, ideas and feelings in ways that do not necessarily involve words. Unfortunately, the value of arts-based learning in Nigeria is diminishing because of some challenges, including the negative perception of the course by students, parents and even the society at large. It is against this backdrop that this paper brings into focus the position of the course in Nigeria’s educational system with a critical analysis of challenging issues such as: the supply and training of qualified art teachers, negative attitude of individuals and government, social identity, lack of facilities and materials, among others. Recommendations were proffered on the way forward. The paper finally concludes that good quality art education is an essential component of holistic education (formal and informal). Keywords : quality, art education, challenges, opportunities

21. yüzyılda yeni teknolojilerin yarattığı sanat anlayışları ve görsel sanatlar öğretmeni yetiştiren kurumların eğitim programlarındaki yeri

Gelisen teknoloji ve degisen yasam sartlariyla birlikte sanat da degisime ugramis, yeni teknikler, yeni malzemeler ve yeni arac gerecler kullanilarak farkli bicimlerde karsimiza cikmaya baslamistir. Bu degisim surecinde sanat olusumuna neden olan dusuncelerin de kokten degistigi gorulmektedir. Artik gecmis donemlerdeki estetik kaygilar, yerini bambaska arayislara ve amaclara birakmistir. Bilgisayarin icadi adeta yeni bir cagin baslangici olurken sanatcilara da cesitli imkânlarin kapilarini acmis, dusunce ve eser arasindaki teknik sinirliliklar ortadan kaldirilmistir. Bilgisayar, video, isik, ses gibi bircok teknolojik unsur sanatcilarin ifade bicimlerinde tek basina ya da birlikte yerlerini almistir. Teknoloji sanatciya yeni ifade bicimleri ve araclari sunmus bununla birlikte kendisinin ve izleyicisinin dusunce yapisini, algisini ve arayislari tamamen degistirmistir. Turkiye’de ogretmen yetistiren kurumlar ele alindiginda lisans duzeyinde verilen sanat egitimi programlarinda bu yeni sanat bicimlerinin uzerinde yeterince durulmadigi gorulmektedir. Bugun Modern Sanatlar Muzesi’ne giden bir ogrenci dijital teknolojilerin siklikla kullanildigi, video artlar, enstalasyonlar, dijital baskilarla karsilasiyor ve bunlarin bircogunu nasil degerlendirmesi gerektigini bilemiyor. Bu durumdan hareketle bu makalede sanatla toplum arasinda bir kopru vazifesi goren gorsel sanatlar ogretmenlerinin lisans egitimleri suresince almis olduklari sanat egitimi programi ve ders iceriklerinin incelenmesi, mevcut programin 21. yuzyil sanatini anlama, elestirebilme ve ogrencilere aktarma yetisini kazanmada yeterli olup olmadigi konusunda bir degerlendirme yapilmasi amaclanmistir

O ensino de arte na educação brasileira

O presente artigo discorre sobre o ensino de arte na educação brasileira, explicitando relações entre as leis e os documentos de âmbito federal que dão as diretrizes para a educação em arte nas escolas de educação básica. Abordamos o recorte do 1º ao 9º ano do Ensino Fundamental, a formação de professores de arte, as mudanças teóricas e práticas no tempo e a escrita curricular em diferentes contextos educativos.

INFORMACIJA APIE AUTORIUS

VANDA ARAMAVIČIŪTĖ – socialinių moks­lų (edukologijos) habilituota daktarė, Vil­niaus universiteto Edukologijos katedros profesorė. Mokslinių interesų sritys: bendroji edukologija, ugdymas ir asmenybės dvasinis brendimas, ugdymo tyrimų me­todologija. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: aramaviciu­te@gmail.comMARTYNA BAKAITĖ – Vilniaus universiteto Edukologijos katedros magistrantė. Moks­linių interesų sritys: suaugusiųjų švietimas, skaitmeninė kultūra, kalbų didaktika. Adre­sas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: martyna.bakaitė@gmail.comMIGLĖ DOVYDAITIENĖ – socialinių moks­lų (psichologijos) daktarė, Vilniaus univer­siteto Bendrosios psichologijos katedros lektorė. Mokslinių interesų sritys: konsulta­vimo teorija ir praktika, šeimos krizių pre­vencija, trumpalaikė terapija, streso įveika, konfliktų sprendimas. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: migle.dovydaitiene@fsf.vu.ltLILIJA DUOBLIENĖ – socialinių mokslų (edukologijos) daktarė, Vilniaus universiteto Edukologijos katedros profesorė. Mokslinių interesų sritys: ugdymo filosofija, švietimo politika, tarpkultūrinis ugdymas, medijų raš­tingumo ugdymas. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: lilija.duo­blienė@fsf.vu.ltJŪRATĖ ČERNEVIČIŪTĖ – humanitarinių mokslų (filosofijos) daktarė, Vilniaus Ge­dimino technikos universiteto Kūrybos verslo ir komunikacijos katedros profeso­rė. Mokslinių interesų sritys: komunikaci­ja, kultūros ir medijų studijos, kūrybinės industrijos, inovacijos. Adresas: Pylimo g. 26/1, LT-01132 Vilnius. El. paštas: jurate.cerneviciute@vgtu.ltOLGA ILJINA – Vilniaus universiteto Edu­kologijos katedros doktorantė. Mokslinių interesų sritys: švietimo sociologija, socia­linis teisingumas ugdant, grindžiamoji teo­rija. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: olgailjina@gmail.comŽILVINAS JANČORAS – Vilniaus Gedimino technikos universiteto Kūrybinių inovacijų laboratorijos vedėjas. Mokslinių interesų sri­tys: kūrybinės industrijos, inovacijos, inova­cijų vadyba, verslo modeliai. Adresas: Linkmenų g. 5-35, Vilnius. El. paštas: zilvinas.jancoras@vgtu.ltALBINAS KALVAITIS – socialinių mokslų (sociologija) daktaras, Ugdymo plėtotės centro metodininkas. Mokslinių interesų sritys: švietimo sociologija, švietimo vady­ba, bendrasis ugdymas. Adresas: M. Kat­kaus g. 44, LT-09217 Vilnius. El. paštas: albinaskalvaitis@gmail.comRUSNĖ KREGŽDAITĖ – socialinių mokslų (ekonomikos) doktorantė, Vilniaus Ge­dimino technikos universiteto Kūrybinių inovacijų laboratorijos jaunesnioji mokslo darbuotoja. Mokslinių interesų sritys: kū­rybinės industrijos, kultūros ekonomika, ekonometrinė analizė. Adresas: Linkmenų g. 5-35, Vilnius. El. paštas: rusne.kregzdai­te@vgtu.ltELVYDA MARTIŠAUSKIENĖ – socialinių mokslų (edukologijos) habilituota daktarė, Lietuvos edukologijos universiteto Eduko­logijos katedros profesorė. Mokslinių in­teresų sritys: bendroji edukologija, dorinis ugdymas, dvasingumo tyrimų metodologi­ja. Adresas: Studentų g. 39, LT-08106 Vil­nius. El. paštas: martisauskiene@gmail.comVAIDAS MORKEVIČIUS – socialinių mokslų (sociologijos) daktaras, Vilniaus Gedimino technikos universiteto Kūrybinių inovacijų laboratorijos mokslo darbuotojas. Moks­linių interesų sritys: socialinės apklausos, socialinių tyrimų metodai, kokybinė lygi­namoji analizė, taikomoji statistika ir duomenų analizė. Adresas: Linkmenų g. 5-35, Vilnius. El. paštas: vaidas.morkevicius@vgtu.ltBIRUTĖ POCIŪTĖ – socialinių mokslų (psi­chologijos) daktarė, Vilniaus universiteto Bendrosios psichologijos katedros docentė. Mokslinių interesų sritys: pedagoginė psi­chologija, karjeros psichologija, mokyma­sis. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: birute.pociute@fsf.vu.ltŽIGIMANTAS PEČIŪRA – Vilniaus univer­siteto Bendrosios psichologijos katedros magistrantas. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas zigpec@gmail.comVAIDA PLATKEVIČIŪTĖ – Vilniaus univer­siteto Bendrosios psichologijos katedros studentė. Adresas: Universiteto g. 9/1, LT-01513 Vilnius.GIEDRĖ JUDITA RASTAUSKIENĖ – sociali­nių mokslų (edukologija) daktarė, Lietuvos sporto universiteto Taikomosios biologijos ir reabilitacijos katedros lektorė. Moksli­nių interesų sritys: socioedukacinių tyrimų analizė. Adresas: Sporto g. 6, LT-44221 Kaunas. El. paštas: giedre.rastauskiene@gmail.comIRENA STONKUVIENĖ – socialinių mokslų (edukologijos) daktarė, Vilniaus universi­teto Edukologijos katedros docentė. Moks­linių interesų sritys: pedagogikos istorija, ugdymo antropologija, ugdymas ir kultūra, ugdymas ir lytis. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: irena.stonkuvienė@fsf.vu.ltROLANDAS STRAZDAS – socialinių mokslų (vadyba) daktaras, Vilniaus Gedimino tech­nikos universiteto Atvirojo kodo instituto mokslo darbuotojas, Mechanikos inžineri­jos katedros docentas. Mokslinių interesų sritys: inovacijų valdymas, procesų tobu­linimas, kolektyvinis kūrybiškumas, kūry­binės industrijos. Adresas: Saulėtekio al. 11, LT-10223 Vilnius. El. paštas: rolandas.strazdas@vgtu.ltSAULIUS ŠUKYS – socialinių mokslų (edu­kologijos) daktaras, Lietuvos sporto uni­versiteto Sveikatos, fizinio ir socialinio ug­dymo katedros vedėjas. Mokslinių interesų sritys: vaikų prosocialaus elgesio sportinėje veikloje ypatumai. Adresas: Sporto g. 6, LT-44221 Kaunas. El. paštas: saulius.su­kys@lsu.ltMARIA TILK – socialinių mokslų (edukologi­jos) daktarė, Talino universiteto Edukolo­gijos katedros docentė. Mokslinių interesų sritys: pedagogikos istorija, naratyvas. Adresas: Uus-Sadama 5, Tallinn 10120, Estija. El. paštas: maria.tilk@tlu.eeEDITA VAINIENĖ – Lietuvos sporto univer­siteto Sporto ir judesių mokslo centro dok­torantė. Mokslinių interesų sritys: universi­tetinės kūno kultūros studijos, disciplininis identitetas. Adresas: Sporto g. 6, LT-44221 Kaunas. El. paštas: editavaina@gmail.comSVETLANA VASILIONOK – Vilniaus univer­siteto Edukologijos katedros magistrantė. Mokslinių interesų sritys: lietuvių kalbos mokymas tautinių mažumų mokyklose, Rytų filosofija, vizualinių menų taikymas mokymo(si) metu. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: svetlana.vasilionok@gmail.comVITA VENSLOVAITĖ – socialinių mokslų (edukologijos) daktarė, Vilniaus universi­teto Edukologijos katedros lektorė. Moks­linių interesų sritys: ugdymo filosofija, mu­zikinis ugdymas, fenomenologija ugdyme. Adresas: Universiteto g. 9/1, LT-01513 Vil­nius. El. paštas: vitavensl@gmail.comCHARL C. WOLHUTER – socialinių moks­lų (edukologijos) daktaras lyginamosios edukologijos ir tarptautinio švietimo pro­fesorius. Mokslinių interesų sritys: lygina­mosios edukologijos mokymas, lyginamo­sios edukologijos teorija, mokytojų rengi­mas, aukštasis mokslas Afrikoje. Adresas: North-West University, Private Bag X 6001, Potchefstroom Campus, South Afri­ca. El. paštas: Charl.Wolhuter@nwu.ac.zaRIMANTAS ŽELVYS – socialinių mokslų (edukologijos) habilituotas daktaras, Vil­niaus universiteto Edukologijos katedros profesorius. Mokslinių interesų sritys: švietimo politika, švietimo vadyba, aukšta­sis mokslas. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: rimantas.zel­vys@leu.lt

Formación, Desarrollo Profesional y Función Socioeducativa de los Profesores-Instructores de Arte en Cuba

En los primeros años de la Revolución Cubana (enero de 1959), cientos de jóvenes provenientes de todos los estratos sociales y rincones del país, sin distinción de sexo o color de la piel, obtuvieron becas para formarse en La Habana como Instructores de Arte. Muchos de ellos continuaron estudios en la Escuela Nacional de Arte (ENA), fundada en La Habana en 1962, convirtiéndose de ese modo en los primeros artistas profesionales formados en el proceso revolucionario.

A visual culture pedagogy: a case study in negotiation

The author offers a case study of his own pedagogic practice with second year undergraduate university students enrolled in a kindergarten to grade 12 (K- 12) pre-service art teacher training program in which he introduces visual culture. Since his students come with preconceived ideas about art that are grounded in modernism, his goals are: to have students understand that images are constitutive of ideas, values and beliefs; that this is as true of popular art as it is of fine art; and that the ideas, values and beliefs of which all images are constituted should be subject to critique and not simply celebrated. A number of exercises are described with some examples. Throughout, students’ complex negotiations of acceptance, resistance and embrace are noted. Keywords: visual culture, pedagogy, case study in ne- gotiation.

Identification of Approaches in the Approved Objectives, The Syllabuses of Teacher Training, and National Program in Iran's Case

As one of multiple forms of literacy, art can cause human to achieve knowledge and insight. This subject can be studied as to various visions or approaches to art education. In this integrative inquiry, approaches of art education were studied and the results showed that the dominant approach in the current approved objectives is visual culture vision and in both the curriculum and syllabuses of art teacher training programs is art production approach. In the NC, thinking disposition, aesthetic, and DBAE approaches have been considered. Knowledge-domains in the current approved objectives for art education more relates to knowing that, and knowing how is more obvious in the curriculum and syllabuses of art teacher training, while The NC contains several knowledge kindsand approaches.

Diálogo intercultural e respeito: interpretações do vt publicitário birdman (coca-cola)

A partir do VT publicitário Birdman, este artigo apresenta resultados parciais de uma pesquisa que discute conjunções e disjunções na celebração de diálogos interculturais. Estes processos são percebidos como promotores de aprendizagem. O texto analisa discursos que advogam em favor de uma postura de respeito e distância em relação à alteridade. Fundamentado nos princípios da educação da cultura visual, este trabalho interpreta informações coletadas através de entrevistas individuais e focais realizadas com alunos do Curso de Licenciatura em Artes Visuais da Faculdade de Artes Visuais da UFG discutindo a pertinência do uso de imagens publicitárias nas práticas educativas.