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Journal articles on the topic 'Elementary art education'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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1

ĐORĐEVIĆ, JOVANA. "Elementary school level art education issues in Serbia." Architecture. Construction. Education, no. 2(10) (2017): 34–40. http://dx.doi.org/10.18503/2309-7434-2017-2(10)-34-40.

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Joohee, Kang. "Understanding and Applying Nature Art in Art Education - Focused on Elementary Art Education -." Korean Journal of Culture and Arts Education Studies 7, no. 2 (June 2012): 137–59. http://dx.doi.org/10.15815/kjcaes.2012.7.2.137.

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공윤경. "Developing Teaching Competencies of Elementary Art Education." Journal of Art Education 52, no. ll (February 2018): 1–29. http://dx.doi.org/10.35657/jae.2018.52..001.

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Graham, Mark, and Stephen Moore. "Elementary Art Education, Innovation, and Darwin's Paradox." Childhood Education 94, no. 4 (July 4, 2018): 4–12. http://dx.doi.org/10.1080/00094056.2018.1492861.

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Chapman, Laura H. "Status of Elementary Art Education: 1997–2004." Studies in Art Education 46, no. 2 (January 2005): 118–37. http://dx.doi.org/10.1080/00393541.2005.11651785.

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Younju Hoang. "Research and Analysis of Image Education in Elementary Art Education." Journal of Art Education 33 (December 2012): 69–92. http://dx.doi.org/10.35657/jae.2012.33.0.006.

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Brittain, W. Lambert, Kenneth M. Lansing, and Arlene E. Richards. "The Elementary Teacher's Art Handbook." Journal of Aesthetic Education 19, no. 3 (1985): 121. http://dx.doi.org/10.2307/3332652.

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8

Myers, Sally. "Discipline-based Art Education for Preservice Elementary Teachers." Marilyn Zurmuehlen Working Papers in Art Education 4, no. 1 (1985): 54–59. http://dx.doi.org/10.17077/2326-7070.1112.

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9

Helvacı, Ismail. "Theoretical and Practice Errors at Elementary Art Education." Procedia - Social and Behavioral Sciences 46 (2012): 1969–73. http://dx.doi.org/10.1016/j.sbspro.2012.05.412.

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Trifonoff, Karen M. "Creativity, Art and Cartography in Geographic Education." Cartographic Perspectives, no. 33 (June 1, 1999): 49–59. http://dx.doi.org/10.14714/cp33.1020.

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Elementary children can learn about maps, but what they do learn depends in large part on the background and training of the teacher. Teachers who engage in mapping activities often lack training in the technical aspects of map making, along with a lack of knowledge of the role of art, design, and creativity in the cartographic process. An activity designed to help elementary and middle school teachers integrate artistic perspectives and mapping is outlined. The workshop proved to be an effective vehicle for increasing teachers' knowledge of both map making and art and gave them an outline for a map making activity that could be adapted to any grade level.
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류지영. "A Research of Method of Appreciation Education in Elementary Art Education." Journal of Art Education 24, no. ll (December 2008): 75–107. http://dx.doi.org/10.35657/jae.2008.24..004.

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Alnajar, et al., Dr Adel M. "Educational Competencies for Art Education Elementary Teachers in Public Education in Kuwait." Journal of Educational & Psychological Sciences 16, no. 3 (September 1, 2015): 269–301. http://dx.doi.org/10.12785/jeps/160309.

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Smith-Shank, Deborah L. "Dragons and art education: Pre-service elementary teachers memories of early art experiences." International Journal of Education Through Art 10, no. 2 (June 1, 2014): 149–62. http://dx.doi.org/10.1386/eta.10.2.149_1.

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Dotger, Sharon, and Deborah Walsh. "Elementary art & science: observational drawing in lesson study." International Journal for Lesson and Learning Studies 4, no. 1 (January 5, 2015): 26–38. http://dx.doi.org/10.1108/ijlls-05-2014-0013.

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Purpose – The purpose of this paper is to report on elementary students’ observational drawings, which were produced from two science lesson study cycles. Design/methodology/approach – The authors collaboratively studied student work from two science research lessons. The authors evaluated 50 students’ science notebook entries, paying specific attention to their observational sketches. The authors wanted to understand how fourth grade students approach observational drawing in science class to better inform science and art pedagogy. Findings – Students represented their observations in a variety of ways. The structure of the lessons might have influenced students’ drawings, as did students’ orientation when constructing their representations. Research limitations/implications – This research is limited in that it only analyzes observational drawing from two research lessons. Practical implications – Through cross-disciplinary collaboration between a science educator and an art teacher, the authors developed shared ideas that were applicable in both spaces. In the near term, the authors have each changed the instructional practices to include more observational drawing. Social implications – This paper could impact public attitudes about the inclusion of science and art in the elementary curriculum. The authors would expect that through articulating the purpose of observational drawing for the artist and the scientist, the public would be more supportive of teaching these skills in school. Originality/value – This paper documents teacher learning across two content areas which students have limited access to in the USA during elementary school. It explains how science and art share objectives and can thus advocate for each other’s inclusion in the school day.
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Caiman, Cecilia, and Britt Jakobson. "The Role of Art Practice in Elementary School Science." Science & Education 28, no. 1-2 (February 28, 2019): 153–75. http://dx.doi.org/10.1007/s11191-019-00036-2.

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Bohannon, R. Larry, and Carol McDowell. "Art, Music, and Movement Connections for Elementary Education Teacher Candidates." General Music Today 24, no. 1 (February 12, 2010): 27–31. http://dx.doi.org/10.1177/1048371310361675.

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Gejdoš, Miroslav. "OUTLINE OF EDUCATION IN ŽILINA." International Journal of Legal Studies ( IJOLS ) 9, no. 1 (June 30, 2021): 215–25. http://dx.doi.org/10.5604/01.3001.0015.2294.

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In the article, the author gives an outline of education in Žilina since the 14th century. The city of Žilina is the founder of kindergartens, primary schools and primary schools with kindergar-tens, the Spektrum Leisure Centre and the Pivovarská 1 Leisure Centre, school service centres, and 3 primary art schools. The largest art school is the Ladislav Árvay Elementary School of Art, founded in 1927. The author maps the development of education and the character of educa-tion after the revolutionary year of 1989.
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18

McMullen, Shannon, Fabian Winkler, and Steven Zuiker. "Gardens, Machines and Education." Leonardo 51, no. 3 (June 2018): 296–97. http://dx.doi.org/10.1162/leon_a_01531.

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The authors discuss their contributions to the 2015 Balance-Unbalance conference goals, bringing together McMullen_Winkler’s Soybots artwork and Zuiker’s Connected Gardening partnership with a local Phoenix elementary school. This collaborative effort balanced art, plants and technology for alternative learning experiences about future natures.
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Kübra Ozalp, Hatice. "Perception of Elementary Education and Art Education Teacher Candidates towards the Aesthetic Concept." Universal Journal of Educational Research 6, no. 10 (October 2018): 2187–98. http://dx.doi.org/10.13189/ujer.2018.061017.

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Ardipal, Ardipal. "MODEL PENGEMBANGAN KARAKTER MELALUI PENDIDIKAN SENI DI SEKOLAH DASAR." Humanus 14, no. 1 (June 29, 2015): 17. http://dx.doi.org/10.24036/jh.v14i1.5397.

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Character building is the main focus of Curriculum 2013. However, this effort is almost replaced by the program of mental revolution “relaunched” by Joko Widodo in his campaign and it has been one of his programs today. Arts education is often underestimated; in fact, it has a major role in shaping the character of the nation. Therefore, this research aims to identify problems in character building of Indonesia’s human resource through arts education. Research findings show that teachers’ concept on art education in elementary schools is one of the factors that influence the success of the Cultural Arts learning at the elementary level. Currently, most teachers view that art education includes activities to make students sing, draw, and/or make crafts at early age. This understanding is needed to be revolutionized as Curriculum 2013 mandates changes in concepts and patterns of learning for the good characters of the next generation, such as independent, good natured, and ready to face the future. Furthermore, it describes and identified the problems encountered in learning the art of music in elementary school, which underlies the need for arts education in mental revolution of the young generation as a potential future leaders.Keywords: art education problems, character building, elementary school, Curriculum 2013
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21

Al-Radaideh, Bassam, Raed Al-Share, and Asem Obidat. "Re-conceptualizing the Jordanian Art Education Curricula: Suggested Entries for Teaching Discipline-Based Art Education Theory." Asian Culture and History 11, no. 2 (April 6, 2019): 26. http://dx.doi.org/10.5539/ach.v11n2p26.

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The curricula of art education in the elementary and secondary schools of Jordan is limited to teaching technical skills for making art, and students did not receive tangibleeducation about history of art, aesthetic, and critical aspects of art. This study identified the theory of Discipline-Based Art Education (DBAE) and its significance in teaching art, and it provided suggestions for teaching history of art, criticism, aesthetic and artistic production. Furthermore, the study justified the possibility of implementing the DBAE approach in Jordan art education curricula. The research revealed that DBAE theory improved and elevated art education to a new level because the four disciplinary content area played a significant role in the development of essential knowledge and skills in the art such as developing the creativity, appreciation, understanding and learning about the role and function of art in human civilization. The study recommends to include the components of DBAE to art education instruction in Jordanian curricula.
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22

Grallert, Margot. "Catching the Light: “Doing Art” and Education." Leonardo 42, no. 2 (April 2009): 138–44. http://dx.doi.org/10.1162/leon.2009.42.2.138.

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Drawing upon the author's experience as a painter and visual art consultant in a public elementary school, this paper describes how “doing art” applies to the artistic thought process. The artwork of Joseph Beuys provides an historical perspective. The author shows how Beuys' use of three-dimensional form parallels her own work with color; like Beuys, she identifies an educational value behind “doing art.” She also reviews cognitive-science literature in light of her experience. She hopes that this paper will encourage scientists to design research projects to explore the artistic thought process and ultimately demonstrate the relevance of how we learn to what we learn.
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JAEMANRYU. "A Study of Teachers’ Demands and Perceptions of Art Education for Gifted Children-Elementary art education in Seoul." Journal of Art Education 44 (February 2016): 1–28. http://dx.doi.org/10.35657/jae.2016.44.0.001.

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24

Umah, Restu Yulia Hidayatul. "Character Education Based On Local Wisdom: Exploring The "Dongkrek Dance" Culture As An Effort To Internalize Character Values In Learning Arts In Elementary Schools." Al-Bidayah: Jurnal Pendidikan Dasar Islam 12, no. 2 (April 29, 2021): 283–96. http://dx.doi.org/10.14421/al-bidayah.v12i2.261.

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Character education is considered the best solution to produce excellent students in character, personality and uphold the nation's noble values. Through local wisdom in each area, such as the Dongkrek dance culture, it is important to understand and improve character education in students. Therefore, it is necessary to explore more deeply character education based on local wisdom by exploring the Dongkrek dance culture to internalize character values in learning art in elementary schools. This study aims to describe the character education of Dongkrek dance and efforts to internalize it in learning arts in elementary schools. This research is qualitative research using descriptive analysis and a library research approach. Five main character educations are explored in the Dongkrek dance, including religion, cooperation, nationalism, independence, and integrity. Meanwhile, efforts to internalize it into art learning are by understanding the contents of the dance, performing, and developing the Dongkrek dance into a show.
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Lemonchois, Myriam. "Artistic practical activities in art education." Palíndromo 13, no. 29 (January 1, 2021): 75–89. http://dx.doi.org/10.5965/2175234613292021075.

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Everyone agrees to put practical activities at the heart of artistic teaching. Whether or not there isan “artistic”, “aesthetic” or “poetic” dimension is a question that haunts these teachings. How can we be sure that artistic dimension is present, in particular during practical workshop activities? Since the early of the 19th century, democratization of arts has been the main aim of practicalartistic education, the artistic dimension is ensured by the development of creative imaginationand its support from artistic circles, just like our contemporary teachings. This article proposes to describe the place given to the artistic dimension in practical activities, by French and Quebec plastic arts programs at elementary and secondary levels and more generally in the teachingof drawing in the 19th and 20th centuries. Noting the limits of French-speaking practices and research with regard to practical artistic activities, we conclude with the presentation of research examples to develop a didactic of practical artistic activities, which seems essential to us, to whatwe could call an aesthetic experiential culture.
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이용일. "Significance of Characteristic Investigation of Printmaking Materials in Elementary Art Education." Journal of Art Education 51, no. ll (November 2017): 231–58. http://dx.doi.org/10.35657/jae.2017.51..009.

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김정효. "Evaluation Design on Art Education Program for Pre-service Elementary Teachers." Journal of Art Education 55, no. ll (November 2018): 333–60. http://dx.doi.org/10.35657/jae.2018.55..012.

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Park, Soon-Duk, and Young-Soon Kim. "An Inquiry into New Direction of Elementary School's Multicultural Art Education." Journal of Curriculum and Evaluation 16, no. 2 (March 2013): 103–26. http://dx.doi.org/10.29221/jce.2013.16.2.103.

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이용일. "The Development Plan of Elementary Art Education in Digital Textbooks based on Smart Education." Journal of Art Education 41 (May 2015): 189–208. http://dx.doi.org/10.35657/jae.2015.41.0.008.

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Filipchuk, Georgii. "ART FOR FREEDOM OF EDUCATION." Aesthetics and Ethics of Pedagogical Action, no. 13 (March 9, 2016): 9–18. http://dx.doi.org/10.33989/2226-4051.2016.13.171532.

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It was found that culture and art school in Ukrainian should be the highest component of a comprehensive education that ensures the full development of the individual. Arts education should be the means which will promote the development of human resources, cultural capital. Analyzed the European experience of art education, which proves that much attention to the creation of cultural and educational common space (elementary school plus libraries plus Museum) and the development of educational functions of museums, cultural centers, libraries, music institutions. It uses all available resources for formal and informal art education. It is proved that cultural and artistic component is necessary for full education from an early age. The author argues that cultural and educational policy of the state should be treated in accordance with the global trends of global development, the national philosophy and tradition, civil society needs, interests and motivations of man. Every era, historical period, every people have their own specific ethical, aesthetic standards in the assessment of needs and levels of education, culture and art. The abovementioned gives rise not only to state: the harsh competitiveness of global world; the presence of outstanding universal values of humanity for sustainable development; the need for the creation and struggles for self own "I", but also the duty to form primarily ethical responsibility in relation to the individual, family, homeland, native land, culture, language, faith and traditions. Because it is such quality characteristics must belong to a citizen of the world, because the illusion is great hope to establish civilized globalism, leaving a "melting pot" of nation-making people.
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Світлана Тітаренко. "FORMATION OF ELEMENTARY ASTRONOMIC PERCEPTIONS IN OLDER PRESCHOOL CHILDREN BY MEANS OF LITERATURE AND FOLK ART." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 160–66. http://dx.doi.org/10.31499/2307-4906.3.2020.219118.

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The article substantiates the relevance of the problem of formation of senior preschool children's elementary astronomical representations. The analysis of psychological and pedagogical researches on the problem of formation of senior preschool children’s elementary astronomical ideas has been carried out. The influence of literature and oral folk art on the formation of senior preschool children's elementary astronomical ideas has been substantiated. The level of formation of senior preschool children’s elementary astronomical ideas has been determined. A system of work on the formation of senior preschool children’s elementary astronomical representations by means of fiction and oral folk art has been proposed and its effectiveness has been checked.The purpose of the research is theoretical substantiation and experimental study of the literature and folk art influence on the formation of senior preschool children’s elementary astronomical ideas. To solve this goal, the following research methods were used: analysis to determine the status and isolation of problems of astronomical education in the institution of preschool education; observing the educational process of astronomy in the institution of preschool education in order to identify its shortcomings and identify prospects for improvement; questionnaires, surveys to reveal the level of preschool children’s knowledge in astronomy; current and final control to determine the level of formation of elementary astronomical representations. It is determined that the positive prerequisite for the formation of astronomical ideas in senior preschoolers is the usage of fiction in its different variations.
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Muharom, Fauzi. "MAPPING KEBUTUHAN PENGEMBANGAN KOMPETENSI GURU PAI SD DI SUKOHARJO: SEBAGAI PIJAKAN DALAM MENDESAIN PROGRAM PENGABDIAN DOSEN PAI." INFERENSI 9, no. 2 (December 1, 2015): 491. http://dx.doi.org/10.18326/infsl3.v9i2.491-514.

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This research aimed at knowing the mapping of the needs of teacher competence development of Islamic Education teachers of the Elementary Schools in 12 districts in Sukoharjo. The data were collected through interview and documentation. The results of the research showed that the mapping of the needs of teacher competence development of the Islamic Education teachers of the Elementary Schools is learning strategies, training of classroom action research, qur’an recitation assisting, trainingof making learning media, training of information technology learning, training of making test item grids, training of making teaching materials, assisting of curriculum 2013, training of making teaching lesson plan, training of making administrationfor Islamic Education teachers, training of graphic art, training of the art of Islamic Javanese song macapat and rebana. The design of the lecturer community service for the lecturers of Islamic Education Department of IAIN Surakarta can be conducted in two kinds of designs namely focusing on the needs of teacher competence development of the Islamic Education of the Elementary Schools in one district, based on the priorityscales of teacher competence development of Islamic Education of the Elementary Schools in Sukoharjo.
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Rush, Jean C., Al Hurwitz, and Michael Day. "Children and Their Art: Methods for the Elementary School." Journal of Aesthetic Education 28, no. 2 (1994): 107. http://dx.doi.org/10.2307/3333278.

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Fathinnaufal, Martsel, and Dian Hidayati. "The Implementation of Character Education In Elementary School." Journal of Educational Management and Leadership 1, no. 2 (December 22, 2020): 31–38. http://dx.doi.org/10.33369/jeml.1.2.31-38.

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The purpose of this study was to analyze the implementation of character education at 006 State Elementary School. The type of research used was qualitative. The subjects in this study were principals. Data collection techniquesin this study used interview techniques and data documentation, besides the data analysis techniques through data collection and data reduction. The results of this study were: Implementation of character education in Public Elementary School 006 has been going well, this based on the results of interviews with principals that in the civilization process students pray before starting learning activities, taking pickets alternately with classmates, reviving greetings culture greet and smile, visit sick friends, donate to areas affected by natural disasters, conduct Dhuhr prayer at school, commemorate national and religious holidays and this is also supported by extracurricular activities that reflect character education such as scouts, art, dance, and sports.
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35

Kárpáti, Andrea. "Skills in art criticism of Hungarian elementary school leavers in the 1980s." Studies in Educational Evaluation 18, no. 1 (January 1992): 111–22. http://dx.doi.org/10.1016/s0191-491x(05)80047-1.

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HUH JEONG IM and 이은주. "A Study on Teaching Methods Using Buddhist Pagodas in Elementary Art Education." Journal of Art Education 25, no. ll (August 2009): 163–85. http://dx.doi.org/10.35657/jae.2009.25..007.

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김예림. "A Study on Art Education Program for Self-understanding of Elementary Students." Journal of Research in Art Education 17, no. 1 (February 2016): 91–108. http://dx.doi.org/10.20977/kkosea.2016.17.1.91.

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Batič, Janja. "Implementing Change in Architectural Design in Elementary School Art Education in Slovenia." International Journal of Art & Design Education 33, no. 1 (February 2014): 130–40. http://dx.doi.org/10.1111/j.1476-8070.2014.01741.x.

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39

Lewis, Barbara E. "Isadora Duncan's Theories of Art and Education: Implications for Elementary Music Instruction." Update: Applications of Research in Music Education 10, no. 1 (March 1991): 35–38. http://dx.doi.org/10.1177/875512339101000108.

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Younju Hoang. "Study on the Art Teacher Education Program for Elementary school in Germany." Journal of Korean Teacher Education 27, no. 3 (September 2010): 483–503. http://dx.doi.org/10.24211/tjkte.2010.27.3.483.

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Wijayanti, Dwi, and Wachid Pratomo. "PENDIDIKAN KARAKTER MELALUI MODEL PEMBELAJARAN KREATIF BAGI SISWA SEKOLAH DASAR (STUDI DI SDN MENDUNGAN 2 YOGYAKARTA)." Taman Cendekia: Jurnal Pendidikan Ke-SD-an 3, no. 1 (June 28, 2019): 276. http://dx.doi.org/10.30738/tc.v3i1.4291.

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The aim of this research is to describe and analyze the implementation of character education through a creative learning model at the elementary school. This research was conducted at Mendungan 2 State Elementary School in April-September 2018. The research used a qualitative method with a descriptive approach. The data collection techniques used were direct observation, in-depth interview, and documentation. The data analysis steps consist of data presentation; data reduction; and verification, whereas the data validity tests include internal validity; external validity; reliability and objectivity. The research results showed that character education in elementary schools has been conducted well, that is, performed through a creative learning method which includes PAKEM learning; contextual teaching and learning (CTL); cooperative learning; and problem based learning. The model was used in thematic teaching which includes religious teaching; civics education; natural science; social science; Indonesian language; health and physical education; art culture and skills education; and dance art. The character values introduced include religious values; love of reading; honesty; discipline; tolerance; hard work; creativity; independence; democracy; nationalism; social care; and environmental care.
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Desyandri, Desyandri, Zuryanty Zuryanty, and Mansurdin Mansurdin. "Pelatihan Pembelajaran Seni Musik sebagai Sarana Literasi Budaya untuk Guru Sekolah Dasar." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 5, no. 2 (March 30, 2020): 119–26. http://dx.doi.org/10.33084/pengabdianmu.v5i2.1022.

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The background of this service is the lack of knowledge and skills of teachers in making music as a cultural literacy for elementary school teachers. The purpose of this service is to improve the experience and skills of primary school teachers in learning the art of music as a means of cultural literacy for elementary school teachers. This service method uses the seminar method and hands-on training. The results of the dedication showed an increase in the knowledge and skills of teachers in making music art learning a cultural literacy for elementary school teachers. The implications of this service can be used as a reference by teachers and education practitioners to improve the quality of art learning and its relation to cultural literacy.
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Lee, Ji-Yeon, and Joo-Hee Kang. "Exploring the Direction of Contemporary Art Appreciation and Art Critic Education for Pre-service Elementary School Teachers." Journal of Research in Art Education 19, no. 2 (April 30, 2018): 73–94. http://dx.doi.org/10.20977/kkosea.2018.19.2.73.

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Jo, Sung Sook. "A Case Study on Environmental Art Education for Elementary School Students connected with Art Museums Environmental Exhibition." Journal of Basic Design & Art 20, no. 2 (April 30, 2019): 423–34. http://dx.doi.org/10.47294/ksbda.20.2.31.

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Baranyai, Valéria. "The talent managing work of the Balaton-felvidéki Szín-Vonal Primary Art School." Gifted Education International 29, no. 2 (July 19, 2012): 186–93. http://dx.doi.org/10.1177/0261429412447718.

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In recent years, art education has been recognized as a suitable tool for enhancing emotional intelligence and nurturing a child’s creative development. However, it seems that the education of art has lost the race against other primary school subjects, with only a minimal number of lessons being taught. The establishment of the afternoon art school system was a major step forward in Hungarian education. The school-building process has escalated all over Hungary, giving an increasing number of students the opportunity to engage in art education. Talent management has been a priority in public education since 2008, greatly supported by civil initiations. This article describes our school, the Balaton-felvidéki Szín-Vonal Primary Art School, and provides a summary of the structure and functions of Hungarian elementary art education, the basic principles of our school, the school’s activity in art education, and the school as a talent centre and reference institute.
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Kemperl, Metoda, and Nina Sladič. "Representations of Violence in Contemporary Art as a Source for Education in Empathy in Elementary School." Ars & Humanitas 12, no. 1 (July 20, 2018): 139–60. http://dx.doi.org/10.4312/ah.12.1.139-160.

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Art as such can have important effects on our attitude towards ourselves, others, and the world we live in. Artworks can therefore be used to promote empathy among people. As children develop the ability to empathise from early childhood onwards, empathy is undoubtedly a fundamental skill of humankind. One’s ethical development can benefit greatly from learning to identify with a certain work of art. Contemporary art is most appropriate for this purpose, since it deals with contemporary issues and is thus closely connected with life. Themes such as sustainable development, globalisation, interpersonal relations, identity, migrations and cultural exchange are intertwined with the concept of active citizenship. In an elementary school context, the presence of violence in contemporary art and the imparting of empathy can be effectively explored via cross-curricular links. Our aim is to analyse the syllabus in order to identify the most effective way of linking school subjects, their contents and learning objectives. Art history methodology (iconographical, iconological, contextual analysis) will be used to determine which modern Slovene violence-depicting works of art might be suitable for educational purposes.
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Kemperl, Metoda, and Nina Sladič. "Representations of Violence in Contemporary Art as a Source for Education in Empathy in Elementary School." Ars & Humanitas 12, no. 1 (July 20, 2018): 139–60. http://dx.doi.org/10.4312/ars.12.1.139-160.

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Art as such can have important effects on our attitude towards ourselves, others, and the world we live in. Artworks can therefore be used to promote empathy among people. As children develop the ability to empathise from early childhood onwards, empathy is undoubtedly a fundamental skill of humankind. One’s ethical development can benefit greatly from learning to identify with a certain work of art. Contemporary art is most appropriate for this purpose, since it deals with contemporary issues and is thus closely connected with life. Themes such as sustainable development, globalisation, interpersonal relations, identity, migrations and cultural exchange are intertwined with the concept of active citizenship. In an elementary school context, the presence of violence in contemporary art and the imparting of empathy can be effectively explored via cross-curricular links. Our aim is to analyse the syllabus in order to identify the most effective way of linking school subjects, their contents and learning objectives. Art history methodology (iconographical, iconological, contextual analysis) will be used to determine which modern Slovene violence-depicting works of art might be suitable for educational purposes.
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48

권혁미 and Jeunghee Kim. "A Study on the Essence of Elementary Art Education through Reflection of Class." Journal of Art Education 45, no. ll (May 2016): 35–62. http://dx.doi.org/10.35657/jae.2016.45..002.

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49

Baer, John. "Does Artistic Creativity Decline during Elementary School?" Psychological Reports 78, no. 3 (June 1996): 927–30. http://dx.doi.org/10.2466/pr0.1996.78.3.927.

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Some psychologists have argued that artistic creativity declines during the elementary school years. This hypothesis was tested by having 108 students in kindergarten and Grades 3, 4, and 5 produce collages which were then judged for creativity using a consensual assessment technique. Contrary to the hypothesis of a creative decline, artistic creativity on this collage-making task as rated by 18 undergraduate art education students was higher among older elementary school students.
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50

이미정. "A Study of Educative Meaning of Impressionistic art criticism based on Reception theory(IRM) in Elementary art education." Journal of Art Education 40 (February 2015): 91–113. http://dx.doi.org/10.35657/jae.2015.40.0.005.

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