5 aspect to create a sustainable, positive atmosphere in your classroom free essay sample

The role of Art Education and the outcomes of Quality Program The critical outcomes which form the basis of our education system are broad, generic cross-curricular outcomes which adhere to Constitution and have been adopted by SAQA. These outcomes will ensure that learners gain skills, knowledge and values that will allow them to contribute to their own success as well as the success of their families and communities. The key ideas that illustrate the importance of these outcomes include mastery of action such as: Identifying and solving of problems Working effectively with others Organising and managing oneself Collecting, analysing and critically evaluation of information Communicate effectively Being culturally and aesthetically sensitive Developing entrepreneurial skills These outcomes simply refer to specifications of what learns should be able to do at the end of the learning experience. By being exposed to art, the child learns to develop the following skills: Academic achievement Involvement in the arts can help children actively engage in learning, understand the concepts being taught, develop deep understandings in whatever subject is being taught, and to express their understandings in different ways. Regular involvement in the arts develops the higher order skills of analysis, synthesis and evaluation, as well as critical-thinking, problem-solving and decision-making skills. Research also indicates that sustained quality engagement in the arts enhances children’s literacy and numeracy skills, especially those children from disadvantaged backgrounds. Respect for themselves and others Through involvement in quality arts programs, children are able to connect and empathise with others as they understand and appreciate their cultures, traditions and symbols. The arts are a way of changing children’s perceptions and stereotypes of people who are different from them as they are exposed to different societies and cultures through their arts. They learn to respect and appreciate the differences and become more tolerant of other people, as well as accepting and respecting their own culture. Training and Life skills Australian reports into employability of young people suggest that to succeed in the workplace in the 21st century, young people need to be able to collect, analyse and organise information, communicate ideas and information, plan and organise activities, work with others in a team, use mathematical ideas and techniques, solve problems and use technology. Within a quality arts program each of these skills is developed and so, by involvement in the arts, children, as tomorrow’s leaders, are being comprehensively prepared for the competitive and creative arena of the world of work. Self-Expression Through self-expression in the arts, children learn focus, self-discipline, innovation, creativity and emotional expression as well as verbal and non-verbal communication skills. They learn to use a variety of media to express themselves and communicate using multi-literacy. They learn to use movements, symbols, visuals and sounds as well as words to convey meaning. They learn to get in touch with their own feelings and those of others. When they create or observe a work of art they respond emotionally, they feel good about themselves, and they learn that there is more to life than what can be assessed by quantitative measures. OUTCOMES OF A QUALITY ART PROGRAMME A quality arts program is one of the greatest gifts a teacher can give to their children – don’t deprive them of this precious gift for any reason. Artworks should be created from observation, memory and imagination The learner will develop an understanding of art as a means of expression ideas, feelings and ideals. The learner will gain a basic understanding of the range of visual arts throughout history and across many cultures. The learner will be conversant with art terms and concepts. The learner will learn about a range of world cultures through the study of art works, their contexts, purposes and cultural values. The learner will develop preferences for some type or style of art. The will learn how art expresses cultural values and be able to influence society as he/she will investigate ways in which the visual arts are influenced by the contexts of their creation, such as psychological factors, political events, social values or change in technology. The learner will be able to use sources of discovery and research such as the library and internet to seek specific information about art and artists. QUESTION 3 DEFINE CREATIVITY: Creativity is an ability to produce something new through imaginative skill, whether a new solution to a problem, a new method or device, or a new artistic objects or form. The term generally refers to a richness of ideas and originality of thinking. Psychological studies of highly creative people have shown that many have a strong interest in apparent disorder, contradiction, and imbalance, which seem to be perceived as challenges. Such individuals may possess an exceptionally deep, broad, and flexible awareness of themselves. Studies also show that intelligence has little correlation with creativity; thus, a highly intelligent person may not be very creative. Creativity is the ability to generate innovative ideas and manifest them from thought into reality. The process involves original thinking and then producing. â€Å"Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others. † – Robert E. Franken, Human Motivation Characteristics of creative/artistic people 1. sensitive Being sensitive helps creativeness in many ways: a. it helps with awareness of problems, known unknown b. it helps people sense things easier c. it helps to cause people to care and commit themselves to challenges or causes. 2. not motivated by money As important as money is in most societies or economies it is not a driving force for a creative person. Generally they have an intuitive sense of the amount of money they basically need and once that need is fulfilled then money stops affecting or driving them. 3. sense of destiny Intuitively creative people know that they have a purpose, a destiny or they realize that they can choose or create one to drive them to reach greater heights of skill, ability, or talent. 4. adaptable Without the ability to adapt people could not become creative. But rather than adapt to something they choose to adapt things to suit them, their needs or the goals they are striving towards. 5. tolerant of ambiguity Two or more things or ideas being right at the same time challenges the thinking of a creative person. They love to be ambiguous to challenge other people and ideas. Ambiguity helps them see things from many different perspectives all at the same time. 6. observant Creative people constantly are using their senses: consciously, sub-consciously and unconsciously, even non-consciously. 7. perceive world differently Thoreau talked about people drumming to a different drum beat. Creative people thrive on multiple ways of perceiving: seeing, hearing, touching, smelling, tasting, sensing things. These different perspectives open up their minds to unlimited possibilities. 8. see possibilities Average people, people who don’t believe they are creative, people who are fearful or resistant to creativeness or creative thinking prefer to work within limits with limited possibilities. Creative people love to see many, even infinite possibilities in most situations or challenges. Question 2 Developing awareness through experiences Perceptual awareness means the ability to perceive, and also the ability to remember in detail, the thoughts, perceptions, and feelings associated with an experience. These experiences must be internalised and related to something that the learner already knows to enable them to extend their frame of reference. Evoked feelings or emotions can be seen in terms of physical, as well as emotional, experiences. Developing an awareness of the object through empathy with the object refers to the learner’s ability to identify with the object; empathy sometimes can be such that the learner feels like he/she’s the object. The expressive content of work of work is the feeling or emotion that an image generates in those who come into contact with it. Before a visually form is analysed, the viewer experiences the expressive quality of the work. These non verbal cues communicate certain feelings before one attempts to understand the formal visual language of an artwork. The way in which we respond to the expressive content of a work is conditioned by our frame of reference, namely our previous experience and expectations. We respond emotionally to certain forms or colour because we associates them with particular meaning for us. This response is governed by our culture, our traditions, our frames of reference. Visual quality, because of their inherent relationships, create certain state of feelings if viewed within the right frame of reference. Given the right type of guidance, learners may learn to perceive and experience the qualities found in artworks of the past and present and thus enrich the quality of their lives. Teachers must be able to plan, guide and lead learners to a perceptual awareness that a learner would not have archived by themselves. With the above mentioned guidance, learners will become progressively more aware and be able to interpret their own awareness by developing sensitivity and openness to the world around them. DEVELOPING AWARENESS THOUGH VISUAL STIMULUS Developing perceptual awareness is a way of increasing one’s ability to handle visual information through senses. As a result of this information the learner should have more aesthetic options to select from and more ways of relating to the world. Equipped with this visual information, the learner can be more confident that his or her sense of perception will help him/her to solve a task with more flexibility. The teacher needs to guide, lead and direct the learner to develop this kind of awareness. A great variety of stimulus materials, include objects in nature, human made products, as well as the arts, the need for the learner’s experience if he/she become perceptually more aware. By viewing, the touching, smelling and discussing, the teacher can direct the attention of the learner to the elements of arts, as seen in nature and human-made products. This will also indirectly enable the learner to acquire the vocabulary of art.