This paper focuses on proposed changes in teaching and learning in Art Education. It argues that consideration must be given to the promotion of Community Based Art Education (CBAE) at educational institutions when teaching and learning art. The development of pupils' sociocultural identities and their contextual learning about the art and culture of the area depend on this. CBAE, which is mostly supported by educators, stresses aesthetic and cognitive appreciation of art in a particular context while focusing on students' social lives and cultures. For CBAE, there will need to be room and a location with access to public art spaces and other matters of shared interest. These arguments were supported by various educational theories such as psychoanalytic theory, gestalt theory, behaviorist theory and cognitive theory.
Inhaltsverzeichnis (Table of Contents)
- 1.0 Introduction and Background
- 2.0 Theories in Art Education that Informed the Proposed Changes
- 2.1 Psychoanalytic Theory
- 2.2 Gestalt Theory
- 2.3 Behaviorist Theory
- 2.4 Cognitive Theory
- 3.0 Recommended Changes
- 4.0 Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper advocates for the integration of Community Based Art Education (CBAE) into art education institutions. The author argues that this approach is crucial for fostering students' socio-cultural identities and understanding of the art and culture of their local communities. CBAE, which emphasizes aesthetic and cognitive comprehension of art within a specific context, is presented as a means of connecting students' daily lives with the arts surrounding them.
- The importance of Community Based Art Education (CBAE) in art education
- The role of CBAE in fostering students' socio-cultural identity
- The connection between art education and the daily lives of students
- The integration of diverse art forms and cultural expressions in CBAE
- The challenges and opportunities of implementing CBAE in various contexts
Zusammenfassung der Kapitel (Chapter Summaries)
1.0 Introduction and Background: This chapter introduces the concept of Community Based Art Education (CBAE) and its significance in art education. It highlights the importance of connecting art learning with the daily lives of students and emphasizing the cultural context of art. The chapter also discusses the origins of the community-based approach and its philosophical foundations.
2.0 Theories in Art Education that Informed the Proposed Changes: This chapter explores various theoretical frameworks that underpin the proposed changes in art education, including psychoanalytic theory, gestalt theory, behaviorist theory, and cognitive theory. These theories provide a foundation for understanding the relationship between art, learning, and social development.
Frequently Asked Questions
What is Community Based Art Education (CBAE)?
CBAE is an educational approach that emphasizes learning art within the context of the local community, its culture, and public art spaces.
How does CBAE benefit students' identity?
It helps develop pupils' socio-cultural identities by connecting their daily lives and cultural heritage with artistic expression.
Which psychological theories support these changes in Art Education?
The paper draws on psychoanalytic theory, gestalt theory, behaviorist theory, and cognitive theory to justify the move toward community-based learning.
What is the role of the educator in CBAE?
Educators in CBAE act as facilitators who stress aesthetic and cognitive appreciation of art while focusing on the students' social environments.
Why is 'contextual learning' important in art?
Contextual learning ensures that art is not taught in isolation but as a living part of the shared interests and public spaces of a community.
- Citation du texte
- Anonym (Auteur), 2023, Art Education. Proposed Changes in Teaching and Learning, Munich, GRIN Verlag, https://www.grin.com/document/1322990
