When Arts Promote Thinking Analysis

“After a certain high level of technical skill achieved, science and arts tend to coalesce in esthetics, plasticity, and form. The greatest scientist are artist as well” (Albert Einstein). In this advanced modern tech-world mostly people are dependent on science and technology, but arts also play an important role in education. Art creates balanced thinking and better imagination which helps humans to be successful in their career. Yo-Yo Ma intensely informs about important role of arts in modern education society throughout his essay Necessary Edges: Arts, Empathy, and education. Ma illustrates that arts should be also part of education, because it improve students to filter their imagination through disciplined knowledge. Liberal arts should be equal to science and technology because it creates new idea, and in this modern world people should think critical than divergent in their lives. Empathy teaches students to understand and simplify the complicated life. Collaboration include discussion amongst people or group to make things effortless. Moreover liberal arts itself is beauty such as performing arts, it values the beauty of imagination in modern society by art and sculpture.

            Many people don’t realize that art is involved in everything. I think that as a society it is our responsibility to support, promote, provide access and education to the history and or practice/appreciation of the arts in our community. To be honest when I think of art I think of famous paintings but in reality, everything around us involves art. Through what I have learned in this class so far I have learned that there is more to art than just a painting. Through art we can communicate the things we can’t necessarily see or articulate through spoken or written speech; it acknowledges that which is hidden to the naked eye, and it has a transformative power that allows us to access parts of ourselves and the

Teachers are in a profession that requires a lifelong approach to learning; the direction of this unit is at exploring one's own capabilities, and to start scaffolding our own learning. Knowing what one can do, can direct one to further improvements (Dinham, 2014, pp. 62-63). This unit is a great start to personal learning of the arts. There is evidence of improvement of learning and have responded to the above in an appropriate way with in text references, in a creative thinking self-expression meaning making of ideas.

Greek philosopher Aristotle defines the arts ¨as the realization in external form of a true idea, and is traced back to that natural love of imitation which characterizes humans, and to the pleasure which we feel in recognizing likenesses.¨(IEP). The fine arts which have been a part of human history for 30,000 years have played an essential role in the development and advancement of our societies. As of today, the fine arts are facing the danger of vanishing in the education system of the United States Schools in places like Minnesota, Michigan and Philadelphia struggle to obtain arts programs within their schools. Districts like the Rosemount-Apple Valley-Eagan district, have been struggling with raising student’s academic scores in courses

Kist passion for art has informed him in his teaching and research. Before teaching, he was involved in art. He was formerly a musician, a filmmaker, an actor, and he even worked in video production. He was also a former classroom teacher. He brought his passion for arts into the classroom to help motivate his students by using videos, allowing the kids to make movies, listening to music, and viewing art. Kist didn’t know his passion for art would contribute toward his work now as a professor and researcher.

It is through completing the Art Making and Responding activities that I have demonstrated my learning of contemporary arts education through developing an appreciation for authentic practices through observing and reflecting on the processes. These activities have changed my perception of arts education as a meaning-making experience; demonstrating my abilities through the form of performance and written analyses. With this, I have learned that it is important to critically reflect on my responses to the Art Making and Responding activities to further my development as an educator. It is because of these activities that I have been able to position myself as an authentic learner of the arts and recognise the skills which will influence positive

There needs to be an understanding to the strength and diversity art can offer additional subjects. Developing the skills to observe and learn to comprehend is valuable to not only art but all academic classes.

Many of the discussions that the students have in class are Miss Watson trying to open up the girls minds and let them see beyond the textbook’s definition of art. Miss Watson’s untraditional ways of teaching interferes

Everybody needs knowledge for everything they do in their life. They also need empathy. There are two texts that deal with teaching lessons about art. In one text called, Letters to a Young Artist, the author gives young artists advice. In a short story called, “Zebra” art helps heal the main character. Artists especially need empathy and knowledge to create good art.

In this class art has taught me many things that I didn’t know before or that they were associated with art particularly. This has gave me the opportunity to appreciate art and what it gives us the chances to do with it. Art also has changed my views on many things. To be specific, according to what I have learned in this class, it has changed my view on the role art has in reflecting social, economic, and humanistic issues. Also, I have learned many new artists that had works that were particularly meaningful in expanding my view of the world. All in all, art has many things to it to learn and appreciate from and to give you the chance to learn something that is creative and beautiful that you didn’t know about before.

Some people look at art as something trivial, a thing people do because they are too lazy to have a professional occupation, but to others, art engulfs their whole world, gives life meaning, and they feel as if talent is only gained by hard work. With these opinions, there can be a debate on including art in education, and whether or not the education system should be putting more of an emphasis on teaching children art. Specifically visual art, although there are valid arguments on why other spectrums of the arts should also be taught in school.

Why the Arts Don't Do Anything: Toward a New Vision for Cultural Production in Education is an essay by Rubén A. Gaztambide-Fernández. Fernández argues that typical arts in education scholarship and supports the arts as a definable naturalistic trend that exists in the world and is art is engaged through what he calls the rhetoric of effects as part of the mainstream discourses used in arts in education research today

Humans have a long history of expressing ourselves through medium for varying reasons that have not always had to do with survival. We as a species have continued to try and portray our visons from inside the mind to the tangible world for our fellow beings by using drawings. There are a multitude of ways that the mind can reach our world. Some ways are seen as more familiar than others. If there are more familiar ways, then there is also a less familiar way. The fine arts such as art are what separates a satirical essay from a Grecian statue. Jeanette Winterson examines what art means to in our larger society and how to learn to truly appreciate and experience art.

There are several schools of thought on how art should be taught, if taught at all. Some artist believe that art cannot be taught and must come within while other artist believe that there is only one correct way to execute a project and that must be taught. Here we can look at two different approaches to this idea.

The motivations and objectives of both providers and participants in adult arts learning are diverse. Adult educators seeking to foster transformative learning invoke the role of imagination in developing new perspectives; they view the arts as a way of engaging adults in imaginative exploration of themselves and their relationship to the world (Dirkx 2000; Kazemek and Rigg 1997). In adult literacy education, analysis of paintings and poems can be a means of developing visual and linguistic acuity, critical thinking, and aesthetic judgment (Dreybus 2000; Kazemek and Rigg 1997). Greene (in Elias, Jones, and Normie 1995) speaks of aesthetic education as a form of critical literacy to empower people to read and name