Academic literature on the topic 'Aesthetic Education Program'
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Journal articles on the topic "Aesthetic Education Program"
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Madeja, Stanley S. "Reflections on the Aesthetic Education Program." Journal of Aesthetic Education 20, no. 4 (1986): 86. http://dx.doi.org/10.2307/3332607.
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ÜNLÜER, Esra, and Rengin ZEMBAT. "Examining the Effects of Aesthetic Education Program on Aesthetic Judgment Development of Five-Year-Old Children." Asian Journal of Education and Training 5, no. 1 (2018): 44–49. http://dx.doi.org/10.20448/journal.522.2019.51.44.49.
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Filipa Santos Mateus, Raquel, Maria Helena Lopes Damiao da Silva, and Mª Isabel Ferraz Festas. "UM PROGRAMA DE EDUCAÇÃO ESTÉTICA E ARTÍSTICA NO 1.º CICLO DO ENSINO BÁSICO." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (September 18, 2016): 233. http://dx.doi.org/10.17060/ijodaep.2014.n1.v2.435.
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Abstract:AN AESTHETIC AND ART EDUCATION PROGRAM IN ELEMENTARY EDUCATIONThe aesthetic and artistic education is a declared purpose in Portuguese educational system, and is commonly accepted its importance in the development of the personality, as an area of knowledge, which requires capture, interpretation and fruition of the subject, who involves in the (re)construction of meanings (Bronowsky, 1983). Lots of empirical data show that this area contributes to the integrated development of affective, cognitive and motor abilities (Delacruz et al, 2009), allowing the access of multiple skills, such as the integration of different languages, which allow a critical reading of the world (Marques, 2011). However, its implementation is relegated to second rank in relation to other disciplinary areas. Seeking redress this dissent was created and implemented the Aesthetic and Art Education Program, which is based in a specific conceptualization (fruition-contemplation, interpretation-reflection, experimentation-creation) and mobilizes several institutions and multiple educational agents. To consolidate this Program in school context was developed a Training Programme for Teachers. Our approach focuses in the elementary education, in which the Aesthetic and Art Education Program is materialized in the disciplinary area of Expressions: Plastic Arts and Visual Education, Musical Education and Expression, Theatre Expression/Drama and Dance (Department of Basic Education at the Ministry of Education, 2004). It is an approach that is realized through the pedagogical-didactic of the implementation of the Program and by the evaluation of its impact, in terms of learning (student´s development) and teaching (teacher´s performance). Our study is in an exploratory stage, materialized in semi-structured interviews to teachers. However, the firs results show that the subjects consider the aesthetic and artistic education essential to the student´s development, but the hourly amount associated to it is not enough. The participants also underline that the curricular program in the area of Expressions needs to be suitable in relation to the school context.Keywords: Aesthetic and Art Education Program, Elementary Education, ExpressionsResumo:A educação estética e artística constitui um propósito do sistema de ensino português, sendo aceite a sua importância na formação da personalidade, como área de conhecimento que requer captação, interpretação e fruição do sujeito que, de modo muito particular, se envolve na (re)construção de significados (Bronowsky, 1983). Vários dados empíricos demonstram que esta área contribui para o desenvolvimento integrado de capacidades afetivas, cognitivas e motoras (Delacruz et al, 2009), possibilitando o acesso a uma pluralidade de saberes, bem como a integração de linguagens diferenciadas, que permitem uma leitura crítica do mundo (Marques, 2011). No entanto, a sua concretização é frequentemente secundarizada no currículo relativamente a outras áreas curriculares. Procurando colmatar este dissenso, foi construído e implementado o Programa de Educação Estética e Artística, que assenta numa conceptualização precisa (fruição-contemplação, interpretação-reflexão e experimentação- criação), e mobiliza, a nível nacional, várias instituições, envolvendo uma multiplicidade de agentes educativos. Para consolidar este Programa em contexto escolar, foi desenvolvido um Plano de Formação de Professores. A nossa abordagem centra-se no 1.º Ciclo do Ensino Básico, onde o Programa de Educação Estética e Artística se concretiza na área disciplinar de Expressões – Expressão Plástica e Educação Visual, Expressão e Educação Musical, Expressão Dramática/Teatro e Dança (Departamento da Educação Básica do Ministério da Educação, 2004). Trata-se de uma abordagem que se concretiza no acompanhamento pedagógico-didático da aplicação desse Programa e na avaliação do seu impacto, tanto em termos de aprendizagem (do desenvolvimento dos alunos) como de ensino (no desempenho dos docentes). Estando numa fase exploratória, concretizada em entrevistas semi-estruturadas a professores, os primeiros resultados indicam que estes sujeitos consideram que a educação estética e artística é essencial para o desenvolvimento dos alunos, mas a carga horária que lhe está destinada não é suficiente. Salientam, ainda, que o programa curricular no âmbito das Expressões necessita de adequação aos terrenos educativos.Palavras-Chave: Programa de Educação Estética e Artística, 1º Ciclo do Ensino Básico, Expressões
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Lee, Ka Won. "An Investigation on the Lincoln Center Institute Aesthetic Education Program for the Improvement of Arts Education in Our Educational Situations." Yonsei Music Research 12 (December 31, 2005): 55–77. http://dx.doi.org/10.16940/ymr.2005.12.55.
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Zakharova, Olga Vladimirovna, Lyudmila Grigor'evna Suvorova, and Anton Viktorovich Zakharov. "Peculiarities of informal environmental education." Педагогика и просвещение, no. 3 (March 2020): 10–28. http://dx.doi.org/10.7256/2454-0676.2020.3.33617.
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The goal of this article is to determine the most significant from the perspective of visitors and experts characteristics of environmental educational program. The object of this research is the informal environmental education, while the subjects is the curriculum of informal environmental education implanted in ethnographic nomad camp the House of Northern People. Special attention is given to the conceptual and formal characteristics of the examined program. The authors’ contribution consists in determination of characteristics that affect the audience and change their attitude towards surrounding environment. Analysis is conducted on the theoretical research dedicated to modern environmental education and determination of basic characteristics; conceptual and formal characteristics of the curriculum; three types of responses that allowed identifying the most effective characteristics of the curriculum. The scientific novelty consists in the complex method of research, which suggests the analysis of several types of responses for determining most effective characteristics of educational program, as well as in description of the unique platform for realization of this program. The theoretical significance of this work is associated with the search for an optimal set of conceptual and formal characteristics of educational programs that form responsible environmental behavior. The conclusion is made that environmental education is impossible in the old educational paradigm. Therefore, the author offers informal vocational environmental education based on the wisdom of indigenous peoples and containing elements common to the modern environmental education. However some characteristic require further development. The conceptual characteristics did not find reflection in the responses, although the formal characteristics of environmental education are mentioned (emotional and aesthetic impact, informal nature, involvement in the discussed questions, and events in form of games). The analysis of examination carried out by the pedagogues demonstrates the presence of almost all characteristics of educational program. The acquired results be used for improving the program under consideration, and curricula of environmental education overall.
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백미현 and LEEHEESU. "A Case Analysis of the re-education program for teachers at Lincoln Center using the aesthetic education." Korean Journal of Culture and Arts Education Studies 5, no. 3 (November 2010): 127–58. http://dx.doi.org/10.15815/kjcaes.2010.5.3.127.
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Kremenitzer, Janet Pickard. "An Emotional Intelligence/Aesthetic Education Program UsingThe Diary of a Young Girlby Anne Frank." Childhood Education 90, no. 6 (November 2, 2014): 446–52. http://dx.doi.org/10.1080/00094056.2014.982978.
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Mora, Marisol, Eva Penelo, Teresa Gutiérrez, Paola Espinoza, Marcela L. González, and Rosa M. Raich. "Assessment of Two School-Based Programs to Prevent Universal Eating Disorders: Media Literacy and Theatre-Based Methodology in Spanish Adolescent Boys and Girls." Scientific World Journal 2015 (2015): 1–12. http://dx.doi.org/10.1155/2015/328753.
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Aims. To evaluate the long-term effects of two school-based prevention programs administered to a universal mixed-sex sample of school-going adolescents on disturbed eating attitudes, aesthetic ideal internalization, and other eating disorder risk factors, when compared to a control group.Methods. Participants were 200 adolescents aged 12–15 selected by means of incidental sampling from second-year compulsory secondary education at schools. An interactive multimedia media literacy program (ML + NUT,Media LiteracyandNutrition) and a program focused on the same topics using dramatic arts (Theatre Alive) were applied and compared with a control group. Pretest, posttest (1 month later), and 5- and 13-month follow-up measurements were taken. Analyses were conducted with two-way mixed3×3ANCOVA (group × phase) adjusted by baseline levels, body mass index, and sex.Results. Participants in both experimental groups showed significantly higher self-esteem scores than the control group over time. The ML + NUT group also presented lower aesthetic ideal internalization scores than the control group.Discussion. Both programs can benefit students’ self-esteem. Moreover, ML + NUT program was useful in reducing thin-ideal internalization. However, differences in body dissatisfaction and disordered eating attitudes were not found. The programs may be protective on the core psychological variables, which are essential to adaptive adolescent development.
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Engh, Catherine. "Natural Education in Wollstonecraft’s Wrongs of Woman and Rousseau’s Emile." English Language Notes 57, no. 2 (October 1, 2019): 43–57. http://dx.doi.org/10.1215/00138282-7716136.
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Abstract This essay places Wollstonecraft’s late novel Maria; or, The Wrongs of Woman (1798) in conversation with Rousseau’s thought on natural education in Emile (1762). In both texts, aesthetic sensibility is a foundation of religious belief and a crucial feature of a program of natural education that aims at freedom. Education falters, however, as Rousseau’s student and Wollstonecraft’s heroine are consigned to exile by a prejudiced society. Though Rousseau and Wollstonecraft make strong claims for the moral and liberating possibilities of aesthetic sensibility, they differ in their interpretation of exile. Wollstonecraft rewrites Rousseau’s portrait of the self-sufficient exile to highlight her outcast heroine’s estrangement from the vital forces that animate life and the mind. Natural education fails in Wrongs of Woman because the cultivation of sensibility remains separate from the work of reforming the social structures that discredit women’s reason.
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Tsymbal-Slatvinska, Svitlana, and Olga Kozii. "SPEECH DEVELOPMENT BY MUSICAL ART." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 23–26. http://dx.doi.org/10.36550/2415-7988-2021-1-192-23-26.
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The authors outlined the importance of music in speech therapy classes in order to form and develop speech and communication skills. It is proved that the use of musical art in the remedial developmental program helps to establish barrier-free communication, special trusting relationship between the pupil and the speech therapist, contact with the environment, socialization, enhancement of child`s physical and mental functions. It is indicated that the remedial support programs provide a unit of musical and rhythmic education by vocology, aimed at the development of perception, where music is used as a system aimed at correcting various forms of speech disorders. It is defined that the method of using the musical art in remedial developmental programs is based on didactic principles: systematicity (correctional and developmental program should have holistic guidelines, outlined structured and systematized model); humanity (pupil at the centre of the correctional and developmental process, its main component; the formation of the aesthetics of the inner world, positive perception of the environment and others, spiritual values, opportunities for self-realization, sense of significance, full personality), individuality (taking into account child`s individual mental and physical features, preferences, and so on), consistency and clarity (optimal load distribution; the use of various activities to develop child`s thinking, perception, observation, with regard to the prospects of their development). It is proved that the development of aesthetic perception of music, emotional and aesthetic attitude to the world, comparison and imagery, imaging parallels, distinguishing primary and secondary helps to activate the creative abilities of each pupil, create preconditions for barrier-free communication and quality interaction in the implementation of the key tasks of remedial developmental process.
Dissertations / Theses on the topic "Aesthetic Education Program"
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Bergland, Donald Lowell. "Cultural wealth for all : an analysis of the aesthetic values in the Getty's discipline-based art education program." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29333.
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The Getty Center for Education in the Arts has issued a set of documents containing descriptions of its discipline-based art education program (DBAE). This program has been criticized as promoting a set of aesthetic values based solely in the Western fine art tradition, and hence may be insensitive to the educational needs of a modern democratic pluralistic society. Aesthetic value in this study refers to any criteria by which one visual experience is considered to be of greater import or value than another. Although the documents describing these values have been both attacked by critics and defended by the Getty, no sustained and in-depth analysis has been conducted to determine the nature and larger context of the aesthetic values they promote.
This study analyzes the body of documents issued by the Getty in order to discover the nature of the aesthetic values and their larger context and purpose. Content analysis was performed on the publicly available Getty documents and all statements containing references to the nature, function, value, appreciation, criteria, standards, and judgment of art were extracted, analyzed and then classified and explicated insofar as they pertained to the criteria for determining superiority in a visual experience. Six criteria for aesthetic value were identified and characterized. These criteria defined the standard for superiority in terms of the art work, the fine art tradition, the visual code, literacy, and intellectual, cultural, and formal values. It was discovered that these criteria were part of a larger body of values which is based in the humanities tradition.
After a discussion concerning the impact these values have in a modern democracy and the implications for Canadian art education, the study concludes that the kinds of aesthetic values promoted by the Getty's DBAE program are monocultural in that they exalt and promote only the values of the Western fine art tradition, and hence, may not be appropriate as the sole basis for art education in a pluralistic society. Curriculum frameworks for discipline-based art education which allow a more culturally democratic approach to the treatment of aesthetic values are available and these, rather than the Getty formulations should be utilized when designing discipline-based art education curricula.Education, Faculty of
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Risfalk, Wenche. "Hur förmåga till eget skapande kan hjälpas eller stjälpas genom olika pedagogiska tillvägagångssätt." Thesis, Karlstad University, Faculty of Arts and Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5352.
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Detta examensarbete har till syfte att lyfta fram den skapande förmågan hos eleven i bildundervisning på gymnasiets estetiska program för att förstå hur man som lärare kan hjälpa eller stjälpa elevens förmåga till eget skapande. Skapande förmåga tillhör de centrala kompetenser som lyfts fram i skolverkets skrivelser i det inledande avsnittet om skolans uppgifter för ämnet bild. Jag har genom två undervisningsförsök och två intervjuer av lärare inom ramen för ämnet bild undersökt hur jag som pedagog kan påverka den skapande förmågan hos eleven. I mina litteraturstudier ges exempel på hur pedagogen kan främja lärandet och skapa förutsättningar som främjar skapande förmåga. Både resultat från undervisningsmetoderna och intervjuerna pekar mot att det finns metoder och strategier i undervisningen som kan påverka den skapande förmågan hos eleven; att som lärare exempelvis ge eleverna ”redskap”, sätta tydliga ramar och skapa goda relationer.
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Smith, Katherine K. "A Phenomenological Study of Aesthetic Experience Within an Arts Council's Events and Programs: Finding Joy, Expression, Connection, and Public Good in the Arts." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1479423181791095.
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Golledge, Elaine Diana. "Aesthetic scanning: Refining critical thinking through oral language activities." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3231.
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This study examines the use of aesthetics in the art education curriculum as a strategy for building oral language skills and critical thinking skills. In this study reproduced artworks were used to stimulate discussion; students learned to scan paintings using a technique called aesthetic scanning during which they learn how to look at a painting orally through guided questioning by the classroom teacher. It was concluded that providing oral language opportunities through the implementation of the aesthetic scanning program was an effective way to promote oral language skills and critical thinking skills in the kindergarten classroom. Arts, as a core subject can be taught through Disciplined Based Art Education (DBAE). With DBAE all students are given the oppportunity to actively engage in oral language activites as they aesthetically view works of art.
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De, Jong Connie J. "[Re]Focusing Global Gallery's Educational Programs: A Guide to Transforming Vision to Action for Fair Trade Organizations." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218547473.
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Lundvall, Suzanne, and Jane Meckbach. "Ett ämne i rörelse : gymnastik för kvinnor och män i lärarutbildningen vid Gymnastiska centralinstitutet/Gymnastik- och idrottshögskolan under åren 1944 till 1992." Doctoral thesis, Stockholms universitet, Institutionen för samhälle, kultur och lärande (SKL), 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104109.
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For almost 200 years the University College of Physical Education and Sports in Stockholm (former Royal Central Institute of Gymnastics; GCI later GIH; Stockholm College of Physical Education and Sports) has been educating PE teachers - and still does. In the very beginning and throughout the first 100 years, gymnastics was a major part of the studies at the institute, and also in ordinary schools. Early gymnastics were invented by Per Henrik Ling, the father of the Swedish Ling gymnastics, and later developed by his son, Hjalmar Ling. The part of the Ling system called pedagogical gymnastics, consisted of “daily gymnastic training exercises”, which showed how gymnastics should be taught and performed. The aim of this thesis is to follow and describe gymnastics as a subject and its development at the PE teacher-training programme at GCI/GIH. Special attention is placed on the movement part without apparatus (the floor exercise) for male and female students. The time period studied is 1944 to 1992. The thesis consists of two separate empirical studies, with a shared interview study of 12 former teacher educators participating in both studies. Besides the above-mentioned interviews, the methods used are document analyses and visual analyses. Triangulation is used in order to follow the changes of the subject’s content, figuration and representation. The first empirical study investigates the institution of gymnastics’- collective memory, its content and legitimacy. This is done by looking at what time was allotted to the subject in relation to other subjects, and also which concepts were used in relation to floor exercise. The interviews deal with the objectives of the subject and what kind of influences the former teacher educators came in contact with. From a semiotic approach, the second study deals with visual analyses of film sequences, with floor exercises performed by male and female students. (See enclosed CD). The film material comes from the Institute’s events. The content and composition of the film sequences are analysed, and the representation of the movements is interpreted by semiotic discourse analyses. The interview study deals with the former teacher educators’ pedagogical view of the formation of the gymnastics. The results show that in 1944 the subject gymnastics took approximately 40% of the total study time. In 1992 the time allocated for gymnastics has been reduced to approximately 9%. From the 1940s to the 1970s, two separate gymnastics discourses existed, one male and one female, expressed in the movement content and in the figuration of movements. The male discourse was maintained almost intact, without any changes. The female discourse, on the other hand, was continually changed and developed over the actual period of time, strongly influenced by rhythmic and dance. When coeducation was implemented in the late 1970s, a new culture of body movements was developed – which was unisex. Between 1949 and1970 in the film material, the masculine discourse was represented by the body image of a systematically trained and disciplined body, executing corrective gymnastics exercises, according to an instrumental way of looking at physical training. The smooth, healthy looking young body image of a woman, executing rhythmical aesthetical gymnastics, according to existing values, characterised the feminine discourse. There seems to have been aesthetics fostering rationality that ruled the female gymnastics. In 1985 the representation of the body image changed, and focus on the performance of the movements disappeared. The objectives of the subject have changed from the collective, corrective and/or aesthetical form of gymnastics to a gymnastic discourse where the attention of simplifying the movements, the individual and the social climate in the group are central. Finally, the findings show that four factors have influenced the changes and development of the subject and the teacher-training programme. Firstly, changes in society in terms of equality, gender roles and a changed role of the PE teacher. Secondly, the impact of the sport discourse outweighed the status of the gymnastics discourse and its legitimacy. The cultivating values, in terms of the aesthetical schooling for the female students, disappeared. Thirdly, the striving for research-related instructions in the teachertraining programme, (urged by the state from 1977) affected both time allotments for gymnastics and sports and the relation between theoretical and practical courses. Finally, over the years, the subject gymnastics has been strongly influenced by different scientific discourses: first the medical discourse, followed by the physiological discourse and from the1980s and on, by the social scientific (pedagogical) discourse.
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JUNG-WEI, CHEN, and 陳榮暐. "An Action Study on the Visual Aesthetic Education Program for the Seventh Grade Students in Junior High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/48008628889578915528.
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碩士嶺東科技大學
視覺傳達設計系碩士班
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The scholars have been worried about the problem that the people in Taiwan lack the aesthetic literacy for a long time. We have come to the beauty economy era when the beauty means the output value as well as the national power and it helps to develop children's self-confidence , helps them to develop higher-level thinking skills, and even increases their academic achievement. In order to enhance the aesthetic qualities of the people, since 2014 the Ministry of Education has promoted "integrated forms of visual aesthetic education experimental program" by working on the national obligation education. Fortunately , my school was selected as a seed school, and I, the researcher, have the opportunity to become a seed teacher with the hope to help implement this project for the government and to practice my own ideal for education. The author wants to enhance the kids' perception from the visual aesthetic form and their abilities to practice through the experimental course. The curriculum includes six themes :" proportion "," constitution "," color "," construction "," structure ", and" texture ". The subjects are the seventh graders in Dounan High school of Yunlin County in 103 School year , the implementation time is sixteen weeks, and the action research methods are text analysis, questionnaires and interviews, both qualitative and quantified. From analyzing students' works , learning sheet assessment, student feedback, and the statistics of the before-and-after test results for the experimental implementation , what the present study finds is as follows. ( A)The "integrated visual form aesthetic education experimental course "of teaching activities should be designed in accordance with the Ministry of Education set for the scope and structure, carried out by the trained seed teacher group , through the continuous discussions and amendments based on the advice from the experts in the aesthetic Education University to compile teaching materials and methods suitable for the object of study. (B) The experimental courses delivering each unit through the four spindles "observation and description," "aesthetic test", "Case appreciate" and "Analysis and Applications" put students into a good learning situation, full of interest, and the instructor can successfully implement the experimental program. (C) The aesthetic literacy levels of students after the course have been improved ,including individual aesthetic sensibilities, aesthetic analytical ability and aesthetic ability to create very significant progress, but the ability to identify aesthetic seems to maintain the status quo. (D) Based on the "visual form of beauty" as the core art curriculum spindle, the feasibility of implementation at the junior high school stage is high.
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LEE, LI-HSIEN, and 李麗仙. "〝WDC 2016 Taipei Education Plan：Teaching Program Album of Aesthetic Compus Corner Design〞: Case Study of the Participating Schools in Taipei." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/30184306890582915917.
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碩士銘傳大學
公共事務學系碩士在職專班
102
This paper uses document analysis and in-depth interview to study 〝WDC 2016 Taipei Education Plan：Teaching Program of Aesthetic Compus Corner Design〞of participated schools how to use design aesthetics into teaching programs, empowerment of human resources, shaping school characteristics, and thus will import urban design issues, with practical actions accumulate deep cultural heritage, vibrant urban vitality and creativity to achieve the vision of urban life. By analyzing the case of Taipei City’s cultural and creative development, the paper observes the status of the development, analysis and design of urban relationships, grasps the importantance of school education in the field of human resources, and puts forward opinions and suggestions to the authority for reference. The goal of "WDC 2016 " echoes the theme: "Among the designs into urban governance", "in order to design contributed to" continuously improve the City "(Adaptive City)," build creative cities livable.
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Hung, Tsui-Yin, and 洪翠吟. "A Case Study of Aesthetic Education of Maxine Greene – Taking National Museum of Taiwan History with Drama Course Program for Example." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/4j2xpq.
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碩士國立臺南大學
戲劇創作與應用學系碩士班
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The purpose of this study is to understand the aesthetic education perspective of Maxine Greene, and to associate it with the drama course program designed by Professor Mei-chun Lin for National Museum of Taiwan History--Wushe incident “Real People” [Treasure Case]. This study used “case study methods” to enroll grade 8 junior high school students in two classes as the subjects. This study provided 3 classes of teaching to understand students’ learning effectiveness. The research results showed that, through the learning and application of drama educational strategies, students could associate themselves with aesthetic education perspective of Maxine Greene: Attending, Imagination, Perceiving, Reflection, and Community. The results are described as follows: 1. Students’ attendance in drama course can improve learning effectiveness; 2. By associating imagination with perception, students can develop new perspectives through the integration of new with old experiences; 3. After the end of learning, students can engage in self-reflection; 4. The integration of aesthetic education with drama courses can fulfill the concept of democratic community. The implementation results of this study can be provided as reference for teachers at teaching scenes to put a series of historical teaching aids of National Museum of Taiwan History into practice in performance art course in junior high schools to achieve the idea of aesthetic education of 12-year compulsory education.
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Senos, Teresa Maria da Cunha Almeida Rocha de Sousa. "O desenvolvimento estético e a educação estética e artística: o programa progestart." Doctoral thesis, 2019. http://hdl.handle.net/10400.12/6979.
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Tese apresentada para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Psicologia na área de especialização de Psicologia do Desenvolvimento apresentada no ISPA- Instituto Universitário no ano de 2018.O desenvolvimento estético é nos primeiros estádios dependente da maturação e posteriormente outras variáveis interferem neste desenvolvimento. A educação estética e artística possibilita a ocorrência deste desenvolvimento. A presente tese pretende compreender em que medida, de que forma e por que processos, o programa de educação estética e artística (ProgestArt), concebido e aplicado, potencializa o desenvolvimento estético e a criatividade. Revimos a literatura evidenciando as principais teorias do desenvolvimento estético, estabelecendo inter-relações entre este domínio desenvolvimental e a experiência estética, a criatividade e as abordagens filosóficas. Por outro lado, realizámos uma análise dos principais programas de educação estética e artística clarificando a sua importância para o ProgestArt que foi suportado nas dimensões que compõe o desenvolvimento estético referidas por Parsons (1987/1992). O primeiro artigo adopta uma metodologia sistemática no domínio do desenvolvimento estético, validando um instrumento de análise deste desenvolvimento e constituindo materiais (duas séries de 4 quadros), que possibilitam serem aplicados na investigação mais fundamental e na investigação-acção. No segundo artigo sustentou-se empiricamente a teoria de Parsons (1987/ 1992), verificando se o desenvolvimento se processa do modo como é referido por este autor e tendo em consideração as faixas etárias que menciona. No terceiro estudo pretendemos compreender em que medida o ProgestArt contribui para o desenvolvimento estético e a criatividade. No decurso do programa centrámo-nos no processo, pela observação e registo das dinâmicas interactivas, que possibilitaram explicar os ganhos no desenvolvimento estético e na criatividade. Discutem-se conceitos centrais da psicologia do desenvolvimento estabelecendo pontes entre este desenvolvimento mais global e o desenvolvimento estético, clarificando os mecanismos e processos por que ocorrem. Discute-se, igualmente, a educação estética e artística clarificando os pressupostos da concepção do programa (ProgestArt) e os principais resultados decorrentes da sua aplicação. Menciona-se algumas implicações para o desenvolvimento estético e educação estética e artística e estrutura-se um novo projecto de investigação, de cariz mais fundamental, sustentado nas lacunas que nos parecem existir no domínio em estudo.
The aesthetic development is, in its first stages, dependent on the maturation of the individual and, afterwards, other variables interfere with this development. The aesthetic and artistic education allows for the occurrence of this development. The present thesis intends to understand to what extent, in what form, and by what processes the program of aesthetic and artistic education (ProgestArt), conceived and applied, enhances aesthetic development and creativity. We reviewed the literature evidencing the main theories of aesthetic development, establishing interrelations between this field of development and aesthetic experience, creativity, and philosophical approaches. On the other hand, we carried out an analysis of the main programs of aesthetic and artistic education, clarifying their importance for ProgestArt, which was supported in the dimensions that make up aesthetic development, referred to by Parsons (1987/1992). The first study adopts a systematic methodology in the field of aesthetic development, validating an instrument of analysis of this development, and making up materials (two sets of 4 paintings) which allow to be applied in the most fundamental research and action-research. In the second study, the Parsons (1997/1992) theory was empirically supported, verifying whether the development is processed the way the author mentions, as well as whether it happens in the mentioned age groups. In the third study, we intended to understand in what way ProgestArt contributes to aesthetic development and creativity. Throughout the program, we focused on the process, by the observation and recording of the interactive dynamics, that allowed for an explanation of the gains in aesthetic development and creativity. Central concepts of developmental psychology are discussed, establishing bridges between this more global development and aesthetic development, clarifying the mechanisms and processes by which they occur. The aesthetic and artistic education is also discussed, clarifying the presuppositions of the conception of the program (ProgestArt) and the main results stemming from its application. Some implications for aesthetic development and aesthetic and artistic education are mentioned, and a new project of investigation is structured, of a more fundamental nature, based on the gaps that seem to exist in the field of aesthetic development.
Books on the topic "Aesthetic Education Program"
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Beyer, Landon E. Aesthetics and the curriculum: Ideological and cultural form in school practice. Ann Arbor, Mich: University Microfilms International Dissertation Information Service, 1987.
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Rinaldo, Vincent Joseph. Teachers' Choice Music Program: Theory, design, and implementation in primary and junior grades in Ontario. 2001.
Find full textBook chapters on the topic "Aesthetic Education Program"
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Koca, Serhat, and Murat Aytaş. "Measuring Student Satisfaction Level Regarding Aesthetic and Instructor Dimensions of Web-Based Distance Learning Programs." In Improving Scientific Communication for Lifelong Learners, 95–112. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4534-8.ch006.
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Today, many educational institutions provide their content to their recipients through web-based distance learning applications. While providing this education method to the recipients through communication technologies, the aesthetic design and the instructor dimension of the content are of utter importance. In this framework, the study measured the level of student satisfaction regarding the aesthetic and instructor dimension in web-based distance learning programs within the case of the Spiritual Guidance program. Accordingly, the study of distance learning programs in terms of aesthetic and instructive dimensions will contribute to the research that will be conducted in this direction.
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Salsali, Edmond, and Rebecca Ruige Xu. "Chinese Students' Experiences in American MFA Programs in Digital Arts." In Design Education for Fostering Creativity and Innovation in China, 102–16. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0911-0.ch005.
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In recent years, the number of Chinese students seeking advanced education in the United States has increased considerably. This paper attempts to compare Chinese students' expectations of the MFA program in digital arts in the U.S. to the actual contents offered by the graduate schools. It addresses the unique challenges they face when pursuing MFA degrees and discuss how they could overcome those challenges to successfully achieve their educational goals, as well as how the MFA programs can assist them in this endeavor. It explains that digital arts curriculums in the US are usually meant to help students achieve an individual approach to the field, while developing their aesthetic and artistic sensibilities through conceptualization. But upon entering graduate schools, Chinese students usually lack proper knowledge of the theory, history, and philosophy of art, which are employed extensively in these programs to engage students in a multidisciplinary practice that emphasizes as much on the conception of the final piece as it does on its technical prowess.
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Heide, Anne-Lise. "Bærekraft – lærekraft: Estetiske læringsprosesser gjennom tverrfaglig arbeid i grunnskolelærerutdanningen." In Higher Education as Context for Music Pedagogy Research, 167–91. Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.119.ch7.
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This chapter examines an interdisciplinary research project with the subjects music and physical education. The aim is to investigate and explore aesthetic learning processes focusing on interdisciplinarity in general teacher education. The participants in the study are all pre-service teachers preparing for primary school (grade 1–7) and lower secondary school (grade 5–10). In the project, which I have called “Krømus”, the teaching program is based on the curriculums for both music and physical education from the Norwegian Directorate for Education and Training. Here, the students explore and create rhythmic compositions with body percussion and sports objects, such as basketballs and other props used as instruments. Dancing, sports movements, and voices are also used as compositional elements and the students create a performance together at the end of the workshop. The current curriculum changes in Norwegian primary and secondary education (Fagfornyelsen, LK20) focus on deep learning together with experimentation, exploration and creative processes, and these are guiding educational principles that also provide a foundation for this chapter.
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Jain, Varsha. "Digital Marketing Approaches for Generation Y to Position PhD or FPM Program." In Advances in Educational Marketing, Administration, and Leadership, 294–309. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9073-6.ch018.
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The purpose of this chapter is to provide a comprehensive overview of the changing needs of PhD or FPM program. The focus of its overview will extend to an exploration of the needs and demands of modern PhD or FPM programs. One of the first dimensions of this exploration is the nature of Generation Y students pursuing their PhD or FPM programs. One of the first insights this chapter offers is that this generation merges their knowledge requirements, consumption patterns, and social interactions. This merging happens in the context of digital devices and platforms for Generation Y. This merging is inclusive of their educational requirements. When they wish to pursue their educational goals, they seek the same criteria that they evaluate their either requirements on. These criteria are functionality, ease of access and aesthetics. Going on, the denizens of Generation Y seek to contribute as much on digital platforms as much as they receive. In the context of PhD or FPM programs, the students of Generation Y prefer to communicate with other users, experts, and influencers.
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Sørbø, Eirik, and Andreas Waaler Røshol. "Teaching Aesthetics – A Case Study of One-To-One Tuition in Popular Electronic Music in Higher Education." In Music Technology in Education, 257–78. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.108.ch10.
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Research regarding informal learning over the last few decades has shown how popular musicians acquire skills and knowledge through informal learning, suggesting new methods for formal music education compared to the structures of western classical music. Today, the realm of popular electronic music education faces some similar challenges that popular music education initially did; new ways of informal learning, and a different and diverse knowledge base for the students entering popular music programs. Related to these challenges is the question of how to teach one-to-one tuition in higher electronic music education, and this article seeks to address this challenge. We present a case-study of the practice of a teacher at the University of Agder in Norway that teaches electronics in one-to-one tuition, where the research data is based on interviewing this teacher and his students. An important aspect of the practice in question is the process of listening to and discussing the student’s original recorded music. We discuss some of the challenges of one-to-one teaching in electronic music education, and argue that this particular teaching approach accommodates some of these challenges. Bringing in the educational framework of Biesta, we argue that this form of teaching practice also facilitates subjectification by addressing both uniqueness and expression. Further, we argue that this practice, which focuses on the teaching of aesthetics instead of technicalities, combined with the development of the students’ unique artistic expression can open some interesting possibilities related to addressing subjectivity in higher music education. One of these is how the students need to articulate both the objectives and aims within their music, and the objectives and aims of their music, which in turn develops a terminology to talk about and beyond aesthetics.
Conference papers on the topic "Aesthetic Education Program"
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Cunha, Bruna C. R., Kamila R. H. Rodrigues, Leonardo F. Scalco, Isabela Zaine, Caio C. Viel, and Maria da Graça C. Pimentel. "Authoring of interventions with on-demand generation of screen for mobile devices." In XXIV Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/webmedia.2018.4588.
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In this paper we present the ESPIM system, a set of tools that enables the authoring of intervention programs with focus on health and education. Created programs are played in a mobile app that generates screens on demand, according to their definition provided by JSON fi les. Using state-of-art technology we aim to provide a platform that can be used by professionals of health and education with no programming skills. To achieve that the system presents an intuitive authoring interface, built with requirements obtained with experts in diff erent areas and with continuous feedback from evaluations, and a friendly mobile app, which presents elementsthat users are familiar and a good aesthetic design to motivate them. The system is being successfully used by professionals in health-related areas and shows many advantages in comparison tosimilar platforms.
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Яшин, Б. Л. "Philosophical Disciplines in Pedagogical Higher Education as the Foundation of the General Culture of the Future Teacher." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.60.58.009.
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в статье раскрывается роль философии и других философских дисциплин в системе подготовки будущего учителя. Утверждается, что одним из результатов реформ в области высшего образования стало существенное сокращение количества аудиторных часов, отводимых на курс философии, а изучение логики, этики и эстетики, способствующих формированию у будущего учителя высокой культуры мышления, «гражданственности, патриотизма, духовности, гуманности и других человеческих качеств», поставлено в зависимость от предпочтений руководителей образовательных программ. Показывается, что одной из серьезных проблем в преподавании философии остается негативное отношение к этой дисциплине учащихся и преподавателей профильных дисциплин вузов. Формулируются наиболее важные задачи, решение которых могло бы существенным образом изменить ситуацию: повышение активности преподавателей философии на факультетах и в вузе в целом, поиск и использование новых эффективных форм и средств преподавания, внедрение в процесс обучения компьютерных технологий, интернета, укрепление связей преподавателей философии и профильных дисциплин. the article reveals the role of philosophy and other philosophical disciplines in the system of training a future teacher. It is stated that one of the results of reforms in the field of higher education was a significant reduction in the number of classroom hours allocated to the course of philosophy, and the study of logic, ethics and aesthetics that contribute to the formation of a future teacher of a high culture of thinking, «citizenship, patriotism, spirituality, humanity and other human qualities», is dependent on the preferences of educational program managers. It is shown that one of the major problems in teaching philosophy is the negative attitude of students and teachers of specialized disciplines of higher education institutions to this discipline. The most important tasks are formulated, the solution of which could significantly change the situation: increasing the activity of philosophy teachers at the faculties and in the University as a whole, searching for and using new effective forms and means of teaching, introducing computer technologies, the Internet into the learning process, and strengthening the links between philosophy teachers and specialized disciplines.
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Biasi, Valeria, and Anna Maria Ciraci. "The qualification of e-learning for higher education through the development of affective usability, self-evaluation test and virtual laboratory." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8006.
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This contribution presents some aspects of the Department Interdisciplinary Research Project (PRID) of Roma Tre University. The main aim of the project is to define an innovative e-learning integrated didactic model that can promote the acquisition and development of skills for Lifelong Learning (European Parliament & European Council, 2008). To this end, the implementation of the following essential variables and components of the Integrated Model is a priority: 1) the learners’ motivational involvement; 2) the quality of the experience of immersion within a virtual environment; 3) evaluation and self-evaluation practices. Considering the original model successfully experimented in the Degree Course in Education Sciences at “Roma Tre” University (Domenici, 2016) and particularly focused on evaluation and self-evaluation processes, we propose an implementation of so-called affective usability of the e-learning platform by creating relaxing, stimulating and aesthetic online environments, promoting a greater immersive capacity. To this must be added the students’ use of advanced ICT programs enabling them to experience scientific demonstrations and experiments in order to acquire a scientific mentality through the use of Context Simulation Tests and Virtual Didactic Laboratories (VDLs). The effectiveness of implementing the FAD e-learning system in acquiring the scientific thinking modality will be empirically assess.
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Pirjo, Suvilehto. "“Puppetry and Opera Are Striking.” Students’ Experiences of Collaboration and Curiosity in Puppetry Opera as a Case Study." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.794.
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This paper will focus on the possibilities of puppetry and opera in early childhood education studies (ECE), and among children in day care in a class of twenty 4−5-year-olds. The research centres around 200 university students in the middle of a project on opera and puppetry in their ECE programme. Opera is about strong emotions (see Trevarthen 2012, 263), and puppetry is a vehicle to make feelings visible (Lintunen, 2009, Majaron 2012, 11, Scheel, 2012). Puppetry and opera can be used in collaboration, and they are combined in this ECE programme as a part of the university studies in drama and literary arts. A method called Pritney has been created to realize the project. The theoretical background consists of puppetry and literary arts. The paper will present some findings from cases in which puppetry and opera have been used experimentally with ECE students, and subsequently with kindergarten children. There is a need for collaborative encounters during the processes of puppetry and opera. Based on the observations and remarks of university students doing their puppetry and opera project, this paper considers the value of conveying puppetry and opera to a child audience as a stimulation for curiosity and emotions. All this reflection is followed by the examples of practice in ECE studies. Performing opera with puppets is beneficial. In summary, the artistic experiments created by puppetry and opera are valuable in transferring cultural heritage and creating aesthetic and pedagogical moments. There is also a short consideration of a project called “Rinnalla−Hand in Hand” (2018−2020) funded by Finnish ministry of education, in which the Pritney method is further developed (see also Suvilehto 2019).
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Merzlyakova, Svetlana, and Marina Golubeva. "IDEAS ABOUT MARRIAGE DEPENDING ON THE STRUCTURE OF VALUABLE ORIENTATIONS OF WOMEN IN EARLY ADULTHOOD." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact049.
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"The phenomenon of marriage is one of the little-studied questions of family psychology. The resolution of the contradiction between the need of modern society to form complete and adequate ideas about the marital role among students and the need to identify socio-psychological factors that influence the development of ideas about marriage determines the problem of research. The purpose of the study is to identify the features of ideas about marriage (Ideal husband, Ideal wife) depending on the structure of valuable orientations of young women in early adulthood. Methods of research. Theoretical and methodological literature analysis, questionnaire, psycho-diagnostic methods (the questionnaire “A Value and Availability Ratio in Various Vital Spheres Technique” by E.B. Fantalova, the method of Semantic Differential, developed by Charles E. Osgood, projective technique of ""Incomplete Sentences"", the questionnaire ""Role Expectations and Claims in Marriage"" by A. N. Volkova); mathematical and statistical data processing methods. During the analytical stage we used mathematical and statistical methods that allowed us to establish the reliability of the research results. All calculations were performed using the IBM SPSS Statistics 21 computer program. The analysis included descriptive statistics, cluster analysis (K-means method), Kolmogorov-Smirnov test for one sample, Shapiro-Wilkes criterion, and correlation analysis. The study involved 310 female students in age from 20 to 22 from Astrakhan State University and the Astrakhan Branch of the Russian Presidential Academy of National Economy and Public Administration. It was found that among young female students 45 people (14.5 %) are focused on the values of professional self-realization, 59 people (19 %) are focused on gnostic and aesthetic values, and 206 people (66.5 %) are focused on the values of personal happiness. The results showed that the concepts of marriage have both common features and specific features due to the influence of the structure of valuable orientations of the respondents. Ideas about marriage are characterized by fragmentary formation of emotional and behavioral components, in some cases the presence of cognitive distortions. The obtained results actualize the importance and necessity of psychological and pedagogical support of the process of family self-determination of students, the formation of complete and adequate ideas about marriage in the conditions of the educational environment of the university."