invisible hit counter The concept of an educational through art - 10 Downing Nyc

Most of the subjects that students get in school are theoretical cognition and tend to activate the left brain. While right brain use is very limited. Therefore, arts and culture classes are expected to explore practical, aesthetic, and creative materials that activate the right brain more.

Accordingly, both the learning process and the assessment of values ​​or evaluation of cultural studies subjects are more strongly emphasized on psychomotor, affective, and not on cognitive aspects. This means that practical material is dominant over theory in art subjects. This is expected to add to the brain work imbalance, which in theory is more cognitive.

 

Cultural education is the most comprehensive education, call it a complete package. For arts and culture instruction involves three life values ​​that are sharpened, namely, truth studied through logic, goodness studied through ethics, and beauty studied through aesthetics. Aesthetics is closely related to feeling, emotion, and beauty. Meanwhile, beauty is closely related to the human ability to create beautiful works, appreciate beautiful works or objects, and choose and use beautiful things. This includes being nice.

 

It can be said that aesthetics is the application of the human senses to what they observe, namely through the emergence of a sense of beauty, art, and taste, so that in the future an aesthetic science will appear, more specifically a science of art or art. The object of art is the highest form of the human spirit, namely beautiful feeling. Meanwhile, beauty can only be attained through a person’s experience of expressing emotions, ideas, and tastes, which ultimately manifest themselves in the form of works of art. The experience of someone massively engaging in the artistic process in the form of dance, music, theatre, visual arts, design, literature, singing, composing songs, anyway anything that can come about through a creative process then that person has refined his aesthetic, creative experiences, emotions and innovation experiences. In this context, arts and culture subjects must be taught in schools

 

Education through art

To quote Plato’s expression, a philosopher, very famous philosopher, said that art should be the basis of education. This statement shows that art or cultural art education has a very important position, role, and function in the world of education.

 

One approach concept that has the right dose is education through arts or education through arts. In this approach, art does not become enculturation and conservation, or an attempt to develop or process heritage. The concept of an arts education approach that has an enculturation goal is usually applied to art schools such as Karawitan Middle School and Fine Arts High School.

 

The pedagogical approach through the arts feels very important and meaningful in the teaching and learning process in public schools. Of course, the consideration is that school learning must locate art as a process of creation and recreation. Where the learning process prioritizes recovery. Both teachers and students process the learning process playfully and entertainingly. This corresponds to the concept of art education so that art education functions as a game medium that serves to compensate for boredom among students with theoretical cognitive learning routines.

 

Art education as a medium to achieve educational goals

The embodiment of the concept of arts education or arts education is to place art as a medium to achieve educational goals. At the level of this concept, arts and culture education is committed to guiding the success and achievement of educational goals in schools in general, which serve as a tool to provide a balance between rationality and emotion, intellect and sensitivity.

 

Art education will be easy to implement in schools when schools and their equipment, teachers, and students together understand the concept of art education in school as recreation. Art as a medium or tool to achieve educational goals presents art as a container and cover for every teaching and learning process, in the implementation of which it relies on processes and products and not just on results. Art education in schools is not intended to produce artists or art experts, but to be a vehicle for expression and imagination, recreation, and creativity.

 

Through art education in schools, rational emotional balance and kinesthetic motor skills are fulfilled. These activities can be explored through creative activities using materials such as dance, music, drama, visual arts, multimedia arts, literature, or other arts according to the school’s ability. The development of rational emotional and motor kinesthetic skills or intelligence is very important in the world of child education and cultural arts education can meet these needs. If it is compared to the human brain, which is made up of many cavities that need to be filled, then there is an empty cavity, call it an art cavity, then the human brain becomes incomplete.

 

How arts pedagogy can be a medium to achieve educational goals can certainly be interpreted if arts and cultural pedagogy are very open to using the concept in other subjects. If art and culture can be a container or packaging as mentioned above, then art will be a very important choice to package the teaching and learning process of any subject in a way that makes it interesting.

 

Examples of teaching math through singing, chemistry subjects using poster pictures as a means to create important formulas, and learning English by singing songs. Learn physics with multimedia projects, history lessons, geography, and sociology wrapped in drama games or short films. Biology teaching using the concept of exhibitions to show the results of their research and decorate the exhibition hall is a creative work refined in the arts discipline in general. Or, with careful planning, you can create a year-end project together and combine different subjects into an interesting moment, using an integrative learning model.

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