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Development to learn the art

Development to learn the art

theories human development can be found in education, society, and even in the pursuit of peace: cognitive learning theories, social development and socio-cultural development, have contributed to an educational system that is present USA Today. Researchers such as Darwin, Freud, Erickson, Piaget, Watson, Skinner, Kohlberg, Bandura, Vygostsky, Bowlby, Bronfenbrenner, Gilligan, among many others have done extensive research has influenced today's education in all content areas. The aim of this paper is to analyze the two theories of development human and create a continuing education program for the study of art, while Over the life of a student.

The theory of cognitive development

To understand is to invent or rebuild reinvented.

  Piaget (1972, p. 24)

Piaget

Although some Critics say that Piaget's theories were incorrect, some support of their research. To better understand the theories of the origin can discuss the origins Jean Piaget. In 1896, born in a French-speaking part of Switzerland for a child born of a teacher medieval literature named Arthur Piaget. According to his father, John was a precocious child who developed an interest in natural sciences ( title = "Biology"> biology and the natural world), published a series of papers even before completing his secondary education at about seafood. Passion in life was to understand how human beings create knowledge. Piaget's work founded the discipline of genetic epistemology (the biological basis of consciousness), and established a framework that continues to affect the way teachers are trained and students are taught.

He served as professor of psychology Geneva University from 1929 to 1975 and is best known for reorganizing cognitive development theory in a series of steps, extending early work of James Mark Baldwin: four levels of development corresponding roughly to (1) early childhood (2) pre-school (3), children, and (4) adolescence. Piaget past years observing and interviewing young sons in an effort to pursue his theories of knowledge construction. According to Nagarjuna (2006) Piaget believes that by observing how children create meaning, could learn more in general, development of knowledge. "

Development from one stage to another according to Piaget is the accumulation of errors in understanding the child's environment, these errors eventually causes a degree of cognitive disequilibrium that structures in children requires reorganization. According to Murray (2007), "All development comes from the action, ie individuals construct and reconstruct their knowledge of world result of interactions with the environment. "According to Nagarjuna (2006)," Cognitive structures include how young people make sense of the world given its lack of sensitivity of adults. "

Jean Piaget saw intelligence as a process that contributes to an organism to adapt to their environment and proposed four major periods of cognitive development. The four stages of development described in the theory of Piaget are (1) the sensorimotor stage, (2) pre-operational, (3) operational stage concrete, and (4) formal operational phase. Each cognitive structure of Piaget's theory is defined by a series of strokes, and corresponds loosely to the specific age. These periods of time are not rigid rules, approximate fair value indicating the reference points in order of birth to 2 years, the definition sensorimotor stage, where children experience the world through movement and senses and learn object permanence. The preoperational starts from age 2 to 7 years and the child is an acquisition of motor skills. In the concrete operational stage begins at 7 to 11 and children begin to think logically about specific events occurring in their environment. In the formal operational stage begins after the age of 11 years and is when the child develops abstract reasoning of the world around them.

Research based its long life, Piaget believed that "students should not be regarded as empty vessels teachers to be filled by experts but active participants in constructing their own knowledge "(Nagarjuna, 2006). According to Murray (2007), Piaget reached to the conclusion that "schools should focus on cooperation in decision making and problem solving, development of moral education to request students to develop common standards based on equity "(p. 2). Although the explanations may be correct today, according to the latest adult sensibilities and research but "the fact that children do not provide explanations for these things shows that are actively working to understand the world around them" (Nagarjuna, 2006).

Following the line of reasoning of Piaget, Selman (1980) examined children's cognitive understanding of the social world. To understand the relationships and interactions between people, children need to understand that others also have an internal state that influences how they behave. Selman reported that younger children to realize that people have different visual perspectives that are independent of their own. . . . This implies a view of Piaget in education for peace would ask an active process of exploration in which conflicting information and social dilemmas are allowed to exist. In this process, they learn to understand the underlying prospects (visual, social or emotional) to others to expand our opportunities to meet and understand the differences.

Hakvoort (2002)

Lev Vygotsky

Second theory is used to write the art program for students of all cognitive theories of Lev Vygotsky. Vygotsky insists that the spirit children are influenced by social and historical context in which they live and their interactions with adults, explaining why teachers will not be replaced by technology, regardless of our progress. His theories of social development play a key role in the development of cognition. Vygotsky (1978) states that:

Each function in the child's cultural development appears twice: first, social, and later, at the individual level, first between people (interpsychological) and then inside the child (intrapsychic). This also applies to voluntary attention, to logical memory and concept formation. All the higher functions originate as actual relationships between individuals (p.57).

Vygostsky theory of art developed a "dynamic global approach (1) for the intentions of author, time and context, (2) the form, content, and the symbolism of the literary work, and (3) readers experiences and interpretation of work (Lindqvist, 2003). Vygostsky not consider art as something spiritual and metaphysical, raising the genius of artists over the form and content of work being created. Instead, saw art as a reflection of how society affects people's lives and how developed societies. Art is an excellent tool for studying not only the society, but the emotions and psychology. By Lindqvist (2003), "considered Vygostsky the psychology of art as a theory of social techniques of emotion. His Art reflects the approach analysis. "

Art

Britannica Online defines art as "the use of skill and imagination in creating of aesthetic objects, environments or experiences that can be shared with others. "The art is first and biggest one has been closer to the old sense is of America, which means roughly "skill" or "trade", and also an Indo-European root meaning "arrangement" or "organizing." In this sense, art is whatever is described as having undergone a voluntary agreement. Art can describe several things: a study of creative experience, a process of creative capacity utilization, a product of creative ability or the experience of the public with the creative experience. Art is something that stimulates a person visual thoughts, emotions, beliefs or ideas. Art is an expression of an idea realized - can take many forms and serve many purposes different.

Using this latter definition art is a good tool to use in helping students acquire a sense of belonging to their environment. By Wekipedia common characteristics are shown in art

1. encourages an intuitive understanding rather than a rational understanding, for example, an article in a scientific journal;
2. was created with the intention of evoking such an agreement or an attempt to understand this in public;
3. created any other purpose or in any other function than to be itself (a radical, "pure art" definition);
4. is difficult to achieve, which work can communicate on many different levels of assessment;
5. can afford to many different interpretations, or, if it represents a social or surface object, invites reflection on issues raised;
6. High level of demonstrated ability or fluency within a medium, characterized can be regarded as a point of contention, since many modern artists (in particular, conceptual artists) do not create the works they conceive, or even create the work in the classical sense demonstrative (One might think of Tracey Emin s' controversial My Bed);
7. confers special interest or aesthetically satisfying structures or forms an original set of relationships, passive constituents.

Art Education Program

But if you ask what is the good of education in general, the answer is easy, that education makes good men and good men act nobly.

Plato

Many schools are still learning how to deal with diversity between student and teacher population. Greenman (2007) suggests that art, music and language are a good way to accept cultural diversity. Art teachers needs to integrate the art of other cultures through school programs. Like scientists who wanted to change the world with his theories of human development artists art teachers, historians, art lovers and appreciate the value of art from other countries, then perhaps we can help educate others. Since, according to Greenman (2007) "We are all aware that when you know and understand something, you just enjoy the value and uniqueness."

Design, implementation, and education

Education a child should begin at least a hundred years before his birth.

Oliver Wendell Holmes, Jr.

Babies. Infants are classified children from birth to age 2. With the use of many practices, specialized schools and instructional program for parents, caregivers can begin to educate their children in early childhood through art. Art exposes the child to a world imagination then presented the child to the richness of our world (plants, animals, places, etc.) Because babies can not talk about the show with bright colors, pictures, cartoons, and other forms of art is the best tool to use. During those years of childhood delicate children develop sensorimotor skills (with the five senses). The color is the best way to help develop hand and eye coordination to get the toys, tools, educational material that is clear and contains the main primary colors: red, blue, yellow, green, black and white. Multi-color Expo helps students learn to define and identify not only the colors, but the objects that contain the colors, using the appropriate names if they are taught by caregivers.

 

Education is admirable, but it is well to remember from time to time that nothing worth knowing can be taught.

Wilde

Young children. The other children in the hands of children from age 2 to 5 years. These children are active and have been able to identify colors, shapes, objects and their functions. As a child care provider is the time to expose children to watercolor, colored pencils, colored pencils, long white walls, mud, clay, etc. The student will learn to make lines and circles, which are the basic guidelines for writing. Using watercolors, paint brushes and crayons refine the motor skills they will need in the future. Pencils taught to stay between the lines while doing their own masterpieces to share their feelings and his view of the environment.

 

Those who educate children and are more honored than parents, as these only gave life, that art of living well.

Aristotle

Once a child enters the school system is the task of teachers to become the second father, guide the need for improving the lives of children. At this stage of development, children are able to identify and recognize the changes in environment. They can create art, improve it, imitate, copy and interpret art, culture and origin of it. Students learn to express their feelings, emotions, feelings, problems, solutions, and soul with their colors. At this age also try to experiment by creating their own colors, color combinations and create your own identity.

 

Education is not received. It is reached.

Anonymous

Adolescence. bread strange young people not quite adults, but not all children. These students are full of energy, passion, rage, anger, emotions, problems, and should be taught to use art as a means of liberation, repair or neutralize those emotions. Students at this age can create an art festival where they show techniques and skills they acquired during previous years. As art teachers are natural leaders agree Greenman (2007), high school students can create an "International Festival" which may have different works of art from several countries, creative bulletin board of different languages, have a dance contest that was built in the physical education class, use a cloth diversity of cultures, after school activities, special meals, among other things. As a high school teacher, students may wear special costumes of their countries of origin in the event. The colors and designs add to the celebration. The port in the world of art ... a feast for the eyes "(Greenman, 2007).

Class Experience changes when you are around the age of the teacher and have similar life experiences in the support process.

Gay Clyburn

Young adults. Like a young adult, there are many ways to improve arts education in the student population. Personally, students seeking to improve their knowledge of the world the environment around them. As an instructor of creating an art program which includes diversified manufacturing color from scratch, how to make paper, in-depth study as their colors when used in Egypt, Greece, Paris, USA, Latin America, China, Japan. In these courses is to go into depth on how to interpret appreciate and create pieces of art that could teach students how to combine in different environments. Learning to tell a story through time using only colors and art.

Education makes people easy to lead, but difficult to manage, easy to govern, but impossible to enslave.

Henry Peter Brougham

Seniors. As an educator, while teaching art to people over the acrylics, watercolors and other techniques to help them express what they have seen, lived and experience life. Learning to leave a legacy of love for their families, the long discussions on this topic in philosophy, acquire master new knowledge and become students and students of the teaching profession because their experience would be much more than teachers. A thorough discussion on Mona Lisa, could lead us to solve the Dan Vinci Code, while attempting to create its own mysteries, knowing that "If you educate a man, you educate a person, but if you educate a woman, you educate a family "(Manika).

In conclusion arts education provides many benefits to students and world we live in, but what is the education systems have been made to ensure the survival of these programs, it appears to be the first eliminated when budgets cut in schools. According to Holcomb (2007) "A growing consensus of policy makers, educators and parents agree that the arts are a part integral to learning, some districts are seeing a change of policy in local and state level. In California, education and arts organizations have worked to get an arts budget windfall, in theory, ensure arts education in all public schools in the state. The funds - $ 105 million in funding current, and only once, 500 million dollars for the equipment category level - are a legacy of successful prosecution of the California Teachers Association on the financing of education. "

References

Clyburn, G. (2006, November / December). Listening to students: a dusting of spiritual life. Change.

Ferrari, M. Pinard, A., and Runions, K. (2001). Piaget's framework for scientific study of consciousness. Human Development, 44: 195 - 213.

Hakvoort, I. (2002, January). Theories Learning and Development: Implications for Peace Education. Social Alternatives, 21 (1): 18 to 22.

S. Holcomb (2007, January). State of the Arts. Education art. Retrieved on February 1, 2007 Neatoday.

Greenman, G. (2007, January). Tried and true tips for art teachers. Retrieved on January 31, 2007 to www.art5andactivities.com

Lindqvist, G. (2003). Vygostsky creativity theory. Creativity Research Journal, 15 (2-3): 245 - 251.

Lourenco, O., and Machado, A. (1996). In defense of Piaget's Theory: A reply to 10 common criticisms. Psychological Review, 103 (1): 143 - 144.

Malerstein, AJ, Ahern, MM, Pulos, S., and Arasteh, JD (1995, Spring). Prediction and constancy of cognitive structures and motivation of mothers and their adolescent children. Child Psychiatry and Development Human, 25 (3): 197 - 208.

Murray, ME (2007). Moral development and moral education: an overview. Department of Psychology at the University of Chicago Illinois. Retrieved on January 25, 2007, in http://tigger.uic.edu/ Inucci ~ / Moraleda / overviewtext.html

G. Nagarjuna (2006) The origins diverse biological knowledge, Rangaswamy, NS, Eds. The life and organicism. Draft History of Indian Philosophy Science and Culture (PHISPC).

Piaget, J. (1976). The symbol formation in children. [Play, dreams and imitation]. Neuchantel, Switzerland: Delachaux and Niestlé. (Original published 1946).

Vygotsky, LS (1978). Mind in society. Cambridge, MA: Harvard University Press.

About the Author

Maritza M. Conde
High School Science Educator and Data Specialist
1999 BS General Science
2001 Advance Certificate K-12 Education
2005 M.A. in Curriculum and Technology
2010 EDD in Organizational Leadership

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