Artistic Education Areas: Methodological Integration

Artistic Education Areas: Methodological Integration

Marina Morari (“Alecu Russo” State University, Moldova)
DOI: 10.4018/978-1-4666-9634-1.ch035
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Abstract

The artistic education areas in didactic process are articulated with different weight. The aim of this chapter is theoretical substantiating of reference marks for methodological integralization of artistic education. This chapter analyses the impact of artistic education arias to general education. Based on hypothesis that inconsistent methodological approach of the artistic education demarches in different schooling stages, it is confirming the coherence of our society in realizing the formation/development process of the pupil's personality through and for the art. Thus, in context of methodological integration the ideal of integral personality on the affective, attitude, cognitive, cultural line belongs to artistic education arias. It will offer new perspectives for the theoretical conceptualization, design and development of innovative educational-artistic methodologies and technologies.
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Introduction

The function of art in school is educational. The cultural/spiritual/intercultural challenges and disorientation of youth in society require reconceptualization of curricula in arts. On the one hand, as noted by Howard (2014, p. 1) the dispute over education practice exists because defined knowledge within the curriculum is instilled with cultural signifiers that either perpetuate the status quo or challenge the dominant culture narrative. On another hand, the artistic education areas - literature, music, theatre, visual arts, choreography, etc. - are articulated with different weight in the educational process. The role of artistic education in forming the competences for young people for life has been widely recognized in the twenty-first century. However, only music and visual arts are taught in school, at primary and secondary levels, in most European countries (EACEA, 2009). Each educational institution has the freedom to choose optional artistic subjects. However, this does not contribute to the harmonization of education toward the artistic act. The notion of artistic education can be interpreted as “a continuous process of the personality spiritual self-realization through different forms of contact with the art” (Morari, 2005, p. 5). The areas of artistic education should be stressed upon the formation/creation/edification of the personality/being/self of the pupil, not on the learning/acquisition of art as a subject of study, as goal in itself. Let us suppose that the theoretical-methodological integration of the areas of artistic education may insure the coherence and synergy of the action of arts over every personality, by capitalizing the arts potential and appropriate exploration of the educational-artistic methodologies.

The inconsistent methodological approach of the demarche of artistic education in different schools, and the low interference between the axiological fundamentals of the artistic education areas and methodological fundamentals of the arts as curricular subject in contemporary school, generates the problem of the research: Which are the theoretical-practical benchmarks of methodological integration of artistic education areas in general education? The general perspective of the chapter is to describe theoretical resources for the methodological substantiation of the integration process of artistic education areas in the context of postmodernism.

The chapter comprises several key subsections, which in total delineate the idea of methodological integration of artistic education areas. The first subsection connects different artistic works on a common platform and establishes ideas about the synthesis of art and unity of art works. The next subsection uses a critical methodological framework to describe the applicability of the principles of intellect in art and artistic education, as well as the role of existential, expressive and actional artistic phenomenon in the formation of a complex vision about art. The next subsection uses a critical pedagogy framework to analyze the system of values of artistic education from the perspective of educational system components (epistemological, teleological, technological and content) depending on the nature of the knowledge object and from the perspective of didactic technologies. Moreover, it reveals the content and indicators of artistic education as well as levels and awareness of artistic experience and its functions in the training and development of personality. The last subsection examines postmodernist trends in twenty-first century learning outcomes through conceptualization of attitudes as the main element of integration of the artistic experiences not only by on the behavioral, but also the inner level – the psychological actions, acquiring as a result of education and personal artistic education.

Key Terms in this Chapter

Artistic Education Values: All types of values that represent the message promoted by teleology, content, methodology and epistemology of arts education. The criteria for classification of values arts education are: (1) from perspectives of educational system components; (2) in function of the nature of knowledge objects; and (3) from the perspective of didactic technologies ( Paslaru, 2007 , p. 11).

Artistic Process: A succession of states, steps, stages, through which the human evolves together with artistic phenomenon, characterized in two ways: as an external action, through the sequence of steps of artistic activity (creation, reception, interpretation, listening, etc.); and as the inner action in the succession of states and inner experiences of artistic activity.

Attitude toward Art: Consists of affective, cognitive and behavioral elements. Essential in the attitude toward art is the inner side (the psychic) and not the outward (behavior). Attitude toward art should be open, comprehensive, exploratory, and based on experiences and personal interpretations of values.

Artistic Education Areas: Spheres (areas or domains) of education that correspond to patterns of fine arts , represented through literature, music, choreography, theatre, and visual arts. The areas of artistic education are literary-artistic education, music education, theatre education, choreography and artistic-aesthetic education.

Artistic Experience: Whole states of emotional sensibility experienced directly in the process of artistic acts of perception, interpretation, creation, and reflection. In the process of artistic experience the personal autonomy of the student emerges through the discovery of spirituality in artwork artistic messages and through creating and fostering cultural values.

Common Nature of Arts: Points of contact and exchange between arts, the phenomenon of synthesis and symbiosis of arts in work and artistic creation. The common nature of arts can be discovered at existential level of artistic phenomenon, at the expressive level of art through intuition and at the actional level through artistic experience. The common features of all arts have aesthetic and ideological implications conditioned by the space and the time in which they appear.

Artistic Education: An individual continuous process of spiritual self-perfection of the personality through multiple forms of contact with art. In K-12 arts education there are two approaches: 1. Education for art, aimed at preparing those who receive/interpret arts for the understanding as well as for assimilation of artistic messages; 2. Education through art, which endorses the educational potential of the artwork toward the general development of the student personality.

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