How the Arts Function as Basic Education

1977 ◽  
Vol 63 (8) ◽  
pp. 41-43
Author(s):  
Keith P. Thompson
Keyword(s):  
Basic Education ◽  
The Arts

scholarly journals CONSENSUS STUDY ON THE STATE OF THE HUMANITIES IN SOUTH AFRICA: STATUS, PROSPECTS AND STRATEGIES

2011 ◽  
Keyword(s):  
South Africa ◽  
Basic Education ◽  
School Curriculum ◽  
Human Condition ◽  
Department Of Education ◽  
Financial Gain ◽  
The Arts ◽  
Challenges And Opportunities ◽  
The Status ◽  
The Many

The purpose of this study was to provide evidence-based advice on the status and future role of the Humanities in South Africa to government and other stakeholders (such as science councils, the department of education, universities) as a contribution towards improving the human condition. Everywhere, the Humanities is judged by many to be in “crisis.” The reasons for this, in South Africa, include the governmental emphasis on science and technology; the political emphasis on the economically-grounded idea of “developmentalism;” the shift of values among youth (and their parents) towards practical employment and financial gain; and the argument that the challenges faced by our society are so urgent and immediate that the reflective and critical modes of thinking favoured in the Humanities seem to be unaffordable luxuries. The Report provides invaluable detail about the challenges and opportunities associated with tapping the many pools of excellence that exist in the country. It should be used as a guideline for policymakers to do something concrete to improve the circumstances faced by the Humanities, not only in South Africa but also around the world. Amongst other recommendations, the Report calls for the establishment of a Council for the Humanities to advise government on how to improve the status and standing of the Humanities in South Africa. It also calls for initiation, through the leadership of the Department of Basic Education, considered measures to boost knowledge of and positive choices for the Humanities throughout the twelve years of schooling, including progressive ways of privileging the Arts, History and Languages in the school curriculum through Grade 12.

From Art School to Basic Education in the Arts

2016 ◽  
Vol 1 ◽  
pp. 62-74
Author(s):  
Elisse Heinimaa
Keyword(s):  
Basic Education ◽  
The Arts ◽  
Art School

scholarly journals Education by art: Self-education in preschool and the 1st cycle of basic education

2020 ◽  
pp. 112-150
Author(s):  
José Carlos Meneses Rodrigues ◽  
Ana Beatriz Freitas Barros ◽  
Ana Rita Carminho Alves ◽  
Carla Isabel Mendes Ribeiro ◽  
Filipa Andreia Mendes Santos ◽  
...  
Keyword(s):  
Art Therapy ◽  
Basic Education ◽  
Education Institution ◽  
Strong Impact ◽  
Quantitative Methodology ◽  
The Arts ◽  
Teachers And Students ◽  
Depth Study ◽  
High Level ◽  
Fundamental Conclusion

The study emerged in the context of the curricular unit of Education by Art inserted in the Master’s degree in PE Education (Pré-escolar) and 1st CEB (Ciclo do Ensino Básico), with the sharing of students. The activities provided in the EP and the 1st CEB contribute to the formation of children in the construction of their own knowledge and knowledge, stimulating curiosity, imagination and creativity; hence the role played by Education by Art, an ideal vehicle for the autonomy and self-education of children and students. We highlight two objectives of the study: to associate it with the promotion of self-education and to justify the dimension of Art therapy in school and non-school contexts. We were able to obtain a qualitative and quantitative methodology through a sample of 151 teachers and students from the higher education institution to which we belong. Fifty-six individuals (37% of the sample) answered the survey, via Google Forms, a utilitarian model, but with some constraints in reading some dimensions. We have recorded some considerable results: Artistic Education still has a strong impact on the educational system; Art Education conquers space in a journey where interdisciplinarity, multidisciplinarity and transdisciplinarity constitute an irreversible path; Art therapy obtains a high appreciation from respondents, deserving of an in-depth study. RCAAP (Repositórios Científicos de Acesso Aberto de Portugal) and Google Scholar were the capital platforms for the solidification of the theoretical foundation. We consider a fundamental conclusion: the artistic dimensions will be more visible with a basic positional reinforcement (educators, teachers and groupings) through a solid collaboration in the Arts/Expressions in order to reach a high level in Education for Art, moment, among others, in which the child will feel the benefits of self-education.

The Arts as Basic Education

1978 ◽  
Vol 12 (4) ◽  
pp. 21
Author(s):  
Harry S. Broudy
Keyword(s):  
Basic Education ◽  
The Arts

scholarly journals Equity in music education in Finland

2021 ◽  
Vol 2 (1) ◽  
pp. 20-45
Author(s):  
Sanna Kivijärvi
Keyword(s):  
Music Education ◽  
Basic Education ◽  
Social Innovation ◽  
Innovation Process ◽  
Pedagogical Practices ◽  
Music Notation ◽  
Theoretical Concepts ◽  
Policy Window ◽  
The Arts ◽  
Policy Windows

This article illustrates how a social innovation, Figurenotes, has contributed and can contribute, through conceptual change, to the advancement of equity in Basic Education in the Arts (BEA), Finland’s publicly funded system of extracurricular music education. BEA has traditionally been characterised by structures and pedagogical practices–such as the use of Western standard music notation–that influence the accessibility of music studies. The theoretical framework for this interview study consists of change-theoretical concepts: namely, social innovation, multiple streams, and policy windows. The findings are presented at two levels. First, the innovation process of Figurenotes is described to explain social innovation development. Second, three different strands of discourse on the concept of special music education expose the educational policy change generated by this innovation. The findings suggest that the use of Figurenotes has raised awareness of inequity in the institutional agenda and has encouraged this problem to be addressed through the public policy process. The opening of this policy window is critically discussed in relation to the establishment of the field of special music education, and in relation to inclusion and equity policies as well as exclusion.

North Carolina's Basic Education Plan and the Arts

1990 ◽  
Vol 91 (3) ◽  
pp. 46-50
Author(s):  
Frances M. Page ◽  
Lane Dyke
Keyword(s):  
Basic Education ◽  
The Arts ◽  
Education Plan

Evaluation for Equality

2019 ◽  
pp. 100-121
Author(s):  
Lauri Väkevä
Keyword(s):  
Music Education ◽  
Process Evaluation ◽  
Core Curriculum ◽  
Basic Education ◽  
Aesthetic Judgment ◽  
Qualitative Assessment ◽  
Way Of Life ◽  
The Arts

This chapter proposes that educators can draw productive consequences for qualitative assessment in music education from C. S. Peirce’s and John Dewey’s views on how qualities operate in experience. Peirce saw qualities as meaning-potentials, to be actualized as generalized signs in the process of inquiry. Dewey made qualities phenomenological cornerstones of grasping a world in flux, transformed into habits of action that can be interpreted as meaningful in certain contexts. For Dewey, optimally, such transformation amounts to “consummatory experiences” characterized by “esthetic” qualities that are best represented by the arts. Together, Peirce’s and Dewey’s views suggest that developing contextual aesthetic judgment could be an important strategy for qualitative assessment in music education. This also provides a basis for understanding how values are drawn out from experience. In line with Dewey, this chapter calls this process “evaluation,” arguing that qualitative assessment concerns as much ethical as aesthetic matters. One way to specify this claim is to say that evaluation is conducive to equality, implying that there is a close bond between recognition of the uniqueness of qualitative experience and a democratic way of life. As a sounding board for these thoughts, the chapter uses the new Finnish national Core Curriculum for Basic Education, suggesting ways to approach qualitative assessment that are conducive to its cognitive, aesthetic, ethical, and political goals.

Critical Perspectives from Africa

2017 ◽  
pp. 174-190
Author(s):  
Benon Kigozi
Keyword(s):  
Music Education ◽  
Basic Education ◽  
National Curriculum ◽  
The United States ◽  
Music Curriculum ◽  
African Countries ◽  
Audiovisual Aids ◽  
Indigenous Music ◽  
The Arts ◽  
Language And Literature

In Africa technology amounts to audiovisual aids such as books; systems of musical transmission; aural-oral, mental, and mnemonic aids; indigenous African stories, language, and literature; and aspects of science, the arts, and culture. In the West it is different. In many parts of the United States and Europe, technology is guaranteed to be available. In Africa it is not. Many African countries have different perspectives on the application of technology in music education. Zimbabwe is working on consolidating indigenous music in systems of education, but until four years ago there was no music curriculum in primary school. Malawi legitimized music in the National Curriculum to be taught through grades 1 to 8, however, there is no mention of technology being integrated with music in education. The Primary Arts Core program of Namibia’s Ministry of Basic Education and Culture is silent about technology in music education. This chapter illuminates some of these African perspectives.

Electron Microscopy in Molecular Biology

1967 ◽  
Vol 25 ◽  
pp. 2-3
Author(s):  
Cecil E. Hall
Keyword(s):  
Electron Microscopy ◽  
Molecular Biology ◽  
Noise Level ◽  
Molecular Structures ◽  
Material Structure ◽  
The Arts ◽  
Shadow Casting ◽  
Electron Image ◽  
High Degree ◽  
Very High

The visualization of organic macromolecules such as proteins, nucleic acids, viruses and virus components has reached its high degree of effectiveness owing to refinements and reliability of instruments and to the invention of methods for enhancing the structure of these materials within the electron image. The latter techniques have been most important because what can be seen depends upon the molecular and atomic character of the object as modified which is rarely evident in the pristine material. Structure may thus be displayed by the arts of positive and negative staining, shadow casting, replication and other techniques. Enhancement of contrast, which delineates bounds of isolated macromolecules has been effected progressively over the years as illustrated in Figs. 1, 2, 3 and 4 by these methods. We now look to the future wondering what other visions are waiting to be seen. The instrument designers will need to exact from the arts of fabrication the performance that theory has prescribed as well as methods for phase and interference contrast with explorations of the potentialities of very high and very low voltages. Chemistry must play an increasingly important part in future progress by providing specific stain molecules of high visibility, substrates of vanishing “noise” level and means for preservation of molecular structures that usually exist in a solvated condition.

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