Search results

1

ВИТОКИ СТАНОВЛЕННЯ Й РОЗВИТКУ ІДЕЇ МИСТЕЦЬКОЇ ОСВІТИ ЖІНОК У ЗАРУБІЖНІЙ ПЕДАГОГІЧНІЙ ДУМЦІ

100%

Гуріна В.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 10(54)

341-347

EN

In the article the process of formation and development of artistic education of women in the European educational paradigm is revealed. The author analyzed and systematized the views of philosophers, teachers, and artists on the studied problem. The approaches of pedagogues-scientists of foreign countries to the definition of purpose, objectives, and components of art education of women in different historical periods are characterized. The author states that the experience of using art in the education of women has deep roots. In Ancient times a chief form of artistic activity of women was music and singing. It’s common knowledge that it was a period of qualitative changes in human history, the period of the birth of new forms of social and cultural life, which first appeared in the establishment of Greek city-states with developed form of democratic foundations of civic community. Art education for women in ancient civilizations was mandatory and provided them with the opportunity to learn a profession and to participate in religious ceremonies. In Ancient times art education was available within the school of education and covered the vocal and choreography training. This was facilitated by the philosophical thought of Ancient Greece and Rome, was dedicated to art theory and laid the foundation for the further development of art education of women. The Middle Ages set before the woman of a high social status the mandatory tasks of art education, as a measure of her education. At monastery schools, the girls studied music and choral singing for the further performance during worship. Despite the fact that in this historical period, there was some decline in the development of education, but the issue of art education of women was considered both by the representatives of classical educational thought, and the clergy. However, during this historical period appeared the works on girls’ education and respectable behavior of women. The work, which was translated into many languages and on the basis of which subsequently emerged other similar works, was "Cortegiano" of Baldassare Castliglione. The prospects for further developments in this direction are seen in the analysis of foreign educational thought of the Renaissance and the New time for the organization of art education of women.

2

Creative Workshop as a Form of Contemporary Art and a Space for Subjective Development1

100%

Józefowski E.

Practice and Theory in Systems of Education

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2015

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vol. 10

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issue 1

57-67

EN

The article presents the original concept of the Author's creative workshop which is treated as an art form and the method of education. It contains a presentation of the structure of the original workshop developed by the Author in the context of multi-layered relations occurring in the interconnected areas of art and education leading to subjective development.

3

Nauczyciel przedmiotów artystycznych w szkolnictwie zawodowym w świetle aktów prawnych

100%

Rutkowska-Sagata A. D.

Kwartalnik Pedagogiczny

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2017

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vol. 62(4 (246))

195-203

PL

The paper analyses legislation concerning art education teachers in public vocational schools and focuses on the regulations on the required educational qualifications of the teaching staff members and currently available evaluation tools. Inaccuracies and lack of transparency are put into the limelight.

4

Cele i treści edukacji plastycznej w kształceniu studentów Wydziału Pedagogicznego Uniwersytetu Warszawskiego. Wybrane zagadnienia

100%

Malinowski A.

Kwartalnik Pedagogiczny

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2017

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vol. 62(4 (246))

134-138

PL

The article is devoted to the process of preparing students of the Faculty of Education at the University of Warsaw to conduct art classes in educational institutions. It contains an analysis of several selected issues that are key for this subject: justification of the presence of visual arts in education, the characteristics that accompany the presence of educational processes, the relevance of the child’s visual artistic activity as an important issue for pedagogical practice. In addition, the article contains a brief description of the visual artistic activity of students during workshops.

5

Fragments of the fine art and art education - the education for children and pupils to the human values and therapy

100%

Sedláková A.

Scientific Bulletin of Chełm - Section of Pedagogy

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2014

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issue 1

21-26

EN

The our contribution is about the fine art, the art therapies fragments and the Art education. We are write about one of artworks. There are good goals of the art education for children. They which are suitable for teaching during art activities for children. We present means of the Art, artworks for teaching the art education from visual pictures and children and youth. Means teaching visual arts and visual arts as an important route to the education of children and pupils to human values.

6

Artistic Education and the Artist’s Work: the Way out of Producing Objects

100%

Nakonechna L.

Annales Universitatis Paedagogicae Cracoviensis. Studia de Arte et Educatione

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2018

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vol. 13

105-114

EN

In this article, the changes of the principles of teaching art in the 20th century are discussed. The artist’s path from producing objects to conducting sensory experiences, from producing representations of reality to taking an active part in the construction of reality, was reflected in the process of educational transformation. New art practices grounded in communicative features, interaction, collaboration, do not tend to make a material work as a final product, but they act in the area of the invisible. In the new conditions of the neo-liberal economy, the artist’s abilities, based on language and developed owing to pedagogical innovations in theart academies and university departments, are at risk of becoming a product of a new type, a valuable resource of creative economy, while counteraction determines new challenges for education.

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Z korespondence F. V. Mokrého s účastníky VI. Mezinárodního kongresu pro kreslení a užitá umění v Praze - Galkou E. Scheyerovou, Josefem Albersem a Lucií Moholy-Nagyovou

88%

Kavčáková A.

Umění (Art)

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2018

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vol. 66

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issue 5

400-421

EN

The edition of part of the correspondence of painter and art professor F. V. Mokrý from the years 1928–1930 documents the efforts of this important representative of the movement for the modernisation of art education methods to develop contacts with the international art and art-education avantgarde, especially with personalities related to Bauhaus. The opportunity for a personal meeting with the people named above and for an attempt to increase respect for the modernist efforts of Czechoslovak art teachers in the international context was the 6th International Congress for Art Education, Drawing and Art Applied to Industry, held in Prague in 1928, of which Mokrý was the general secretary. Together with the interpretation of the content of the letters, the text therefore also focuses on the evaluation of the organisational and ideological sides of the Prague Congress, conceived with the support of government circles on the occasion of the celebration of the first ten years of the building of Czechoslovakia as an event documenting the progressive thinking of a world- oriented democratic country. In his commitment Mokrý appears as a typical representative of the generation of artists born at the close of the 19th century, opponents of national traditionalism who, in the period between the wars, were reaching a fundamental knowledge of creative solidarity with Bauhaus and primarily were striving from these positions to awaken the public interest in a modern lifestyle. When the popularity of functionalism reached a higher level in Czechoslovakia in the thirties of the 20th century than in the land of Bauhaus, this was certainly due to the activities of a number of almost unknown artists - progressive-minded professors of drawing, art teachers at junior secondary and secondary modern schools, who contributed to the high-quality education of Czechoslovak citizens through the cultivation of their sensibility to constructivism and functionalist objectivity.

CS

Edice části korespondence malíře a výtvarného pedagoga F. V. Mokrého z let 1928–1930 dokládá úsilí významného stoupence hnutí za modernizaci metod výtvarné výchovy o rozvíjení kontaktů s mezinárodní uměleckou a výtvarně- pedagogickou avantgardou, zejména s osobnostmi ve vztahu k Bauhausu. Příležitostí k osobnímu setkání se jmenovanými adresáty i k pokusu o zvýšení respektu k modernistickým snahám československých výtvarných pedagogů v mezinárodním kontextu se stal VI. mezinárodní kongres pro kreslení a užitá umění pořádaný roku 1928 v Praze, jehož byl Mokrý generálním sekretářem. Spolu s interpretací obsahu dopisů je proto text zaměřen i na zhodnocení organizační a ideové stránky pražského kongresu pojatého s podporou vládních kruhů při příležitosti oslav desetiletí budování Československa jako počin dokládající pokrokové myšlení světově orientované demokratické země. V své angažovanosti se Mokrý jeví jako typický reprezentant generace umělců narozených závěrem 19. století, kteří se stali odpůrci nacionálního tradicionalismu a kteří dospěli v meziválečné době k zásadnímu poznatku tvůrčí sounáležitosti s Bauhausem a předně z těchto pozic usilovali o podnícení zájmu veřejnosti o moderní životní styl. Když ve třicátých letech 20. století dosáhla v Československu popularita funkcionalismu vyššího stupně než v zemi Bauhausu, zásluhu jistě nesly aktivity řad téměř neznámých umělců - pokrokově smýšlejících profesorů kreslení, učitelů výtvarné výchovy na reálných a měšťanských školách, kteří ke kvalitnímu vzdělání československých občanů přispěli kultivací jejich sensibility ke konstruktivismu a funkcionalistické věcnosti.

8

“I’m Just Going to Buy That!”: Confronting Consumerism in Teacher Education

88%

Ashworth E., Steele A.

Discourse and Communication for Sustainable Education

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2016

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vol. 7

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issue 1

37-48

EN

As educators at a faculty of education, the authors found that teacher candidates (TCs) invariably purchased new materials whenever they had an assignment requiring some form of construction activity. They were concerned about this learned, consumer behavior; lessons of moderation in using the Earth’s resources are important elements of sustainability education. Humans are consumers in both a natural and an anthropological sense, but are capable of sustainable consumerism. Therefore, the authors wanted to promote moderation/sustainable consumerism through an educational intervention in their teacher-education classes. Inspired by Selby’s (2011) third proposition for education for sustainable contraction, they revised an existing art/science integration project where constructions would be created from recycled and/or natural materials. The TCs’ constructions, process work, and Reflection papers provided insight into their creative thinking, and learning, regarding sustainable consumerism.

9

Działalność dydaktyczna Zakładu Edukacji Estetycznej i Studiów nad Kulturą

88%

Kwiatkowska-Tybulewicz B.

Kwartalnik Pedagogiczny

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2017

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vol. 62(4 (246))

123-133

PL

This article is a presentation of the didactic activity of the Aesthetic Education and Cultural Studies Unit. It presents a variety of didactic classes taught currently by the members of the Unit, starting from the study programme of the Art and Media Education specialisation, through obligatory and optional classes addressed to students of the Faculty of Education, to general university courses for students of other faculties and students of foreign universities.

10

„To nasze przedstawienie będzie dziwne?” Warsztaty Twórczych Lokatorów w kontekście współczesnej pedagogiki teatru

88%

Kwiatkowska-Tybulewicz B., Aderek K.

Kwartalnik Pedagogiczny

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2017

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vol. 62(4 (246))

160-178

PL

The article is a presentation of the Creative Tenants workshops, which are part of the contemporary activities in the field of theatre pedagogy. Children’s workshops took place for five months at the Służewski House of Culture in Warsaw. They were an attempt to verify contemporary assumptions of theatre pedagogy used in practice. The inspiration for the project was the idea of art education and its rich tradition as well as modern concepts of treating art as a space for designing new ways of social action.

11

INNOVATIVE POSSIBILITIES OF ACTIVITIES WITH VISUAL ART IN PRE-PRIMARY EDUCATION

88%

IVANA R.

Scientific Bulletin of Chełm - Section of Pedagogy

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2019

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issue 1

19-38

EN

The paper deals with the interpretation of visual art and the presentation of the project entitled “Visual artists in nursery school” that was suggested and verified in practice of pre-primary education. The author pointed out the theoretical background of using of visual art in pre-primary education that is illustrated by practical examples – interpretation of artwork by Pablo Picasso Three Musicians. In conclusions of the paper, the author listed the reflection of the project and the recommendation for the practice of pre-primary education.

12

Kształcenie w zakresie grafiki w szkolnictwie artystycznym Krakowa, Lwowa i Wilna w latach międzywojennych

87%

Boguszewska A.

Biuletyn Historii Wychowania

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2013

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issue 29

85-100

EN

The beginnings of art education in Poland are connected with the cities of Cracow, Vilnius and Warsaw in the 18th and 19th centuries. In the interwar period (1918–39), in addition to the most powerful graphics education center in Warsaw, this discipline of art developed intensively in the art schools in Lvov, Cracow and Vilnius. The development of graphics in the Cracow Academy is related to the artistic and educational activities of Józef Pankiewicz. In 1923, the independent Department of Graphic Arts was established, conducted by John Wojnarski in collaboration with Andrzej Jurkiewicz and Jan Rubczak. The next outstanding teachers are Ludwik Gardowski and Konrad Strzednicki. Graphics education in the Municipal School of Art Industry (Miejska Szkoła Przemysłu Artystycznego) in Cracow is headed by Witold Chomicz. Graphics education in Lvov is linked to the activity of such artists as Ludwik Tyrowicz and Maria Rużycka. Ferdynand Ruszczyc, Bonawentura Lenart introduce the study of graphics into the curriculum of the Faculty of Fine Arts at Stefan Batory University in Vilnius. Since 1930, Jerzy Hoppen started the graphics workshop. In the 1930s, the graphic arts established a permanent and significant position in Polish art education.

PL

Training in graphics in the artistic education of Cracow, Lvov and Vilnius during the interwar years (1918–39) The beginnings of art education in Poland are connected with the cities of Cracow, Vilnius and Warsaw in the 18th and 19th centuries. In the interwar period (1918–39), in addition to the most powerful graphics education center in Warsaw, this discipline of art developed intensively in the art schools in Lvov, Cracow and Vilnius. The development of graphics in the Cracow Academy is related to the artistic and educational activities of Józef Pankiewicz. In 1923, the independent Department of Graphic Arts was established, conducted by John Wojnarski in collaboration with Andrzej Jurkiewicz and Jan Rubczak. The next outstanding teachers are Ludwik Gardowski and Konrad Strzednicki. Graphics education in the Municipal School of Art Industry (Miejska Szkoła Przemysłu Artystycznego) in Cracow is headed by Witold Chomicz. Graphics education in Lvov is linked to the activity of such artists as Ludwik Tyrowicz and Maria Rużycka. Ferdynand Ruszczyc, Bonawentura Lenart introduce the study of graphics into the curriculum of the Faculty of Fine Arts at Stefan Batory University in Vilnius. Since 1930, Jerzy Hoppen started the graphics workshop. In the 1930s, the graphic arts established a permanent and significant position in Polish art education.

13

EFFECTS OF INNOVATIVE APPROACHES IN CLASSES ON STUDENTS' SUCCESS

75%

UZ N., CIMENCI H.

Journal of Education Culture and Society

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2018

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vol. 9

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issue 2

203-217

EN

ABSTRACT Concept: Drawing is the foundation of plastic arts. The drawing class is one of the art education fields where students focus on observation, questioning, research and developing imagination. It can be seen that artists too are presenting different premises after drawing, which is generally considered as a preliminary to a work of art, being acknowledged as art by itself. Aim: The point of origin of this research is the inability of the students of sculpture departments to fully comprehend the importance of drawing with regard to the creating of a sculpture. The principal purpose is the explaining of the applied studies that are specifically designed to develop individual perspectives, drawing skills, personal lines and creativity of the students and the alternative methods of drawing which yield positive result. Methods: Instead of repeating the knowledge that students obtained via traditional methods, studies are approached where they can reinterpret and develop their knowledge in respect of the time, technique, perception etc. Drawings that are presented in line with the main purpose via innovative approaches are evaluated with a qualitative research. Conclusions: After briefly mentioning education and art education in this study, methods applied with an innovative approach in sculpture design courses are explained through selected examples. At the end of the studies, it was seen that the students were more active, eager to learn, courageous, questioning and every time they are applied, methods are resulted positively.

14

CREDO – model edukacji osób dorosłych

75%

Słomczyński M.

Kwartalnik Pedagogiczny

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2018

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vol. 63(1 (247))

120-140

PL

The paper outlines the development of a higher education model meeting the needs of the generation growing up in liquid modernity. The initial hypothesis is that today’s trends in education, very often not having any coherent and reliable theoretical basis, are a proof of the difficulties that have to be faced today by every ambitious educator. A detailed analysis of the seven trends allowed for the identification of dominating problems of modern education, determination of the threats arising out of apparently attractive didactic solutions and discovery of their creative transformation into fully-developed methodological concepts. During the construction of the strategy for educating adults, the author refers to psychological research and develops the foundations of a coherent model of educating adults which uses blended learning. The solution is named CREDO, which is an acronym of: Credence, Requirements, Engagement, Design, Open.

15

The visual principle and the correlation between teaching of the Catholic religion and art education in Polish school

71%

Chałupniak R.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2015

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vol. 5

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issue 2

PL

Contemporary culture – as already noted – is becoming more and more visual. Contemporary catechesis, referring to its rich, centuries-long experience, should also use different types of images. The first part of this article presents the visual principle as one of basic educating principles, and the second part presents the correlation between the teaching of Catholic religion, and art education in Polish schools. One specific example of using religious painting are in textbooks.Masterpieces of painting, created during centuries and expressing particular desires of their creators, still remain an important inspiration, among others, to the religious search. Faith, though strongly anchored in words, needs representations, specific references, which allow receiving, understanding, and experiencing it. Paintings give this possibility, and even – taking into consideration the contemporary civilization – impose the necessity to use them, in order to effectively reach the contemporary receiver.Using images in education is not only the achievement of specific objectives in catechesis, but also gives an opportunity to creatively engage students and shape their aesthetic sensibility. Working with the image creates the possibility of discovering the beauty, to see it in reality and “keeping the heart”, that is the enrichment of the beauty of one’s humanity.

16

Z teorii i praktyki edukacji plastycznej na poziomie kształcenia wczesnoszkolnego, czyli o działaniach edukacyjnych oraz udziale technik i mediów plastycznych w stymulowaniu dziecięcej kreatywności i wyobraźni plastycznej – wymiar poznawczy

71%

Mazepa-Domagała B.

Chowanna

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2019

159-186

EN

The present text is an effect of considerations devoted to art education of an early-school child focused on stimulating children’s creativity and artistic imagination. The first part of the article presents considerations regarding the issue of artistic imagination and creativity. The second part discusses the concept of designing artistic activities at the level of early school education as a stimulator of imagination and child creativity. The third part of the article is an attempt to present the possibilities of using the techniques of contemporary art as a platform for pedagogical activities.

PL

The present text is an effect of considerations devoted to art education of an early-school child focused on stimulating children’s creativity and artistic imagination. The first part of the article presents considerations regarding the issue of artistic imagination and creativity. The second part discusses the concept of designing artistic activities at the level of early school education as a stimulator of imagination and child creativity. The third part of the article is an attempt to present the possibilities of using the techniques of contemporary art as a platform for pedagogical activities.

17

ФОРМУВАННЯ ПРОФЕСІЙНОЇ МАЙСТЕРНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ОБРАЗОТВОРЧОГО МИСТЕЦТВА ЗАСОБАМИ ТРАДИЦІЙНОЇ СИМВОЛІКИ ОРНАМЕНТУ

63%

Шокірова З.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 1(55)

172-180

EN

The article raised the problem of formation of professional skills of fine arts teachers of in the process of making an ornament. The ornament is seen as something material – the artistic culture of the society in its relations with the world of content with the beliefs and traditions of humanity. This approach allows us to understand the spiritual meaning of sustainability of the universal ornamental motifs that run through all cultures from ancient times to the present, keeping the value of a holistic sense of the world. Students are introduced to the main theoretical propositions concerning the nature, specificity, history and structure of the ornament. The perception of color harmony, balance of form and color, rhythm that students are in the process of studying ornament, can creatively realize themselves in different kinds of creative tasks, increase the level of artistic and creative abilities of future teachers. During the detailed study of the ornament nature the author focuses on the phenomenon of heredity of some ornamental motifs; analyzes dominant motifs that are most often found among different people and different kinds of art of our country. For Ukrainian art is peculiar such kind of arsenal of motifs and images, which were the basis of national ornament. For many centuries the ornamentation was a wide sphere of artistic creation, the main method of knowledge of natural rhythms and cycle’s means of conveying information and work cultures. The focus is on traditional ornamentation and symbolism. Students learn the semantics of the most important archaic characters, among which the most important are geometrical symbols (point, circle, triangle and square). To create their own projects, students are introduced to different kinds of ornaments in all kinds of arts and crafts, with features of regional ornaments. In performing creative tasks students successfully combine folk art traditions with modern technology.

18

АНАЛІЗ РОЗВИТКУ ПРОЕКТУВАЛЬНОГО МИСЛЕННЯ В ЗАКЛАДАХ ХУДОЖНЬОЇ ТА ХУДОЖНЬО-ПЕДАГОГІЧНОЇ ОСВІТИ 3А КОРДОНОМ: ПОЗИТИВИ ДЛЯ ЗАСТОСУВАННЯ

63%

Молчанова В.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 4(48)

97-106

EN

The purpose of this article is to consider and outline the historical and theoretical aspects of the available global experience in order to analyze the development of project thinking of the students of various art and art and pedagogical education establishments in its practical aspect. To achieve this goal theoretical and analytical-synthetical methods of research have been applied. The theoretical basis for methodologies of study and the practical experience in creation of a learning and creative environment to promote effective formation of project thinking of the students has been taking place in the Italian school of design, Riccardo Dalisi being one of its bright representatives. The primary experience in implementing basics of project work at education establishments of various degrees belongs to Great Britain, where this issue was developed by Bruce Archer and Nigel Cross. Special attention should be paid to the experience of developing project thinking of the students within the art education system of Japan where the teachers bring up children in accordance with the formula «head – heart – hands». In Russia the issues of developing design thinking have been studied by I. N. Abaeva, O. G. Kulikov, V. F. Sydorenko and V. S. Shkoliarov. The analysis of modern methodologies in teaching basics of project culture at foreign schools has shown that the corner stone in bringing up an all-round person is the project activity which forms such properties of human psychology as definition of objectives, forecasting and prediction of the results, ensures the development of interpersonal skills and the ability to mobilize a person’s own experience, and helps to discover the creative abilities which remain unrequested in common conditions. The entire system of education in foreign countries is aimed at development of a personality who can implement any creative idea with the help of project thinking, emotional perception and masterfulness. Based on the experience of the foreign countries in the development of project thinking of the students of educational establishments of various degrees we can conclude that the project culture can be formed and should be formed since childhood as a constituent element of any education. Project thinking can be formed only with the help of special methods and education technologies which need to be subdivided into a particular set of the subjects. The most important thing in this aspect is the unity of teaching all liberal arts through implementation of study assignments defined as projects.

19

ІНСТРУМЕНТАЛЬНА (ГІТАРНА) ОСВІТА ЯК ОБ’ЄКТ НАУКОВОГО ДОСЛІДЖЕННЯ

63%

Коваленко А.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 1(55)

221-230

EN

The article is a theoretical analysis of the concept of instrumental (guitar) education by studying and summarizing the key categories of the theory of pedagogy: education, art education, music education and instrumental education. Based on an analysis of their content, presented in reference teaching methods and specialized literature, we found out that the attention of domestic scholars was focused on identifying the main categories of the theory of pedagogy, but the content of the concept of instrumental (guitar) education is not certain, and that led to the choice of the topic of own theoretical and pedagogical project. In order to disseminate the theoretical and methodological framework proposed by the author’s own interpretation of the concept of “instrumental (guitar) education”, due to the subject of the research. We propose to interpret the content of the concept of music education as a subsystem that operates on the basis of complex educational, creative and performing acquisitions that are broadcast in the educational activities as a special form of transfer of knowledge and skills from master to follower; educational instrumental music education industry system, which operates on the basis of theoretical, practical, artistic and aesthetic experience of the history of generations. The study of scientific approaches and definitions of the concept of “instrumental (guitar) education” was necessary to clarify the content of these events (musical performance, musical and performing activities, musical and performing process), which in scientific literature are treated as synonymous. It is proved that these terms have a direct relationship with the practice of instrumental guitarists, but the meaning of these concepts reveals different aspects of the performing and creative activity, which we interpret as follows: musical performance – a special kind of artistic and creative activity, which means action game artist reveals the emotional, artistic and imaginative scope of music; music and performing activity – the process of assimilation and reproduction technology-art system music performer; music and performing a process – a way of realization of artistic, technical and aesthetic problems in cognitive, analytical and consistently practice performer.

20

РОЛЬ ХУДОЖНІХ НАПРЯМІВ У ФОРМУВАННІ ОБРАЗОТВОРЧОГО НАВЧАННЯ В ПОЧАТКОВІЙ ШКОЛІ (1949–1980 рр.)

63%

Малежик Ю.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 9(43)

40-47

EN

In article the analysis is carried out and are defined the main tendencies of development of art education from 1949 to 1980. The historical aspects, socio-economic, political factors and trends in the development of school art education in Ukraine of the studied period are analyzed. The features of art education in secondary school are revealed: its nature and content, aims and objectives, principles and methods of teaching fine arts. As a result of research specifics of realization of problems of art education in the course of program and methodological work at comprehensive schools of Ukraine on the fine arts are studied. Analysis and synthesis of the scientific literature allow to establish that the most important artistic and aesthetic categories reflecting the artistic practice, which, in our opinion, has a direct impact on the educational and upbringing processes by means of arts in school is art direction, that is, the totality of works of art, close to each other on the basis of significant ideological and aesthetic features. In addition, it is the basic unit of the dynamics of development of the history of art. Formation, development, and competing artistic techniques are combined in art direction, but it is also closely associated with the style. In the field of teaching fine arts at elementary school, it is found out, that program and thematic fullness of educational material is important. The main art directions in the fine arts and their influence on subject of a training material are determined by a subject at elementary school. Major factors of influence on formation of subjects, tasks in school programs for elementary school for the fine arts are analyzed. Investigation of the basic artistic movements of the twentieth century gives reason to make some generalizations, namely: in art, the period 1949–1980is referred to as a struggle between realism and modernism, which directly influenced the formation of educational material on the fine arts in the primary school. Studying and understanding the processes that occur in the development of school art education (1949–1980) will assess the place and importance of art trends in the educational process on the fine arts in elementary school.

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ВИТОКИ СТАНОВЛЕННЯ Й РОЗВИТКУ ІДЕЇ МИСТЕЦЬКОЇ ОСВІТИ ЖІНОК У ЗАРУБІЖНІЙ ПЕДАГОГІЧНІЙ ДУМЦІ

Creative Workshop as a Form of Contemporary Art and a Space for Subjective Development1

Nauczyciel przedmiotów artystycznych w szkolnictwie zawodowym w świetle aktów prawnych

Cele i treści edukacji plastycznej w kształceniu studentów Wydziału Pedagogicznego Uniwersytetu Warszawskiego. Wybrane zagadnienia

Fragments of the fine art and art education - the education for children and pupils to the human values and therapy

Artistic Education and the Artist’s Work: the Way out of Producing Objects

Z korespondence F. V. Mokrého s účastníky VI. Mezinárodního kongresu pro kreslení a užitá umění v Praze - Galkou E. Scheyerovou, Josefem Albersem a Lucií Moholy-Nagyovou

“I’m Just Going to Buy That!”: Confronting Consumerism in Teacher Education

Działalność dydaktyczna Zakładu Edukacji Estetycznej i Studiów nad Kulturą

„To nasze przedstawienie będzie dziwne?” Warsztaty Twórczych Lokatorów w kontekście współczesnej pedagogiki teatru

INNOVATIVE POSSIBILITIES OF ACTIVITIES WITH VISUAL ART IN PRE-PRIMARY EDUCATION

Kształcenie w zakresie grafiki w szkolnictwie artystycznym Krakowa, Lwowa i Wilna w latach międzywojennych

EFFECTS OF INNOVATIVE APPROACHES IN CLASSES ON STUDENTS' SUCCESS

CREDO – model edukacji osób dorosłych

The visual principle and the correlation between teaching of the Catholic religion and art education in Polish school

Z teorii i praktyki edukacji plastycznej na poziomie kształcenia wczesnoszkolnego, czyli o działaniach edukacyjnych oraz udziale technik i mediów plastycznych w stymulowaniu dziecięcej kreatywności i wyobraźni plastycznej – wymiar poznawczy

ФОРМУВАННЯ ПРОФЕСІЙНОЇ МАЙСТЕРНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ОБРАЗОТВОРЧОГО МИСТЕЦТВА ЗАСОБАМИ ТРАДИЦІЙНОЇ СИМВОЛІКИ ОРНАМЕНТУ

АНАЛІЗ РОЗВИТКУ ПРОЕКТУВАЛЬНОГО МИСЛЕННЯ В ЗАКЛАДАХ ХУДОЖНЬОЇ ТА ХУДОЖНЬО-ПЕДАГОГІЧНОЇ ОСВІТИ 3А КОРДОНОМ: ПОЗИТИВИ ДЛЯ ЗАСТОСУВАННЯ

ІНСТРУМЕНТАЛЬНА (ГІТАРНА) ОСВІТА ЯК ОБ’ЄКТ НАУКОВОГО ДОСЛІДЖЕННЯ

РОЛЬ ХУДОЖНІХ НАПРЯМІВ У ФОРМУВАННІ ОБРАЗОТВОРЧОГО НАВЧАННЯ В ПОЧАТКОВІЙ ШКОЛІ (1949–1980 рр.)