ART EDUCATION IN RELATION WITH AESTHETIC ACTIVITIES, ART PRODUCTION AND ASSOCIATED CONCEPTS

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SHARAFI H.

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Journal Paper

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Journal: HONAR-HA-YE-ZIBA Year:2008 | Volume:- | Issue:32 Page(s): 81-92

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Title

ART EDUCATION IN RELATION WITH AESTHETIC ACTIVITIES, ART PRODUCTION AND ASSOCIATED CONCEPTS

Author(s)

SHARAFI H. | Issue Writer Certificate

Keywords

AESTHETIC CAPABILITIESQ3

ART PRODUCTION APPROACHESQ3

CONSTRUCTIVISMQ3

INTEGRATIVEQ3

Abstract

The extensive struggles that have been done in recent decades for improving the curriculum quality have also influenced the art education as well. The most preeminent ones which we can refer to are revising subject centered curriculum, emphasizing on social CONSTRUCTIVISM learning, integrating the subjects that were essentially separated (integration approach), and focusing on brilliant AESTHETIC CAPABILITIES, artistic production and learning in real life, that has been taken place recently, has an effective impact on reduction of the distance between art education and learning in the classroom. Art interferes many aspects of intelligence because it is a complex and multifaceted phenomenon, and a source of different experience in the home, society and school environment for this reason, In art education curriculum, in one hand, all the mentioned areas, human industrial products, history traditions, daily events organizations, people, values, life styles and so on are used as a raw material (a secondary product), and in the other hand, art interferes individual in a process of reflection perception, imagination, construction, expression, information and communication, and interactively enriches the art student experience therefore, fine art education along with reading, writing and arithmetic is considered as a basis and one of the informational and visual literacy forms. This article will pay attention to art educational approaches such as art production, aesthetic and so on. Nowadays art is not only considered as serving subject matters and their concepts, but by an INTEGRATIVE organization in art classes, all activities and curriculum contents can be engaged in developing creativity, aesthetics and better relation between hand and mind. Imagine the real and subject matter concepts as materials and the art as tool that is used for working with those materials and concepts. Reproduction and representation of the lesson concepts (social, scientific, religious and studies) cause the art production. This artwork is a form of representative and a way for creation of art that is explicable through words and concepts and explains the realities. All things around us are sources of creation of art. There fore engage an individual thinker and observer in thoughtful, conceptual, imaginative, constructive, expressive, informative and communicative process. Picaso creates a representative form (real, conceptual, subjective) from real components; for example by using saddle and handlebar (objective),creatively engagement, developing idea and exploring characteristics of those two, he makes a live creature, like a bull subjective. One of the goals of art education is to help us think better about purposes and concepts that students learn on art and through art. So it causes us to change our ideas, and consequently, art education will change too. If searching is the base of new ideas that provide useful ideas, so art education can be changed positively. In educational fields of art university, psychology and educational science schools and teacher training colleges, two unites are provided about art education and the subjects of what is are education, why and how; and teachers as well as some graduated students from art schools are teaching art in educational levels. So this essay has been prepared to increase their awareness with art education and its new approaches.

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APA: Copy

SHARAFI, H.. (2008). ART EDUCATION IN RELATION WITH AESTHETIC ACTIVITIES, ART PRODUCTION AND ASSOCIATED CONCEPTS. HONAR-HA-YE-ZIBA, -(32), 81-92. SID. https://sid.ir/paper/5706/en

Vancouver: Copy

SHARAFI H.. ART EDUCATION IN RELATION WITH AESTHETIC ACTIVITIES, ART PRODUCTION AND ASSOCIATED CONCEPTS. HONAR-HA-YE-ZIBA[Internet]. 2008;-(32):81-92. Available from: https://sid.ir/paper/5706/en

IEEE: Copy

H. SHARAFI, “ART EDUCATION IN RELATION WITH AESTHETIC ACTIVITIES, ART PRODUCTION AND ASSOCIATED CONCEPTS,” HONAR-HA-YE-ZIBA, vol. -, no. 32, pp. 81–92, 2008, [Online]. Available: https://sid.ir/paper/5706/en

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