scholarly journals Art Education and Creations of Artistic Forms. Students’ Views on the Course and Its Combination with Cultural Heritage

2014 ◽  
Vol 6 (2) ◽  
Author(s):  
Maria Kampouropoulou ◽  
Persa Fokiali ◽  
Ioanna Efstathiou ◽  
Efstathios Stefos
Keyword(s):  
Cultural Heritage ◽  
Art Education

scholarly journals CULTURE, EDUCATION AND DEVELOPMENT IN THE GLOBAL CONTEXT

2021 ◽  
Vol 101 (2(Ч.1)) ◽  
pp. 57-68
Author(s):  
Ернст Вагнер
Keyword(s):  
Cultural Heritage ◽  
Art Education ◽  
Middle Section ◽  
Cultural Education ◽  
Global Context ◽  
History Of ◽  
Education And Development ◽  
The 19Th Century ◽  
Culture Education

The first part of this paper asks how European art education traditionally positions itself despite an ever-changing world, mainly in respect to the question how to teach cultural heritage. Focussing the history of art we can see that teaching the canon connected with development narratives is still dominant. But some trends can be observed that open the chance to further develop those traditions, e.g. focussing intercultural entanglements, transcultural understandings of ‘objects’ and including the issue of power. These trends try to provide answers to today's challenges. The inquiry finally leads to an analytical grid as a model to understand contemporary complexities in a better way. In the middle section, this is discussed in more detail using a concrete example, the political demands for the return of cultural heritage, the Benin bronzes that were stolen by British colonialists in Nigeria in the 19th century and are now mainly in European museums. It gets clear that the application of the model – developed in the first part – to this example reveals its limits, as unsolvable problems occur. The case study of the Benin bronzes triggers a set of new questions that are becoming increasingly important for art education – at least in Germany – but which have hardly been asked so far. Examples are: Who speaks? In which language? With whom? Who owns? Is negation a model for intercultural dialogue? Etcetera. In the last part, this set of questions is posed to a concrete international project with partners in Cameroon, Ghana, Kenya and South Africa that the author is co-ordinating at the Art of Fine Academy in Munich. The set of questions is used to critically explore this project in a way that could also be transferred to any other project in the field of art and cultural education in formal and non-formal settings.

scholarly journals Folk Art as the Precondition for Developing

Pedagogika ◽  
2015 ◽  
Vol 117 (1) ◽  
pp. 64-71
Author(s):  
Jolita Kudinovienė ◽  
Aurimas Simanavičius
Keyword(s):  
National Identity ◽  
Secondary Education ◽  
General Education ◽  
Cultural Heritage ◽  
Art Education ◽  
Negative Attitude ◽  
Folk Art ◽  
Ethnic Culture ◽  
Cultural Education ◽  
Ancient Times

Folk art is part of ethnic culture consisting of cultural heritage and living traditions and reflects the experience which has been accumulated by most people of the nation since the ancient times. The present-day transfer of values of traditional ethnos from generation to generation depends on the succession of education, customs and traditions, hence, the significance of ethno-cultural education for the preservation of national identity is emphasized in the General Programmes for Secondary Education. The youth’s negative attitude to upholding ethno-culture, their treatment of folk art as a “relic” determined the goal the research – to review the 11th–12th formers’ cognition of folk art as the precondition for the development of ethnic culture. The paper presents the data of the survey which included the 11th and 12th formers (N = 534) of fourteen general education schools in Lithuania and reveals the learners’ attitude to folk art. The interview with teachers of art (N = 25) demonstrated that they identify the cognition of folk art with ethnic art, and notice a lack of attention for this topic in the programmes of art education.

scholarly journals USING KARATEPE OPEN-AIR MUSEUM IN ART EDUCATION AS A HISTORICAL AND CULTURAL HERITAGE

2016 ◽  
Vol 4 (2) ◽  
pp. 199-211
Author(s):  
Omer Erdem ◽  
Belgin Boran ◽  
Handan Narin
Keyword(s):  
Cultural Heritage ◽  
Art Education

scholarly journals The Treasure of Chinese Culture: The History and Value of Yayan Chanting

2021 ◽  
Author(s):  
Yifei Wu
Keyword(s):  
Qualitative Research ◽  
Cultural Heritage ◽  
Art Education ◽  
Chinese Culture ◽  
Official Language ◽  
Chinese People ◽  
Art Form ◽  
Traditional Chinese Culture ◽  
World Cultural Heritage

Yayan was the official language over many ancient Chinese dynasties, has spread continuously along with the development of the China; Yayan chanting is a manifestation of the charm of traditional Chinese culture. Through qualitative research, this paper describes the origin of Yayin and its rise and fall, introduces a unique art form of Chinese culture: chanting, and discusses the value of Yayin chanting in history, culture, art, education, and spiritual cultivation. Conclusion: Yayan chanting is an artistic treasure that has been handed down to the Chinese people for thousands of years and is a world cultural heritage. It deserves to be cherished and utilized.

scholarly journals EXPERIENTIAL LEARNING: INCLUSIVE ART EDUCATION FOR JOYFUL LEARNING

2019 ◽  
Vol 7 (11) ◽  
pp. 111-115
Author(s):  
Prashant Thote ◽  
Rajesh Kumar Sen
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Cultural Heritage ◽  
Art Education ◽  
Conceptual Understanding ◽  
Holistic Approach ◽  
Ethnographic Case Study ◽  
Class Room ◽  
Challenging Situation

Art integrated learning makes class-room transition joyful, creative and promote appreciation of our rich and cultural heritage. It also promotes art based enquiry, investigation, exploration critical thinking and creativity for class, conceptual understanding of the concepts among the students.It also enhances experiential learning, as it enables students to drive meaning and understanding.Despite the challenging situation facing art education in schools but there are some exemptions.This paper is based on the ethnographic case study of the school to explore art education.In this school art is integrated as natural part of school thathas taken holistic approach to education.Art education practices were carried out in creative manner.

INTRODUCING STUDENTS TO CULTURAL HERITAGE HOMELAND BY MEANS OF PROJECTS OF DECORATIVE AND APPLIED ART AND FOLK CRAFTS

2020 ◽  
Author(s):  
L.V. Naydenova ◽  
◽  
V.V. Bukatova ◽  
Keyword(s):  
Cultural Heritage ◽  
Art Education ◽  
Native Land ◽  
Applied Art

The article considers the role of art education in the formation of modern youth. The article reveals the importance of preserving and transmitting the traditions of culture and art of the native land to new generations through tasks and creative projects.

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